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Media literacy education
Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy moves beyond the traditional no print text and moves to examining more contemporary sources. Some examples of media literacy include, but are not limited to television, video games, photographs, and audio messages. Media literacy education provides tools to help people develop receptive media capability to critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop generative media capability to increase creative skills in making their own media messages. Critical analyses can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting propaganda, censorship, and bias in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model—affect the information presented.
As defined by The Core Principles of Media Literacy Education, "the purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world." Education about media literacy can begin in early childhood by developing a pedagogy around more critical thinking and deeper analysis and questioning of concepts and texts. As students age and enter adulthood, the use of learning media literacy will be impactful in identifying ethical and technical standards in media as well as understanding how media ties to their cognitive, social, and emotional needs.In North America and Europe, media literacy includes both empowerment and protectionist perspectives. Media literate people can skillfully create and produce media messages, both to show understanding of the specific qualities of each medium, as well as to create media and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of 'texts' that require analysis and evaluation. By transforming the process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation, and understand the role of mass media and participatory media in constructing views of reality.Media literacy education is sometimes conceptualized as a way to address the negative dimensions of media, including media manipulation, misinformation, gender and racial stereotypes and violence, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young people by helping them make good choices in their media consumption habits, and patterns of usage.Some scholars see media literacy as a dialogical process for social and environmental justice that incorporates Paulo Freire's (1970) notion of praxis, "reflection and action upon the world in order to transform it" (p. 36). This pedagogical project questions representations of class, gender, race, sexuality and other forms of identity and challenges media messages that reproduce oppression and discrimination. Proponents of media literacy education argue that the inclusion of media literacy into school curricula promotes civic engagement, increases awareness of the power structures inherent in popular media and aids students in gaining necessary critical and inquiry skills. Media can have a positive or negative impact on society, but media literacy education enables the students to discern inescapable risks of manipulation, propaganda and media bias. A growing body of research has begun focusing on the impact of media literacy on youth. In an important meta-analysis of more than 50 studies, published in the Journal of Communication, media literacy interventions were found to have positive effects on knowledge, criticism, perceived realism, influence, behavioral beliefs, attitudes, self-efficacy, and behavior. Media literacy also encourages critical thinking and self-expression, enabling citizens to decisively exercise their democratic rights. Media literacy enables the populace to understand and contribute to public discourse, and, eventually, make sound decisions when electing their leaders. People who are media literate can adopt a critical stance when decoding media messages, no matter their views regarding a position. Likewise, the use of mobile devices by children and adolescents is increasing significantly; therefore, it is relevant to investigate the level of advertising literacy of parents who interact as mediators between children and mobile advertising. Digitalisation and the expansion of information and communication technologies at the beginning of the 21st century have substantially modified the media and their relationship with users, which logically modifies the basic principles of media education. It is no longer so much a question of educating critical receivers as of training citizens as responsible prosumers in virtual and hybrid environments. Media education currently incorporates phenomena such as social networks, virtual communities, big data, artificial intelligence, cyber-surveillance, etc., as well as training the individual in the critical use of mobile devices of all kinds.
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