globalocal: media literacy for the global village international media literacy research forum,...

Globalocal:

Media Literacy for the Global Village

International Media Literacy Research Forum, Inaugural Meeting

May 14-16, 2008

Tessa Jolls, President and CEO, Center for Media Literacy

Globalocal:

Media Literacy for the Global Village

© 2008, Barbara J. Walkosz, University of Colorado-Denver. Tessa Jolls, Center for Media Literacy, Mary Ann Sund, Director, Consortium for Media Literacy. © 2007, Center for Media Literacy, Q/TIPS, used with permission from Literacy for 21st Century, 2nd Edition.

All materials used with permission. All rights reserved. Contact www.medialit.org for permission to reuse.

http://www.medialit.org/

Goals for Today• Global/Local: relationships in the Global Village• Globalization of media• The media as “superpeer” – youth socialization• A call for media literacy education• An approach to media literacy education: globalization at work

Globalocal: Media Literacy for the Global Village

Do we know our ABC’s?


What have we learned?• The global village is real and we live in it• Engagement with media means having a relationship with media and each other• All media are educational• All media are carefully manufactured technology-driven products• Media may be entertaining…but not “just entertainment”• Media content is everywhere…we need process skills (analysis/critical thinking)• Process skills take training and practice to learn


The Global VillageH. Marshall McLuhan: • Linking of electronic information would create an interconnected global village• Collapsing of space and time barriers• Interacting and living on global scale


Youth Today• Average of 6.5 – 8 hours per day interacting with multimedia• 93% of teens have been

online• 63% have cellphones• 55% belong to social networking site• 59% create content • 57% watch YouTube


Youth TodaySCREENAGERS• Multimedia IS their culture• Read and “write” using images, words and sounds• World is instant global network 24/7

-- DouglasRushkoff “Playing the Future” 1996


Shift from local to global

Filtering of values, lifestyles and points of view through parents and other known adults in local village

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Global input on values, lifestyles and points of view with digital technology filters


Digital Filtering is Inadequate• Discernment – judgment

• Volume of messages

• The local village is often overwhelmed by the global village: youth have more in common with each other than families

• Solutions wanted and needed

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Glocalization

“The interpretation of the global and the local resulting in unique outcomes in geographic areas” –

Ritzer, 2003

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Early Globalocal


(Video Clip)

The World Upside Down• Re-examine values, lifestyles, points of view• What should be valued?• What should be passed along?• Education and empowerment for audiences to gain understanding and agency• Global media environment blends global and local perspectives


Glocalization of Media

Local Interprets Global

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Global Produces Local

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Local Becomes Global

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Near yet far…


Children are still children…

Needguidance…

Navigation skills

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Age-old processtaught in new ways

Learn what was once a given in local village, face-to-face:

• Questioning • An internalized process for discernment• Critical autonomy in decision-making in accordance with personal and social values

Grassroots…

Early pioneers:• E. Marshall McLuhan, Sister Bede Sullivan, Fr. John Culkin (1960’s – 1980’s)

• Second wave: early conferences in Canada, 1990’s

Today: • Global movement

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Media Literacy SkillsContent mastery no longer “king” of learning…Now what’s needed is facility with:

accessing analyzing

evaluating responding and communicating involving and participating


Process Skills “Most of what we have called formal education has been intended to imprint on the human mind all of the information that we might need for a lifetime. Education is geared toward information storage.

“Today that is neither possible nor necessary. Rather, humankind needs to be taught how to process information that is stored through technology. Education needs to be geared toward the handling of data rather than the accumulation of data.” -- David Berlo, Communication and Behavior, 1975


Lifelong Media Relationship

• Efficient information managers• Wise consumers• Responsible producers• Active participants


Media Literacy

More about education than it is about media

“…expands literacy to include reading and writing through the use of new and emerging communication tools. It is learning that demands the critical, independent and creative use of information.” – Kathleen Tyner, Literacy in a Digital World: Teaching and Learning in the Age of Information


Media LiteracyProcess skills:

• Not just a new subject to teach, but a new way to teach all subjects• Process skills apply to acquiring all content knowledge• Process skills are internalized through practice over time


What Media Literacy is NOT• Media bashing is not media literacy However, media literacy sometimes involves criticizing the media• Media production is not media literacy Although media literacy should include media production• Teaching with media is not media literacy One must also teach about media• Media literacy does not mean “don’t watch” It means “engage carefully, think critically”


EMPOWERMENT…through Education


Common Characteristics: Media Literacy


1. Explores media relationships:Changing the dynamics challenges the status quo

Text

Production AudienceSource: Eddie Dick, Scottish Film Council, 1989



Rearrange this sentence to be more accurate:

“This program is brought to you by the sponsor.”



