The continuing information and communication technology revolution is resulting in the development of more accessible and easier-to-use mobile and social media. This is leading to a transformation of the media and communication landscape in such a way that media engagement is presenting both opportunities and challenges for children and young people as content consumers and creators in and outside schools. This chapter investigates the definitions of ML and MIL circulating among EU member states and beyond, and their associated norms and values, drawing on a qualitative and interpretative analysis of the TRANSLIT/COST country reports, especially the section of the template survey dealing with the dimensions “Historical background” and “Main concepts and legitimizing values” (see Appendices 2, “Template with guidelines for reporting phase”, and 3, “Scoreboard for scoping phase”).Focusing on definitions and values, the various approaches to ML, MIL and the attendant notion of ME are examined cross-culturally. The historical perspective seems more appropriate since ML has been framed within several contexts. An overview of the current conceptual framings of ML in relation to how ME has developed and been implemented in Europe is provided, and the various perspectives and developments are compared and contrasted. Based on the country reports, the focus lies on the notion of ML constituted by official designations. Formal definitions of ML found in the legal documents that frame ME and ML policies in the involved European nations are considered. Rather than providing a list of virtues and weaknesses, the objective is to highlight the slight variations detectable in theemphasis given to the various elements constituting ML. The examination of the different ways official definitions take account of the socio-cultural context of ML, and the nature of the communicative processes through which it is promoted and its ultimate objective allows a framing of ML as a multifaceted and evolving social challenge that is enriched by cultural diversity within Europe. The complexities that emerge require not only recognition of conceptual plurality, but also an ongoing exploration of the changing nature of MIL, and especially the diverse social locations that condition and shape it. With respect to this, the development of the concepts of ME and ML as well as its transition to an approach to MIL referring to societal changes connected with processes of mediatization are central. Further, this analysis appraises the power of European Commission policies against a shifting focus from ML to digital and information literacy, as well as the possible risks that are connected with these developments.

(2017). Definitions and values of media and information literacy in a historical context . Retrieved from http://hdl.handle.net/10446/161971

Definitions and values of media and information literacy in a historical context

Murru, María Francesca;
2017

Abstract

The continuing information and communication technology revolution is resulting in the development of more accessible and easier-to-use mobile and social media. This is leading to a transformation of the media and communication landscape in such a way that media engagement is presenting both opportunities and challenges for children and young people as content consumers and creators in and outside schools. This chapter investigates the definitions of ML and MIL circulating among EU member states and beyond, and their associated norms and values, drawing on a qualitative and interpretative analysis of the TRANSLIT/COST country reports, especially the section of the template survey dealing with the dimensions “Historical background” and “Main concepts and legitimizing values” (see Appendices 2, “Template with guidelines for reporting phase”, and 3, “Scoreboard for scoping phase”).Focusing on definitions and values, the various approaches to ML, MIL and the attendant notion of ME are examined cross-culturally. The historical perspective seems more appropriate since ML has been framed within several contexts. An overview of the current conceptual framings of ML in relation to how ME has developed and been implemented in Europe is provided, and the various perspectives and developments are compared and contrasted. Based on the country reports, the focus lies on the notion of ML constituted by official designations. Formal definitions of ML found in the legal documents that frame ME and ML policies in the involved European nations are considered. Rather than providing a list of virtues and weaknesses, the objective is to highlight the slight variations detectable in theemphasis given to the various elements constituting ML. The examination of the different ways official definitions take account of the socio-cultural context of ML, and the nature of the communicative processes through which it is promoted and its ultimate objective allows a framing of ML as a multifaceted and evolving social challenge that is enriched by cultural diversity within Europe. The complexities that emerge require not only recognition of conceptual plurality, but also an ongoing exploration of the changing nature of MIL, and especially the diverse social locations that condition and shape it. With respect to this, the development of the concepts of ME and ML as well as its transition to an approach to MIL referring to societal changes connected with processes of mediatization are central. Further, this analysis appraises the power of European Commission policies against a shifting focus from ML to digital and information literacy, as well as the possible risks that are connected with these developments.
Trültzsch-Wijnen, Christine W.; Murru, María Francesca; Papaioannou, Tao
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