Why Media Literacy?

Media literacy. What is it? 

In the past, the use of the word literacy referred to printed materials such as books and newspapers. In a broad sense, literacy referred to the ability to read, write and think critically about information in printed material. Whilst this basic premise of literacy has not changed, the materials certainly have. Today’s students have more than just printed materials at their fingertips. Media forms such as film, television, computers, the internet, and computer games now have a “prominent and pervasive place in our culture” (Grace, 2005). Students are exposed to these media on a daily basis and with new technology emerging onto the scene every day, this exposure is not likely to decrease. Therefore, it is only fitting that these forms of media are included in the school curriculum (Lacina, 2005). However, this inclusion prompts the need for students to not only understand how to use such media, but to develop the skills necessary to critically engage with these technologies. This is the very essence of media literacy; students develop the “ability to access, analyse, evaluate, and produce information” (Grace, 2005, p. 5) from a variety of different media which includes computers, film, and television. 

It seems that much of what has been written about media literacy seems to place a large emphasis on media literacy in relation to computers and the internet. Whilst this is of course an important aspect of media literacy, it is not the only aspect to consider. Yes, students spend a large amount of time on the internet, and with the increasing popularity of social networking, their exposure to the internet is likely to increase. However, educators should not underestimate the importance of film and television and students’ exposure to these media forms. By the time a student graduates high school, they “will have spent more time watching television than attending school” (Grace, 2005, p.5). An alarming statistic perhaps, but one that clearly emphasis the prominence of the so-called ‘old media’ of television. Whilst some educators embrace the inclusion of these popular media forms into the classroom, others continue to exhibit reluctance (Vetrie, 2004). With students far more likely to be engaged in learning if they can feel it has relevance to them (Weigel & Gardner, 2009), the incorporation of popular media forms such as film and television would certainly have a positive impact on student learning and the development of deeper understandings. It is only through active inclusion of media literacy studies that students will be able to gain the skills necessary to become critical consumers of such popular media (Hinchey, 2003).

A Right and Wrong Way for Media Literacy Integration

TV Babysitter

Unfortunately, I am not currently working in the educational field, however, with that likely to change in the near future, I will certainly aim to integrate media literacy into my teaching practice. When I have previously been in an educational setting, be it for practical experience or relief work, I have witnessed educators use film and television in the classroom. Unfortunately, on most occasions the inclusion of film and/or television was not integrated into the classroom in an advantageous way. Most often I have witnessed teachers using films as a reward or as a ‘babysitter’ so planning can place. This is considered the worst application of films in the classroom (Vetrie, 2004) and is reminiscent of my own experiences as a student, where films were often tagged on to the end of a unit of work and where not explicitly used for any educational purpose. This use of media in the classroom does little for the development of media literacy. Students are being bombarded with messages from different media sources and teachers need to think of new, innovative ways to help students interpret these messages (Lacina, 2005).

Recently, I was completing some professional experience in a school library and witnessed the teacher-librarian integrate media literacy into a health lesson about anti-smoking. In this lesson, the students were required to view a selection of anti-smoking advertisements from different countries. After viewing these advertisements, the teacher led the students through a worksheet where they were required to critically consider the obvious and subliminal messages in the advertisements. At the completion of the unit, students were given the opportunity to storyboard their own advertisements. This was perhaps one of the best examples of integrating media literacy into the curriculum that I have witnessed. However, allowing students to actually create their advertisements would have further enhanced the learning experience for these students and helped with their developing understanding of media literacy.

There is much literature regarding the importance of incorporating a media literacy program into the curriculum. Studies about media literacy should not be separated from other learning, but should instead be incorporated into the curriculum, as in the example in the previous paragraph. In this way, students will be able to learn media literacy skills in a relevant context. By teaching media literacy to students in a relevant context, educators can ensure students gain the knowledge and skills needed to be successful participants in a complex ‘media-rich’ world.  

References

Grace, D.J. (2005). Media literacy: what, why and how? Educational Perspectives, 38(2), 5-8.

Hinchey, P.H. (2003). Teaching Media Literacy: Not If, But Why and How. The Clearing House,    76(6), 268-270.

Lacina, J. (2005). Media literacy and learning. Childhood Education, 82(2), 118-120.

Vetrie, M. (2004). Using film to increase literacy skills. English Journal, 93(3), 39-45.

Weigel, M., and Gardner, H. (2009). The best of both literacies. Educational Leadership,  66(6), 38-41. 


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