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Adding section for class

Hello, as a part of one of the course requirements within the University of Washington, two other students and I will be doing our best to navigate and add a section on the importance and distinguishing factors of Critical Media Literacy.

We are making these changes because we believe that it is important to explain further what the critical aspect of media literacy. We feel that this is an important skill for everyone to have, as well as a very important part of media literacy. A section specifically dedicated to explaining critical media literacy is needed to make a more complete page on the subject.

  • Add more in depth definition of Critical Media Literacy provided from Kellner
  • The difference between critical media literacy and media literacy and how they relate
  • The benefit for people to critique power structures
  • how to use this strategy to contribute to social change and activism

More ideas may come up along the editing process.

Jhb123 (talk) 00:00, 8 December 2015 (UTC)jhb123[reply]


To do list

  • We need to copyedit this. "It's" is not encylopedic. Can someone please work on this. (unsigned comment)

--

  • list of media literacy proponents needs editing: everyone who's critical of mainstream media thinks media literacy is important. the list needs to be narrowed down to people for whom ML advocay or research is a focus.
  • separate list for researchers who have influenced ML (this would include Paulo Freire and the people above who have been removed from the proponents list )
  • external links needs sorting in order of importance (or alphabet at least)
  • needs links and mentions of media literacy in international conventions (e.g. UNESCO Gruenwald Declaration, Vienna Declaration, etc.)
  • link to UNESCO survey on media eduction (edited by David Buckingham)- use search engine!
  • clearer distinction between different national movements & approaches. US is very particular, and the 'protectionist stance' has been discredited since the early 90s. also, most approaches focus on critical reception, but there are also approaches that include critical production (though this is somewhat controversial also, Masterman warns of the "technology trap").
  • the right wing media literacy (?) people should have their own section. they're more of an exception.
  • more on ML movements in Asia: Japan, Taiwan, Korea.

Bine maya 09:06, 17 November 2006 (UTC)[reply]

For Further Reading Section

(an older Bib)

  • Teaching the Media, Len Masterman, London: Comedia, 1985 ／ Routledge, 1985／1990／1992 <-- the classic. should be listed first.
  • Teaching About Television, Len Masterman, London: The MacMilian Press, 1980
  • Mass media and Popular Culture, Barry Duncan et. al., Harcourt Brace & Co., Canada, 1996
  • Media Action Project, Dirk Schouten and Rob Watling, School of Education, University of Nottingham, Nottingham, 1997
  • Reading Audiences, David Buckingham, ed. London: Manchester University Press, 1993
  • New Directions: Media Education World Wide, Carry Bazalgette, Evelyne Devort, Jasiane Savino, ed. British Film Institute, 1992
  • add research by Sonia Livingstone, Ulla Carlson (new book by Nordicom!)- use search engine!
  • In japanese: Study Guide Media Literacy (3 editions)- see Midori Suzuki
  • http://portal.unesco.org/ci/en/ev.php-URL_ID=23714&URL_DO=DO_PRINTPAGE&URL_SECTION=201.html

Bine maya 12:31, 17 November 2006 (UTC)[reply]

useful scraps

  • UNESCO

“Media Education: A Kit for Teachers, Students, Parents and Professionals” has been published in English and French by UNESCO. The kit is partly a product of the MENTOR project initiated by UNESCO and supported by the European Commission.

http://portal.unesco.org/ci/en/ev.php-URL_ID=23714&URL_DO=DO_PRINTPAGE&URL_SECTION=201.html


UNESCO 03-01-2007 16:00

What should Media education be like? Who should provide it? How should it be included in a curriculum? Beyond schools, do families have a say in the matter? Can professionals be involved and how? What strategies can the public adopt to deal with the benefits and the limitations of media?

