Representing media literacy online - wiki entries on media literacy

Media literacy now has entries in both Wikipedia and the Wikiveristy, and the definitions and descriptions are worthy of analysis as media texts in their own right. The Wikipedia entry has evolved over the past eighteen months or so from being very much defined by the American media literacy movement, with a focus on protectionism. Over time the entry has been renovated by individuals from several countries to include international and historical information to place the American experience in a broader context.

It would be fair to describe the Wikiversity entry as still being quite American-centric, with little attention given to cultural studies approaches to media education.

MEAC - Media Education Across the Curriculum

MEAC is an initiative of a group of media educators from several European countries and based in Berlin. The website includes a range of resources that introduce uninitiated educators to media education. This includes introductory material such as ideas for using video cameras in the classroom, issues papers and information about professional development.

There is an associated blog that canvasses a range of issues and resources related to media education.

New Zealand Media Education

New Zealand has been an international leader in media education for at least two decades. Media Studies is widely taught there at both senior and junior secondary levels. A range of resources supporting New Zealand Media ed can be found on the Media Studies website, including an email discussion list.

The National Association of Media Educators of New Zealand also supports teachers through a range of resources, events and professional development opportunities. "Script" is a regular publication produced by NAME, outlining resources, news and opportunities for NZ media educators and past copies can be downloaded from the site.

Australian Media Education State by State

Media education is supported by a number of curriculum policy statements across Australia. There are no national statements supporting media education as a curriculum priority. Download documents at the following sites:

Queensland:

Media is one of the five strands of the Queensland Studies Authority Arts Years 1-10 syllabus. Education Queensland requires all students to meet media outcomes in this syllabus up to the end of year 7. In years 8-10 it is not mandatory, however many schools choose to implements media outcomes at these levels.

Senior Film, Television and New Media is a QSA elective subject offered in years 11 and 12 and taught in approximately 110 schools across the State.

Media and popular culture are also mandatory areas of study in both the QSA Years 1-10 English and Senior English syllabus documents.

Victoria:

Media is one of five strands of the Arts in the Victorian Essential Learnings for Years 1-10 (VELS).

VCE Media includes four Media units that can be studied by students at the senior level as electives.


South Australia:

In primary, middle years and senior, media is one of the five strands of the Arts in the SACSA Framework. Standards for media are outlined at each level.


New South Wales:

Media is the only one of the five Arts forms not represented by a stand alone syllabus in years 7-10, or at the Senior level in NSW.

However, Film and media are studied as part of the English syllabus in years 7-10, and as elective options within the HSC Senior English course.


Western Australia:

In years 1-10 Media is one of the five strands of the Arts.

At the Senior level, Media Studies can be selected as an elective within the Arts.


ACT:

At all levels of schooling - from early years to senior - Media outcomes exist as part of the Arts Key Learning Area.

Northern Territory:

The Northern Territory Curriculum Framework includes media as one of the five strands of the Arts Key Learning Area for years 1-10.

Senior secondary students in the Territory undertake subjects developed and accredited by the Senior Secondary Assessment Board of South Australia (SSABSA) - see South Australia.

The Story of Movies

The Story of Movies is a teaching resource developed by the Film Foundation, which preserves films (over 450 so far). The foundation was set up by some of the United States' most successful film makers including Martin Scorsese, Steven Spielberg and Woody Allen.

The resource is aimed at middle years students and provides a range of activities, with a traditional film analysis approach. The focus is on analysis of narrative, film language and themes. There is little exploration of production process, distribution or reception. the area of representations is only marginally dealt with. In other words, this is a conventional film appreciation approach, rather than a media studies approach.

However, teachers with little experience in this field will find it a useful resource.

Why theory matters to media education

Cultural theory matters to media education because it aims to describe the relationship between people and the world around them, and of course media and popular culture form a significant aspect of people's world experience.

Cultural theory aims to provide a model to explain how society works, and places emphasis on aspects relating to identity formation and the exercise of power. These are both crucial areas of interest for media educators who go beyond a focus on media skills and aesthetics to include a focus on the role of media in society - socially, economically and politically.

Since its inception in the 1930s, media education has been closely associated with cultural theory. In fact, many argue that F.R. Leavis' book "Culture and Environment", which employed a "cultural heritage" theory of culture, was the first media education text.

Theories of discrimination associated with Richard Hoggart, Raymond Williams and Stuart Hall were highly influential on media education in the 1950s and 60s. In the 1970s and 1980s Marxist and structuralist theories, especially those associated with Louis Althusser and Roland Barthes help to shape media education, particularly via the work of Len Masterman.

The most recent theories - post modernism and post-structuralism - should inform media education because they provide convincing explanations of contemporary society - more convincing than those used by media educators up to this day (particularly structuralist notions of the one - directional dominance of media over individuals).

What can post-structuralist theory offer media education?

An explanation as to why young people are both vulnerable and powerful in relation to media simultaneously.

Theories for understanding young people's complex identity construction and use of media as a symbolic resource for identity construction.

An explanation of the evolving relationship between new media technologies and young people.

And much more...

Why does any of this matter? Because education should seem authentic to students and if they can't recognise themselves in scenarios that model particular educational claims, they will tune out. Young people know they are not victims of media, but they don't know how to participate most effectively in media culture, or how to think about media in such complex times. Media education can scaffold this learning.

I'm not suggesting that young people start learning post-structuralist theory. I am suggesting that teachers and media education theorists should find ways to develop curriculum that takes account of post-structuralism.

Here are some initial suggestions:

Place students at the center of their own learning experiences so that they can build on their existing media skills and knowledges though practical participation.

Recognise the limitations of "teacher expertise". Draw on the knowledge and skills of all members of the class.

Provide a diversity of experiences. Media classrooms should be spaces in which to experience genuine difference, innovation, and creativity. Promote acceptance and diversity.

Avoid absolute answers. Always look for opportunities to explore concepts, debate, question, challenge, interrogate and present alternatives. Aim to keep conversations going rather than close them down. Respond to controversies and ideas creatively rather than seek to have a final position.