The “real” relationship:

YOU are brought to the sponsor by this program.



The Power of the AudienceChanging the dynamics challenges the status quo

Text

Production AudienceSource: Eddie Dick, Scottish Film Council, 1989


2. Focus on process skills, not content:

• Higher-order thinking skills, not memorization of facts

• Lifelong learners



3. Deconstruction (analysis) and construction (production) in any message form:

• Visual• Verbal• Aural



4. Principle of Inquiry:

Asking questions!


SKEPTICS!


Cynics and “Pollyannas” assume…

Skeptics question

A methodology for learning and teaching critical thinking…

MEDIA LITERACY

Practice Over Time


Learning to tie shoes or ride a bike or swim:

Over and over again

Teacher’s Role

• From a “sage on the stage”…

To a “guide on the side”

• From a provider of content knowledge …

To reinforcing process skills for lifelong learning


What is needed for teaching


• Common understanding/philosophy of media literacy

• Quality pedagogical approach linked to internationally developed set of concepts based

on media studies

• Methodology for critical thinking: analysis and production

• Common vocabulary for users

• Accessible tools and materials ready to use


What is needed for teaching• Before you can teach… First you must understand• Teachers need to internalize media literacy themselves before they can teach• Teachers need practice over time to experiment with changing their style• Teachers need consistent vocabulary and framework with which to develop curriculum

What is needed for teaching


Framework:

Core Concepts of Media Literacy:

• Canada uses eight

• CML adapted for U.S. to five

Based on media studies/academic work internationally

Five Core Concepts of

Media Literacy:

1. All media messages are constructed.

2. Media messages are constructed using a creative language with its own rules.

3. Different people experience the same media message differently.

4. Media have embedded values and points of view.

5. Most media messages are organized to gain profit and/or power.


• Teachers are called upon to teach critical thinking but they are not given guidance on “how”

• Project SMARTArt: saw the need for a “Toolkit” and developed CML MediaLit Kit, based on questioning media

• Questions are more engaging for students

Process of Inquiry for Critical Thinking

CML’s FIVE CORE CONCEPTS AND KEY QUESTIONS

Media Deconstruction/Construction Framework

CML’s Questions/TIPS (Q/TIPS) © 2002-2007 Center for Media Literacy, www.medialit.org

#Key Words Deconstruction:

CML’s 5 Key Questions(Consumer)

CML’s 5 Core Concepts Construction: CML’s 5 Key Questions(Producer)

1 Authorship Who created this message?

All media messages are constructed.

What am I authoring?

2 Format What creative techniques are used to attract my attention?

Media messages are constructed using a creative language with its own rules.

Does my message reflect understanding in format, creativity and technology?

3 Audience How might different people understand this message differently?

Different people experience the same media message differently.

Is my message engaging and compelling for my target audience?

4 Content What values, lifestyles and points of view are represented in or omitted from this message?

Media have embedded values and points of view.

Have I clearly and consistently framed values, lifestyles and points of view in my content?

5 Purpose Why is this message being sent?

Most media messages are organized to gain profit and/or power.

Have I communicated my purpose effectively?


Consumers: No control over content

Producers: Do control content

Interaction and interplay between the two roles:Personal and social power…

Personal and social responsibility

Process of Inquiry forCritical Thinking: Q/TIPS


Informs decision-making and behavior

Decision-making/action process

Note: though being media literate implies a broader skill set than simply evaluating a media product, evaluating a media product always involves the skills of media literacy

Process of Inquiry forCritical Thinking: Q/TIPS


Awareness…

Analysis…

Reflection…

Action…

Empowerment Spiral: Participation

21st Century Skills


World-wide Demand

The Spirit of the Village


It is the spirit of the local village that we must pass along to raise each and every child. Media literacy gives our children the foundation they need for life in the global village.


International Media Literacy Research Forum, Inaugural MeetingMay 14-16, 2008

globalocal: media literacy for the global village international media literacy research forum,...

Documents

media literacy slide

media literacy education

interconnected global

global scale globalocal

local village global

entertainment media

global filtering of

early globalocal globalocal