Media Literacy Education in a Global Society
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What We’re Learning and What We Still Need to Know By Renee Hobbs Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation? Learn more: www.mediaeducationlab.com
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Media Literacy Education in a Global Society
- 1. Media Literacy for the Public Good September 22, 2022 Renee Hobbs University of Rhode Island Media Education Lab, USA Twitter: @reneehobbs
- 5. Challenges We Share POLARIZED POLITICAL CLIMATE AUTHORITARIAN LEADERS ALGORITHMIC PROPAGANDA WEAPONIZED DISINFORMATION CONCERNS ABOUT ELECTION MEDDLING DECLINE OF TRUST IN JOURNALISM SOCIAL MEDIA HATERS & TROLLS ERODING TRUST IN DEMOCRACY
- 6. Potential Solutions Invest in quality journalism Change the social norms among political leaders Strengthen civic institutions Regulate election campaign communication Punish hate speech & other harmful forms of expression Regulate digital platforms to increase accountability Build citizens’ resilience and competencies
- 7. What are the knowledge, skills & competencies required for full participation in society today?
- 8. DIGITAL MEDIA LITERACY ANALYZE ACCESS ACT REFLECT CREATE Inquiry Reading Search Curation Credibility Analysis Creativity Multimodal Writing Digital Skills Dialogue Collaboration Emotional Response Ethical Reasoning Knowledge of Cultural, Political, Economic & Social Context Citizenship Activism
- 9. DIGITAL MEDIA LITERACY ANALYZE ACCESS ACT REFLECT CREATE Inquiry Reading Search Curation Credibility Analysis Creativity Multimodal Writing Digital Skills Dialogue Collaboration Emotional Response Ethical Reasoning Knowledge of Cultural, Political, Economic & Social Context Citizenship Activism
- 10. DIGITAL MEDIA LITERACY ANALYZE ACCESS ACT REFLECT CREATE Inquiry Reading Search Curation Credibility Analysis Creativity Multimodal Writing Digital Skills Dialogue Collaboration Emotional Response Ethical Reasoning Knowledge of Cultural, Political, Economic & Social Context Citizenship Activism
- 11. DIGITAL MEDIA LITERACY ANALYZE ACCESS ACT REFLECT CREATE Inquiry Reading Search Curation Credibility Analysis Creativity Multimodal Writing Digital Skills Dialogue Collaboration Emotional Response Ethical Reasoning Knowledge of Cultural, Political, Economic & Social Context Citizenship Activism
- 12. DIGITAL MEDIA LITERACY ANALYZE ACCESS ACT REFLECT CREATE Inquiry Reading Search Curation Credibility Analysis Creativity Multimodal Writing Digital Skills Dialogue Collaboration Emotional Response Ethical Reasoning Knowledge of Cultural, Political, Economic & Social Context Citizenship Activism
- 13. DIGITAL MEDIA LITERACY ANALYZE ACCESS ACT REFLECT CREATE Inquiry Reading Search Curation Credibility Analysis Creativity Multimodal Writing Digital Skills Dialogue Collaboration Emotional Response Ethical Reasoning Knowledge of Cultural, Political, Economic & Social Context Citizenship Activism
- 14. BEING ONLINE Access & Inclusion Learning & Creativity Media & Information Literacy WELLBEING ONLINE Ethics & Empathy Health & Wellbeing E-Presence & Communication RIGHTS ONLINE Active Participation Rights & Responsibilities Privacy & Security Consumer Awareness Council of Europe (2018). Digital Citizenship Education (DCE).
- 15. How should the internet & social media be regulated? How can I control who uses my data? How should our nation respond to the needs of migrants and immigrants? How do we reduce racism & inequality? What rights do people have to self-expression? What are the limits?
- 19. If we banish from our minds, our libraries, and our classrooms any examination of politics, religion, race, environment, sex, justice, and the like, we might protect ourselves from the possible discomfort we might experience. All we have to do is trivialize the curriculum to the point that few will be bothered by anything. If we can make instruction completely insignificant, utterly irrelevant to anyone’s emotional and intellectual life, then absolutely no one should rise up to protest the threat we pose to treasured beliefs, valued affiliations, or well-established habits of thought and action. --Kylene Beers, “A Curriculum of Irrelevancy”
- 20. Reflect on Your Position
- 21. The Dystopia – Utopia Continuum Reflect on Your Position
- 22. The Dystopia – Utopia Continuum
- 23. Institutional systems are corrupt and anti-democratic The Dystopia – Utopia Continuum
- 24. The Dystopia – Utopia Continuum Institutional systems can be reformed through activism Institutional systems are corrupt and anti-democratic
- 25. 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 Institutional systems can be reformed through activism Institutional systems are corrupt and anti-democratic
- 26. Evidence Shapes Our Expectations Emotions & Experiences Social Norms Information Institutional systems are corrupt and anti-democratic Institutional systems can be reformed through activism
- 27. Fear Cultivates Mistrust & Alienation Emotions & Experiences Social Norms Information
- 28. Fear Cultivates Mistrust & Alienation & Engagement Emotions & Experiences Social Norms Information Zuckerman, E. (2021). Mistrust: Why Losing Faith in Institutions Provides the Tools to Transform Them. W.W. Norton.
