MEDIA LITERACY IN EUROPE (original) (raw)
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EAVI Studies on Media Literacy in Europe
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It is predicted that media, in all its forms, will grow between ten and one hundred times its current volume over the next decade. Therefore, over time the three basic literacy skills of reading, writing and arithmetic will no longer be sufficient. People are also increasingly required to develop advanced skills in critical thinking, in order to decode the messages delivered by media. This type of new literacy is called media literacy (ML). The article presents a brief description of the results of wide comparative studies covering all 27 European Union Member States, conducted by the author in consortium with other partners for the European Commission. The results served as a basis to draw up future scenarios and perspectives for media literacy in Europe, outline emerging trends, and propose international expert recommendations which indicate priorities to develop new, concrete initiatives. The European Association for Viewers’ Interests (EAVI) studies are some of the most comprehe...
Media literacy: ambitions, policies and measures
2011
Round Table 1: Media literacy: ambitions, policies and measures Participants: • Sonia Livingstone, Professor, LSE - Chair • Paolo Celot, Secretary General, EAVI – European Association For Viewers’ Interests • Susanne Ding, European Commission, Directorate General "Education and Culture" • Jane Rumble, Media Literacy Group, Ofcom • Kirsten Drotner, Professor, University of Southern Denmark and DREAM (Respondent) Conference Panel: Media literacy: ambitions, policies and measures Participants: • Sonia Livingstone, Professor, LSE - Chair and paper presenter • Ben Bachmair, Professor, University of Kassel, and Institute of Education, University of London • Conceição Costa, Assistant Professor and researcher at CICANT-Lusófona University, Lisbon • Tao Papaioannou, Assistant Professor, University of Nicosia, Cyprus • Kirsten Drotner, Professor, University of Southern Denmark and DREAM (Respondent)
Audience Transformations. Shifting Audience Positions in Late Modernity, 2014
Media literacy matters. We begin by acknowledging the longer traditions and purposes of media literacy plus the recent rise of media literacy on academic, educational and media policy agendas, given advent of digital/convergent media landscape. We note the persistent struggles over terminology and evaluation, linked to continued challenges of implementation and delivery. Thus we turn to critical, theoretical and empirical research for insights on future directions. Media literacy and media audiences. We frame media literacy within audience, which foregrounds the long history of media persuasion research and the shorter history of receptive/critical/resistant/creative audiences is promising for new directions in media literacy research. It is important, we propose, to conceive of media literacy as not only an individual skill but also as a cultural capacity (c.f. locating il/literacy, asking the critical question of to whom the lack of media literacy matters). Situating media literacy in the changing media ecology. The chapter then asks, is media literacy the same across all media? There are advantages to conceiving of generalisable, platform-neutral skills focused on content, this also acknowledging historical continuities (from print through audiovisual to digital networks), resulting in a practical, pan-media definition capable of redeveloping itself along with changes in media. But this prioritises questions of skill or competence, neglecting the textuality and technology that mediate communication – for critical scholarship and policy, literacy does not simply demand knowledge and ability to access, analyze, evaluate and create messages through a medium but rather demands “applying this knowledge for specific purposes in specific contexts of use” (Scribner & Cole, 1981, p.236). Technological complexity and the media literacy burden. This section seeks to demystify the technological complexity of digital media as the cause itself for the need of media literacy. Why is so different for the audience, making it somehow risky to be online? How does literacy depend on conventions of interface and database as well the cultural transcoding that define digital media? Debunking myths of media literacy. Last, the chapter will elaborate selected key myths and critique them based on recent empirical research in order to draw out main points from the foregoing and show how recent European research is useful; it can then summarise debunked myths as conclusions for research and policy making, and end with suggestions for the research and policy agendas.
2011
This paper presents and discusses the results of OnAir, a European project on Media Education funded by the European Commission. This two-year project aimed at collecting, documenting, and developing media education practices across Europe, especially in Belgium, Bulgaria, Italy, Lithuania, Poland, and Romania. In particular, the paper focuses on the role of documentation in improving teachers’ practical knowledge and highlights the challenging aspects at stake in this process. The analysis of collected data reveals that documentation of media education practices is often poor both in terms of information about instructional practices and in teacher reflection on their actions. Stronger collaboration between teachers and researchers may be needed to support the kind of careful documentation that leads to effective practice. The development of adequate tools that teachers can easily use during their own activities may also facilitate improved levels of documentation.