Positive Projects World: MEDIA LITERACY AS A PANACEA FOR EFFECTIVE EDUCATIONAL BROADCASTING

Friday, January 6, 2017

MEDIA LITERACY AS A PANACEA FOR EFFECTIVE EDUCATIONAL BROADCASTING

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

For centuries, literacy has referred to the ability to read and write. Today, we get most of our information through an interwoven system of media technologies. The ability to read many types of media has become an essential skill in the 21^stCentury. Media literacy is the ability to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages we receive from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media. Media literacy skills are included in the educational standards of every state in language arts, social studies, health, science, and other subjects. Many educators have discovered that media literacy is an effective and engaging way to apply critical thinking skills to a wide range of issues. Buckingham, (2007).

Media Literacy Project’s approach to media literacy education comes from a media justice framework. Media Justice speaks to the need to go beyond creating greater access to the same old media structure. Media Justice takes into account history, culture, privilege, and power. We need new relationships with media and a new vision for its control, access, and structure. Media Justice understands that this will require new policies, new systems that treat our airways and our communities as more than markets. Frau-Meigs, (2008).

Media literacy skills can help youth and adults to:

· Develop critical thinking skills

· Understand how media messages shape our culture and society

· Identify target marketing strategies

· Recognize what the media maker wants us to believe or do

· Name the techniques of persuasion used

· Recognize bias, spin, misinformation, and lies

· Discover the parts of the story that are not being told

· Evaluate media messages based on our own experiences, skills, beliefs, and values

· Create and distribute our own media messages

· Advocate for media justice

The terms 'media literacy' and 'media education' are used synonymously in most English-speaking nations. Many scholars and educators consider media literacy to be an expanded conceptualization of literacy. In 1993, a gathering of the media literacy community in the United States developed a definition of media literacy as the ability to access, analyze, evaluate and create messages in a wide variety of forms. Jenkins, (2009).

Media literacy has a long history and over the years a number of different terms have been used to capture the skills, competencies, knowledge and habits of mind that are required for full participation in media-saturated societies. In England, the term "media education" is used to define the process of teaching and learning about media. It is about developing people's critical and creative abilities when it comes to mass media, popular culture and digital media. Media education is the process and media literacy is the outcome, but neither term should be confused with educational technology or with educational media. When people understand media and technology, they are able to access, analyze, evaluate, and create messages in a wide variety of media, genres, and forms. Liao, Lai, Chang and Lee, (2016).

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