Counteracting the Gap: Strategies for Teaching Media Competence

Günnel, Traudel

doi:10.1515/comm.1999.24.3.277

Cited by 2 publications

(1 citation statement)

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“…To take another example, a Pew Internet phone survey conducted in 2003 in the USA found that "44% of Internet users have created content for the online world through building or posting to Web sites, creating blogs, and sharing files" (Lenhart et al, 2004); however, only "13% maintain their own website, and between 2% and 7% of internet users publish a web-log". Research also shows repeatedly that those who are "more literate" in these various ways tend to be those privileged already, according to traditional measures of inclusion and participation (Doring, 2002;Gunnell, 2002;Livingstone, Bober & Helsper, 2005). Thus it seems as though largely the same issues which shape who gets involved in the creation of old media are also shaping who gets involved in the creation of digital media, and who does not.…”

Section: Contrasting Media Literacy and Information Literacy Traditionsmentioning

confidence: 98%

Converging Traditions of Research on Media and Information Literacies: Disciplinary, Critical, and Methodological Issues

Couvering

Livingstone

Thumim³

2014

Handbook of Research on New Literacies

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The Convergence of Literacies New communications and information technologies pose significant challenges for their users. They require the rapid development and continual updating of a diversity of skills, competences and knowledge, from the already-familiar to the very-new, and from the most basic to the highly sophisticated. In academic research, these skills and knowledge requirements are increasingly framed in terms of "literacy". In this chapter, we map out a research agenda on new literacies. In so doing, we draw together the traditions of media literacy and information literacy. As broadcast, audiovisual, and print media converge with telecommunications, computing, and information systems, research on media literacy and information literacy could hardly remain separate. Indeed, despite their contrasting disciplinary backgrounds, theories, and methods, these research traditions have an increasingly similar object of inquiry: the public's understanding of and effective engagement with media, information and communication technologies of all kinds. We advocate a converged or at least dialogical concept of media and information "literacies", arguing that each tradition has much to learn from the other, although we accept that some differences must remain. The term "literacy" itself may need some defense, being often contested, seemingly restricted to a past world of print, and stigmatizing of those who lack it. We would point the reader to historical and contemporary debates about print literacy (Kintgen et al., 1988; Luke, 1989), to the broad literature on 'reading the world' (Freire & Macedo, 1987), and to the fastgrowing field of digital-or cyber-literacy (Kress, 2003; Tyner, 1998; Warnick, 2002). Williams (1983) traces the historical emergence of the term 'literacy' from 'literature'. 'Literature' once combined the adjectival meaning of being discerning and knowledgeable according to the 'standards of polite learning' with the noun which describes a body of writing of nationally-acknowledged aesthetic merit. Today, 'literature' refers to the latter alone, with its own adjective, 'literary', while from the end of the nineteenth century, 'literacy' (and its adjective, 'literate') "was a new word invented to express the achievement and possession of what were increasingly seen as general and necessary skills" (p. 188), this becoming necessary as the ability to read spread beyond the elite, resulting in ever more people with the skills to read but who were not familiar with the literary canon. Hence, with the rise of mass literacy, many people became literate but not literary, and the uses of literacy became increasingly subject to regulation (Luke, 1989); we see a similar process occurring today with new forms of media. Technologies never stand still and, therefore, nor do the literacies associated with their use. While some scholars prefer to introduce new terms to characterize these supposedly new skills (e.g., "digital literacy", "cyber-literacy", "internet literacy", "network literacy"), others emphasize...

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Section: Contrasting Media Literacy and Information Literacy Traditionsmentioning

confidence: 98%

Converging Traditions of Research on Media and Information Literacies: Disciplinary, Critical, and Methodological Issues

Couvering

Livingstone

Thumim³

2014

Handbook of Research on New Literacies

View full text Add to dashboard Cite

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What makes you happy? Insights into feelings and muses of community radio practitioners

Milan

2008

WPCC

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What makes you happy in your daily activity at the radio? This question was asked to more than forty community radio practitioners from all over the world in the framework of a research on community radios as a social movement. People were encouraged to reveal their feelings and elaborate on their inner motivations for joining the radio station. Three main points could be singled out from the interviews: the idea of the radio as a 'free space' for the articulation of views and opinions, the role of community radio as amplifier of voices of other social groups, and the collective dimension of projects. This article draws on interview texts using the method of discourse analysis to illustrate motivational frames of community radios activists, providing an original view of the radios, often considered 'only' as producers of alternative audio material or mere 'infrastructures', while the dimension of motivations and feelings is often neglected.

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Counteracting the Gap: Strategies for Teaching Media Competence

Cited by 2 publications

References 2 publications

Converging Traditions of Research on Media and Information Literacies: Disciplinary, Critical, and Methodological Issues

Converging Traditions of Research on Media and Information Literacies: Disciplinary, Critical, and Methodological Issues

What makes you happy? Insights into feelings and muses of community radio practitioners

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