Media literacy: Difference between revisions
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A classical definition of Media literacy is {{quotation|media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts}} (Livingstone, 2004) <ref>Livingstone, Sonia, Media Literacy and the Challenge of New Information and Communication Technologies, The Communication Review, Vol. 7, Iss. 1, 2004, DOI 10.1080/10714420490280152 http://www.tandfonline.com/doi/full/10.1080/10714420490280152 </ref> | A classical definition of Media literacy is {{quotation|media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts}} (Livingstone, 2004) <ref>Livingstone, Sonia, Media Literacy and the Challenge of New Information and Communication Technologies, The Communication Review, Vol. 7, Iss. 1, 2004, DOI 10.1080/10714420490280152 http://www.tandfonline.com/doi/full/10.1080/10714420490280152 </ref> | ||
See also: | |||
* [[Digital literacy]] | |||
== Media literacy education == | == Media literacy education == | ||
Revision as of 18:50, 14 April 2016
Introduction
A classical definition of Media literacy is “media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts” (Livingstone, 2004) [1]
See also:
Media literacy education
Media literacy education in the US, according to Hobbs and Jensen (2009) [2] is bases on some common core principles [3]. For example, "teaching [students] how they can arrive at informed choices that are most consistent with their own values”.
Hobbs and Jensen, in 2009 [2], outlined a program for media literacy educators (in the US): “We must continue to help students become active authors of media messages, using the full range of digital media and technology tools for self-expression, advocacy, and education. We must continue to address issues that are central to the experience of growing up in a world full of mass media, popular culture and digital media. Learning to analyze news and advertising, examining the social functions of music, distinguishing between propaganda, opinion and information, examining the rep- resentation of gender, race and class in entertainment and information media, understanding media economics and ownership, and exploring the ways in which violence and sexuality are depicted in media messages continue to matter as important life skills. With the rise of digital media, there are a range of important new media literacy skills, where we must consider issues of personal and social identity, the complex interplay between what’s private and what’s public, and legal and ethical issues.”
According to Faith Rogow (2013) [4] “Framing media literacy education as both literacy and inquiry opens a door to a world of ongoing educational conversations from which media literacy educators have been heretofore largely absent.”
Bibliography
Cited
- ↑ Livingstone, Sonia, Media Literacy and the Challenge of New Information and Communication Technologies, The Communication Review, Vol. 7, Iss. 1, 2004, DOI 10.1080/10714420490280152 http://www.tandfonline.com/doi/full/10.1080/10714420490280152
- ↑ 2.0 2.1 Hobbs, R. & Jensen, A. (2009). The past, present and future of media literacy education. Journal of Media Literacy Education 1(1), 1 -11. http://digitalcommons.uri.edu/jmle/vol1/iss1/1/
- ↑ National Association for Media Literacy Education. 2007. Core principles of media literacy education in the United States. http://www.amlainfo.org/uploads/r4/cE/r4cEZukacxNYaFFxlMONdQ/NAMLE-CPMLE-w-questions.pdf (dead link), https://cmes.uchicago.edu/sites/cmes.uchicago.edu/files/uploads/MediaLiteracy/NAMLE_Core%20Principles%20%28Teachers%29.pdf
- ↑ Rogow, Faith. "Ask, don’t tell: Pedagogy for media literacy education in the next decade." Journal of Media Literacy Education 3, no. 1 (2013): 8.
Other
- Buckingham, David (2007). Media education : literacy, learning and contemporary culture (Reprinted. ed.). Cambridg
- Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication, 48 (2), 9-29.