These are some of the questions addressed by the kit. It proposes a prototype of media education curriculum for the basic qualification of secondary school teachers, but it also extends its modular approach and key concepts (production, language, representation, public) to adults outside the school system, be they parent, media professional or decision-maker. In addition to a teachers’ manual and accompanying students’ handbook, the kit also contains a manual for parents as well as a handbook on ethical relations with professionals and one on internet literacy.

To extend the pedagogical process of questioning, a 'Frequently Asked Questions' section has been added as well as a glossary of media education terms. The responses provided are meant to introduce the debate and promote dialogue rather than being considered definitive answers. They are not recipes but suggestions for further explorations, both on- and off-line, with many references to documents, materials and websites offered in the final reference section.

Whatever the mode of entry and the viewpoint adopted, the kit takes into account the necessary skills needed to decipher the various types of messages as well as the various stakes relating to citizenship and sustainability, beyond school and family. What matters most is establishing connections between the different actors involved in the process of socializing children and young people. In a development perspective, solid and durable foundations for a large and systematic media education are fundamental to the current needs of shared knowledge societies and cultural diversity."

Bine maya 20:09, 6 January 2007 (UTC)[reply]

Cleanup preamble

Gawd. What a mess. "But it's so much more!" Sounds like a bad advert. OK, major rewrite. Any issues? I also added a references, and converted some links into refs. I agree with others; this article still needs a lot of work. --Bhuston 11:53, 24 November 2006 (UTC)[reply]

Whoever rewrites this, please explain what, conceptually, distinguishes "media literacy education" from indoctrination. It sounds awfully like the government telling kids what is good and what is bad. —Preceding unsigned comment added by 87.162.45.27 (talk) 22:22, 2 February 2008 (UTC)[reply]

Offer to cleanup

I'll have a go at a general copy edit to tidy this up if no-one else is planning to. I'm not a subject expert, just a hack, so if someone better qualified wants to pitch in please do. Note to self - include ref to OFCOM in UK Hugh Mason (talk • contribs 04:33, 2 March 2009 (UTC)[reply]

Before I dive in - any comments on this question - is media literacy a 'process' as currently defined, or is it more accurate to say that it is a competence? Hugh Mason (talk • contribs 14:01, 6 June 2009 (UTC)[reply]

Translation Class Project

We are currently working on THE TRANSLATION into Spanish of this article. Translation work will be ready by the end of June 2014. For more information see Wikipedia:School_and_university_projects/Universitat_Jaume_I_-_E-translating PLEASE, DO NOT TRANSLATE THIS PAGE. IF YOU DO SO, PLEASE INFORM US AT [[User:Mcptrad|Mcptrad]--Mcptrad (talk) 14:12, 7 March 2014 (UTC)[reply]

bibliography

Hobbs, R. (1998), The seven great debates in the media literacy movement. Journal of Communication, 48: 16–32. doi:10.1111/j.1460-2466.1998.tb02734.x

Kellner, Discourse: studies in the cultural politics of education Vol. 26, No. 3, September 2005, pp. 369�/386

Considine, D., Horton, J. and Moorman, G. (2009), Teaching and Reaching the Millennial Generation Through Media Literacy. Journal of Adolescent & Adult Literacy, 52: 471–481. doi:10.1598/JAAL.52.6.2

Lewis, J. and Jhally, S. (1998), The struggle over media literacy. Journal of Communication, 48: 109–120. doi:10.1111/j.1460-2466.1998.tb02741.x

Kellner, D., & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang Publishing.

Livingstone, Sonia (2004) What is media literacy? Intermedia, 32 (3). pp. 18-20 — Preceding unsigned comment added by Ryanjacobberger (talk • contribs) 19:20, 10 November 2016 (UTC)[reply]

Feedback

  • Throughout the article there seems to be a bias when writing about what media literacy does:

examples:

  • "Media literate people should be able to skillfully create and produce media messages."
  • "More confident students in media education should be able to debate the implications of these developments in terms of national and cultural identities"

Sentences like these are throughout the article, and just simply need to be modified a little to make them appear less bias and more driven by information.