- 29. Media Literacy Educators Must Specialize in Teaching the Controversies
- 30. The Dynamic Nature of Controversy INTERGENERATIONAL DISCUSSION When you were growing up, what were some topics that were not at that time considered controversial but today would be considered controversial? immigration race relations gender identity attitudes towards federal government sexuality vaccines
- 35. Propaganda takes many forms and genres Propaganda can have beneficial and harmful effects Propaganda is in the eye of the beholder Some Insights on Propaganda We are all propagandists now
- 36. Propaganda and other persuasive genres are rarely examined or analyzed in schools even though new forms of persuasive technologies aim to influence emotions, attitudes, and beliefs without awareness
- 37. GLOBAL SPENDING ON ADVERTISING In 2021 $749 BILLION Google, Facebook, Amazon, Alibaba and ByteDance received 46% of global ad spending Sponsored Content Influencers Geo Location Targeting Dark Patterns Nudging Personalized Advertising Product Placement
- 38. Controversial Issues are Situational & Contextual 2022
- 39. Settled issues Questions for which there is broad-based agreement that a particular decision is well- warranted. Open issues Questions that are matters of live and current controversy in the public sphere Two Types of Controversies Hess, D. E. (2004). Controversies about controversial issues in democratic education. PS: Political Science & Politics, 37(2), 257-261.
- 40. Propaganda is used to disrupt social consensus, helping settled issues become open controversies Propaganda is also used to develop social consensus, helping open controversies to become settled issues
- 45. Henry Lloyd Garrison Frederick Douglas
- 48. Propaganda is used to disrupt social consensus, helping settled issues become open controversies Propaganda is also used to develop social consensus, helping open controversies to become settled issues Propaganda is an essential part of the democratic process
- 49. What are some effective instructional methods of teaching the controversies?
- 51. CLOSE READING DISCUSSION CREATE TO LEARN DEBATE
- 52. CLOSE READING Students work in small groups to examine a media text and demonstrate their comprehension of it by explaining key ideas in their own words. They identify information about the author & purpose and analyze how language, image and other techniques are used to attract attention, arouse emotion, and convey values. Close reading helps learners recognize values, ideology, and point of view Parkhouse, H. (2018) Pedagogies of naming, questioning, and demystification: A study of two critical U.S. history Classrooms. Theory & Research in Social Education, 46:2, 277-317, DOI: 10.1080/00933104.2017.1389327.
- 53. DISCUSSION & DEBATE Students work in small groups to access examples of contemporary global propaganda on a topic or issue of interest to them. They gather information about the activist/organization who created it to better understand their strategic communication choices. Then they debate the potential benefits and/or harms of the messages they selected. Discussion and debate builds intellectual curiosity and helps learners see value in accessing multiple and competing points of view Parkhouse, H. (2018) Pedagogies of naming, questioning, and demystification: A study of two critical U.S. history Classrooms. Theory & Research in Social Education, 46:2, 277-317, DOI: 10.1080/00933104.2017.1389327.
- 55. CREATE TO LEARN Small groups of students learn about an issue and then develop a media campaign to promote a particular policy or action aimed to influence a target audience, working in teams to identify desired attitude or behavior change. They create a slogan, logo, and other campaign materials including video, meme, infographic or podcast, circulating their own messages using their social network. Create to learn activities help learners visualize themselves as change agents Henry, A. (2019). Online media creation and L2 motivation: A socially situated perspective. Tesol Quarterly, 53(2), 372-404.
- 56. CLOSE READING DISCUSSION CREATE TO LEARN DEBATE
- 57. Replace Fear & Apathy with Intellectual Curiosity Emotions & Experiences Social Norms Information Institutional systems can be reformed through activism Institutional systems are corrupt and anti-democratic
- 58. Media Literacy for the Public Good September 22, 2022 Renee Hobbs University of Rhode Island Media Education Lab, USA Twitter: @reneehobbs