IICOM 2008
INTERNATIONAL MEDIA
LITERACY RESEARCH FORUM
Promoting Media
Literacy
31 October 2008
Introduction
The presenters explained that the forum was
founded in 2003 and started off with a high number of researchers and very few
regulators, a situation that is now changing. Currently, most regulators are
addressing –or have the intention of addressing– media literacy as an important
institutional function.
They highlighted the importance of media
literacy:
·
As
a democratizing force, and
·
As
a means to empower people
Robin Blake presented a working definition of
media literacy: access, analyze, evaluate and create media. He presented a
hypothetical model describing the factors that make up media literacy and that
might vary in different countries. The model includes the following factors: a)
political interventions; b) media regulation; c) market context; d) social and
cultural contexts (this last factor could include, for instance, the study
plans of different educational systems).
He said that promoting media literacy: a)
informs policies; b) influences the development of the marketplace; c) empowers
the public; d) informs research; e) provides tools for creative expression. Media
research is a key driver in guiding policies related to e-learning and continuing
education; the e-economy and e-society.
Media research must take into account the media
regulation context of each country, and the rationale behind each nation’s code
of laws.
The Experience in Various Countries
Alice Lee, from
perspective of media education, based on social network models. She said the
focus is now on Internet given that it offers a participatory media
environment.
Linda Caruso, from ACMA (Australian
Communication and Media Authority) discussed the way that this entity functions
as a converged regulator (that is, it includes Internet) even though
legislation does not provide for it.
Eric Tan, from MDA (
stated that although young people boast highly developed technological skills
they do not have the life experience to enable them to discriminate. He
described MDA’s system of classification of computer games. He said that Internet
has enabled people to interact dynamically with the web but that this does not
mean they are capable of doing it critically and thoughtfully. People should
ask themselves. Why am I doing this? Have I measured the consequences of my
actions? He proposed a literacy model that passes from knowledge to awareness and
then to commitment.
The Future of Media Literacy
- The debate focused on new media
and the fact that it is impossible –in some cases– to classify them. The
marketplace has changed because people are no longer just consumers;
rather they have become proactive creators of content (from consumers to “prosumers”).
- Many new media, bloggers for
example, are not driven by commercial motives. In the context of a hybrid
economy, brands provide guidance and security as regards the resources
that users employ (e.g. portals, which have Brands such as AOL or others
based on Corporate Social Responsibility). - The greatest challenge facing
regulators of television content, or of audiovisual media in general, is
that the advent of digital television and other technological developments
has enabled viewers to watch programs across national boundaries and to
time-shift. This makes regulation of contents virtually impossible. For
this reason, one alternative for facing this challenge is the promotion of
media literacy within the family and school environments.