  • I also encountered a few references that have broken links or lead to sites with no information as to what they are supposed to be referencing.

-examples:

  • reference 41: link goes to a parenting home page that reviews movies that are safe for children. Unsure of how this link relates to the sentence the reference is on.
  • reference 30: link is broken error 404
  • reference 35: link cannot be found
  • reference 31: link is cannot load, either doesn't exist or this link is not the public link to the article
  • reference 28: link does not load
  • reference 38: cannot load
  • I also believe that there should be a section that discusses the Leadership Conference on Media Literacy.

Ryanjacobberger (talk) 21:54, 18 November 2016 (UTC)[reply]

National Leadership Conference on Media Literacy

This is a section I am planning on adding to the article.


The National Leadership Conference on Media Literacy was a group of 25 representative leaders in the Media Literacy movement. This conference took place in December 1992 at Aspen's Institute Wye Woods campus. This conference was made to help create a definition of media literacy with prominent figures within the media literacy movement. The 25 representative leaders also discussed their vision and their ideas for the media literacy movement. After two days after discussing the leaders agreed on a definition and ideas of where to go with media literacy. They would develop three task forces, the first dealing with building a curriculum and training teachers on how to properly teach media literacy. The second task force, was to establish communications and create reliable databases with correct information on the subject. The third task force, was to promote the reasons behind teaching and learning media literacy while understanding that it should be taken as a serious subject in classrooms and in ever day life.


bibliography:

Hobbs, R. (1998), The seven great debates in the media literacy movement. Journal of Communication, 48: 16–32. doi:10.1111/j.1460-2466.1998.tb02734.x

Kellner, Discourse: studies in the cultural politics of education Vol. 26, No. 3, September 2005, pp. 369�/386

Considine, D., Horton, J. and Moorman, G. (2009), Teaching and Reaching the Millennial Generation Through Media Literacy. Journal of Adolescent & Adult Literacy, 52: 471–481. doi:10.1598/JAAL.52.6.2

Lewis, J. and Jhally, S. (1998), The struggle over media literacy. Journal of Communication, 48: 109–120. doi:10.1111/j.1460-2466.1998.tb02741.x

Kellner, D., & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang Publishing.

Livingstone, Sonia (2004) What is media literacy? Intermedia, 32 (3). pp. 18-20 Ryanjacobberger (talk) 19:22, 26 November 2016 (UTC)[reply]

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Minor adjustments

As apart of my Media Literacy college class I will be providing some minor suggestions for this article.

In the introduction of the article, the link for the National Association for Media Literacy Education does not exist when clicked on (along with a few people mentioned in the paragraph about Australia in the "History" section). A more in depth explanation of what this association is, what it did, and why it is relevant would be beneficial. The article is not completely neutral and shows signs of a bias as the word "should" is often used when explaining media literacy and what exactly it does. I found there to be a lot of repetition of the skills acquired through media literacy. For example, phrases about being able to analyze, evaluate and create media is mentioned in the introduction, "Overview", "Education", and "Critical media literacy" sections. There should be more information regarding South American and Asian education/curriculum in the history section.

Allisonleblanc (talk) 01:32, 28 November 2018 (UTC)[reply]

Allison, I would provide examples of what you are suggesting. I would also include the information that you would like to provide for this article. 71.174.22.53 (talk) 03:39, 29 November 2018 (UTC)ThomasA456[reply]

Article contribution (draft)

Media Literacy as an intervention method

Sexual health promotion

Media literacy programs can be used as a sexual health promotion. These programs allow people to be actively involved as they use media and technology as a source of information. A Journal of Media Literacy Education study found that using MLE, adolescents could gather and learn information regarding sexual health as well as media literacy (e.g., how to make safe-sex decisions and improving media skills). Media literacy programs apply to HIV prevention. MLE allows people to learn valuable skills to understand and detect the falsity of information found in the media, decreasing the risks and spread of HIV.

