Media literacy
Introduction
Media education
Hobbs and Jensen, in 2009 [1], outlined a program for media literacy educators (in the US): {{quotation|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 propa- ganda, opinion and information, examining the rep- resentation of gender, race and class in entertainment and information media, understanding media econom- ics 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.
Bibliography
Cited
- ↑ 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/
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.