What and Why: Media Literacy

If you conduct a search on the term "media literacy" it is probable that you will find a variety of sites and research studies that have crafted their own definitions of what it means to be media literate. However, most agree on the basic principles and skills the one needs to able to activitly and positivily engage with media today.

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Definitions and Research: What and Why

An Overview & Orientation Guide To Media Literacy Education

As early as 1985, Len Masterman, considered one of the pioneers of media education and media literacy, noted that media education is essential to participatory democracy. In the Global Media and Information Literacy Assessment Framework developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2013, the authors noted that rapid technological changes in the 21st century have created new opportunities and new challenges for freedom of expression and civic engagement.

The Center for Media Literacy (Thoman & Jolls, 2008) defines media literacy education as a framework and pedagogy for the new literacies needed for living, working, and engaging as community members in the 21st century. Media literacy also plays a unique role in preparing community members to “engage in and contribute to the public debate” (Thoman & Jolls, 2008, p. 8).

NAMLE defines media literacy as the ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using all forms of communication. In its simplest terms, media literacy builds upon the foundation of traditional literacy and offers new forms of reading and writing. Media literacy empowers people to be critical thinkers and makers, effective communicators and active citizens. They outline six principles of Media Literacy Education.

  1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.

  2. Media Literacy Education expands the concept of literacy to include all forms of media (i.e., reading and writing).

  3. Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice.

  4. Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society.

  5. Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.

  6. Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

References:

  • Masterman, L. (1985). Teaching the media. Routledge.

  • Media Literacy Basics. U.S. Media Literacy Week. (n.d.). Retrieved October 13, 2021, from https://medialiteracyweek.us/resources/media-literacy-basics/

  • Thoman, E. & Jolls, T. (2008). Literacy for the 21st Century. An Overview & Orientation Guide to Media Literacy Education. Center for Media Literacy. https://www.medialit.org/literacy-21st-century

  • United Nations Educational, Scientific and Cultural Organization. (2013). Global media and information literacy assessment framework: Country readiness and competencies. https://unesdoc.unesco.org/ark:/48223/pf0000224655