Bridging Media Literacy with Green Cultural Citizenship
Chapter Six: Ecomedia Literacy
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Given my ecocritical critique of the media literacy ecosystem, is it possible to combine green cultural citizenship with media literacy? In this chapter, I propose that ecomedia literacy is a potential solution to the challenges raised by this book’s analysis. I first discuss how ecoliteracy, education for sustainability, ecological design, and ecopedagogy can contribute to an ecomedia literacy framework. I then outline the curriculum principles of ecomedia literacy and close with a case study in which the framework was implemented in an undergraduate digital media culture course.
A meaning system that incorporates sustainability will encourage practices that promote healthy, vibrant living systems. As such, Stibbe and Luna (2009) propose that 21st-century skills for sustainability consist of ecological intelligence, systems thinking (gaining holistic perspective), appropriate technology, appropriate design and cultural literacy. According to Blewitt (2009), media education plays an important role because “sustainability literacy, however defined, requires sensitivity to virtual realism, to media ecology, and to those ongoing processes through which we shape and are shaped by increasingly ubiquitous technologies” (p. 1). Stibbe and Luna (2009, p. 10) broadly define ecoliteracy as “the skills, attitudes, competencies, dispositions and values that are necessary for surviving and thriving in the declining conditions of the world in ways which slow down that decline as much as possible.” Capra’s (2005) definition of ecoliteracy is, “to understand the principles of organization, common to all living systems, that ecosystems have evolved to sustain the web of life” (p. 230). Accordingly,
This involves a...
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