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1. What is media literacy? Media literacy is the ability to understand how mass media work, how they produce meanings, how they are organized, and how to use them wisely. The media literate person can describe the role media play in his or her life. The media literate person understands the basic conventions of various media, and enjoys their use in a deliberately conscious way. The media literate person understands the impact of music and special effects in heightening the drama of a television program or film...this recognition does not lessen the enjoyment of the action, but prevents the viewer from being unduly credulous or becoming unnecessarily frightened. The media literate person is in control of his or her media experiences.The following definition of media literacy came out of the Trent Think Tank, a 1989 symposium for media educators from around the world sponsored by the Canadian Association for Media Literacy: "The goal of the media literacy curriculum must be to develop a literate person who is able to read, analyze, evaluate, and produce communications in a variety of media ( print, TV, computers, the arts, etc.)."Most often, "the media" are lumped together as a single entity. But "the media" are actually many forms of communication...including newspapers, magazines, and billboards, radio, television, videocassettes, video games, and computer games. Since the students participating in VidKids are primarily engaged in television viewing (most of them are too young to read newspapers and magazines), our activities focus on video and TV. Resource: http://www.cmp.ucr.edu/education/programs/digitalstudio/studio_programs/vidkids/medialit.html 2. Media literacy around the world(refer to wikipedia) Media literacy education is focused on active instructional methods and padagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. Media Literacy, a project of the Center for Media Literacy representing first-person interviews with media literacy pioneers active prior to 1990 in English-speaking countries, provides historical context for the rise of the media literacy field and is available at http://www.medialit.org/voices-media-literacy-international-pioneers-speak. Nowadays, Media education is developing in many countries, including Great Britain, Australia, South Africa, Canada, the United States, with a growing interest in the Nevertherlands, Italy, Greecce, Austria, Switzerland, India, Russia and so on. Although, many countries are developing media education, they are using different strategies. In UK, the focus of media literacy shifted to the consumption of images and representations, also known as the representational paradigm in 1970s. Also in England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. Therefore, the UK is widely regarded as a leader in the development of education for media literacy. In Australia, media education was influenced by developments in Britain related to the inoculation, popular arts and demystification approaches. During the 1980s and 1990s, Western Australians Robyn Quin and Barrie MacMahon wrote seminal text books such as Real Images, translating many complex media theories into classroom appropriate learning frameworks. In most Australian states, media is one of five strands of the Arts Key Learning Area and includes "essential learnings" or "outcomes" listed for various stages of development. In many states, the school offer some courses related to Media as an elective. In United States,Media literacy education has been an interest in the United States since the early 20th century, when high school English teachers first started using film to develop students' critical thinking and communication skills. However, media literacy education is distinct from simply using media and technology in the classroom, a distinction that is exemplified by the difference between "teaching with media" and "teaching about media". 3. Critical media literacy Media literacy is a repertoire of competencies that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and formats. (Wikipedia) Critical media literacy can promote multicultural literacy, conceived as understanding and engaging the heterogeneity of cultures and subcultures that constitute an increasingly global and multicultural world (Courts, 1998; Weil, 1998). Critical media literacy not only teaches students to learn from media, to resist media manipulation, and to use media materials in constructive ways, but is also concerned with developing skills that will help create good citizens and that will make individuals more motivated and competent participants in social life. (Douglas Kellner* and Jeff Share, 2005) 4. Media in education
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