Media literacy is the process of analyzing, evaluating and creating messages in a wide variety of media modes, genres and forms. (http://en.wikipedia.org/wiki/Media_literacy)
Or
In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy:
The Ability to
Access
Analyze
Evaluate
and
Communicate information in a variety of format including print and nonprint.
(http://www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/article.html#What%20is%20Media%20Literacy)
I chose to start this blog on Media Literacy with a video and the two definitions mainly because if I had been approached unaware, I am positive my answer would have resembled many of the students interviewed. Only after careful thought, I might have stumbled onto what appears to be the accepted standard definition. That should not be surprising since the United State lags behind almost every other 1st World Country (countries that are technologically advanced with stable governments) in the area of Media Literacy. As a country, we have not taken Media Literacy to heart, hence have not yet given its true validity. If this fact continues to remain true, we will only lag further and further behind. The good news is that Universities like Full Sail are making enormous inroads into changing the views and the possibilities of our wonderful nation into becoming a leader, instead of being several steps behind where media literacy is concerned.
Progression is being accomplished on a state-by-state basis, as proven by North Carolina’s K-12 Skills statement. "The sheer mass of information and variety of media formats challenges every learner to filter, interpret, accept and /or discard media messages. Students are expected to be able to a.) recognize the selection of all media in news coverage b.) draw conclusions about cause and effect relationships between the media's reports and the public's response c.) recognize the effects of distortion, stereotyping, propaganda and violence in visual media and d.) recognize, interpret and create visual images.” (Visual Information Education Workshops: Linking Media Literacy to School Reform Restructuring). New Jersey, Oregon, Maryland, Georgia, Florida and North Dakota all have certain aspects of media literacy integrated into the certain aspects of curriculum, such as Social Studies or Health (most concentrate on evaluating commercials). What most schools are not recognizing is that media literacy can easily be integrated into the curriculum in the same manner that reading and writing skills have been in the past. Through my readings, I realize that students will analyze, create and evaluate media in the same way a piece of art might be interpreted. Given this opportunity, our students will embrace media literacy to the fullest extent of the definitions.
Frank W. Baker, is one of the nation's leading media literacy experts, creator and author of Media Literacy Clearinghouse (MLC).
“MLC's mission is to assist K-12 educators who want to:
- teach standards that include non-print, media texts
- learn more about media literacy
- integrate it into classroom instruction
- help students read the media
- help students become more media aware
- locate appropriate resources”
Baker’s site is broken down into teaching standards, complete with lesson plans, concepts, and all the way down to specific content areas at: http://www.frankwbaker.com/default1.htm
This is a site as an educator worth checking out!
References:
Baker, F. (2009, January). Media literacy clearinghouse. Retrieved August 14, 2009
from: http://www.frankwbaker.com/default1.htm
Considine, M. (1995, Fall). Telemedium, the journal of media literacy,
Volume 41, Number 2). Retrieved August 16, 2009 from: http://www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/article.html#TOC
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