Media literacy proponents have long debated the definition of media literacy and the key concepts or basic principles that it involves. For the classroom teacher these debates are interesting and eye opening, but a practical framework is what is needed for helping students become media literate. The definition and key concepts given here are meant to be that. Once you as a teacher have become so familiar with these that they are an unconscious part of your view of media, learning, and life, then you will find endless ways to help your students become media literate. Media literacy, in reality, is literacy for the 21 tst century as it is the understanding of the way we communicate. A Working Definition Media literacy is the ability to access, analyze, evaluate, and produce communication in all its forms .
Key Concepts Media are constructions. Media represent the actual event or story being told. Actors or actresses play the parts in programs. Directors determine how stories will be portrayed. Reporters select which stories to tell, what details to tell, and how to tell them. Some one behind the product has constructed that reality. There is always a person with bias behind all media.
Media are not the real world but somebody's "take" on the world communicated to the audience. Even though this representation is limited, the audience then forms its understanding of the world based on that representation which shapes its sense of reality.
Behind all media is a person making decisions. That person has ideologies and values that come through in the product. It may be as subtle as which camera angle to shoot the protest from or what order to tell the facts. It may also be as obvious as sexual, political, or religious values portrayed by actors or actresses.
The bottom line of media is they have to make money or at least pay their way. Although it seems as though we have free T.V. and radio, the reality is that advertisers pay the bill. Our magazine and newspaper subscriptions don't pay the cost of the publication, advertisers do. If the programs or publications don't draw audiences, they don't draw advertisers, and they don't stay in business. If a movie or book doesn't have a large enough appeal to draw the audience or readers to make a profit, it won't be produced or published. This makes sense but it also has strong implications when we think of how we get our information and make decisions.
The making of media has become complex. The form and content are connected. Each medium has unique aesthetics, codes, conventions, and techniques. Students can learn how media are made and what makes a quality product in order to evaluate their effectiveness and impact. Audiences negotiate meaning. Understanding of media messages by an audience is based on the background of that audience. This background includes such factors as age, culture, experiences, and education. Different audiences will negotiate media messages differently. Resources for Further ReadingThe Center for Media Literacy: www.medialit.org University of Oregon Media Literacy Project: http://interact.uoregon.edu/MediaLit/mlr/home/index.html Media Awareness Network: http://www.media-awareness.ca Media Literacy Clearinghouse: http://www.med.sc.edu:1081 Alliance for a Media Literate America: http://www.nmec.org/medialit.html