Allisonleblanc (talk) 01:30, 28 November 2018 (UTC)[reply]

[1] [2] [3] [4]

References

  1. ^ "A Media Literacy Education Approach to Teaching Adolescents Comprehensive Sexual Health" (Volume 6: issue 1). 2014: 1–14. {{cite journal}}: |issue= has extra text (help); Cite journal requires |journal= (help)
  2. ^ "Media literacy is an essential component of HIV prevention for young men who have sex with men" (45(4)). 2016: 787–788. {{cite journal}}: Cite journal requires |journal= (help)
  3. ^ "Media literacy: Understanding youths' gathering and credibility assessments on online sexual health information". 2011: 1–35. {{cite journal}}: Cite journal requires |journal= (help)
  4. ^ "Teaching and Reaching the Millennial Generation Through Media Literacy" (52). 2009: 471–481. {{cite journal}}: Cite journal requires |journal= (help)

Article Critique

Hello, I am providing suggestions for how this article may be improved for

In this article, the facts reliable references that are reliable sources from textbooks and trusted publications. However, there were certain links for references that did not work. There are certain facts in the article where I cannot find the information that is being cited in the provided link. There was also bias under the media literacy education section when starting to talk about the benefits that come from media literacy. Each section was relevant to the topic and the information within them was up to date. Niall.M23 (talk) 03:00, 7 March 2020 (UTC)[reply]

Potential Contribution

Media education in the region of the Middle East and North Africa has the goal of critical media use with young people and included at universities in 2013. In Morocco, media literacy education was brought to action through the implementation of new courses and programs to push schools to have a better understanding of media but UNESCO found it was not common in their education system.

The media literacy movement in Hong Kong was started in 2000 by the Hong Kong Association of Media Education (HKAME) in 2000 in order to show young people how to consume media and produce it. Media education is a more common part of the Hong Kong curriculum due to reform in education and it has gained more significance.

Feedback would be appreciated.Niall.M23 (talk) 19:17, 25 March 2020 (UTC)[reply]

Sources: https://search.proquest.com/openview/45d0dc637522573501b7a278b25ab64b/1?pq-origsite=gscholar&cbl=2029168 https://digitalcommons.uri.edu/jmle/vol11/iss3/7/ https://files.eric.ed.gov/fulltext/EJ966655.pdf https://elib.umkendari.ac.id/eb_el/(Education_in_a_Competitive_and_Globalizing_World_)Limon_E._Kattington-Handbook_of_Curriculum_Dev.pdf#page=504


Peer Review: I believe this contribution is organized well and in sensible order, but I would delete the second “in 2000” in the second paragraph. I would also include what “UNESCO” stands for. I don’t think there’s anything unnecessary, I believe it is relevant to one of the sections. Also there are no perspectives missing, this is a great addition to the section. I also think the contribution is neutral to Wikipedia’s terms. I don’t spot any persuasion. The information is well-balanced, there is nothing too positive or negative. All the sources are academic journals/articles and they do seem like reliable sources for a Wikipedia article. The one source that would not open up for me was the last one. Isadoraalpino (talk) 03:44, 8 April 2020 (UTC)[reply]

Merge to Information and media literacy

Please comment at Talk:Information_and_media_literacy#Merge_from_information_literacy,_information_literacies,_and_media_literacy. Piotr Konieczny aka Prokonsul Piotrus| reply here 11:19, 2 April 2022 (UTC)[reply]

Wiki Education assignment: Media Innovations

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Media Literacy in the Real World

Despite being well laid out - with fine words - the article seems to have few living examples of the way media impacts our lives. To address this, might not a section on the way media outlets cover wars be useful? For, as with the Ukrainian conflict, is there not a need to understand the way disinformation and the lack of balance (from both Moscow and Washington) give a false account of events on the ground? — Preceding unsigned comment added by 95.149.166.196 (talk) 08:34, 30 August 2023 (UTC)[reply]

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