Media literacy

This article or section is a stub. It does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions.

Draft

## Contents

* 1 Introduction
* 2 Media literacy education
* 3 Bibliography
* 3.1 Cited
* 3.2 Other
* 4 Links

## Introduction[edit | edit source]

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:

* Digital literacy

## Media literacy education[edit | edit source]

Media literacy education in the US, according to Hobbs and Jensen (2009) [2] is based 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 representation 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[edit | edit source]

### Cited[edit | edit source]

1. ↑ 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. ↑ 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/
3. ↑ 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 Principles (Teachers).pdf
4. ↑ 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[edit | edit source]

* 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.

## Links[edit | edit source]

* https://en.wikipedia.org/wiki/Media_literacy

* Journal of Media Literacy Education