The Impact of the New Informational and Communicational Technologies in Contemporary Educational Space
Chapter III: Media Pedagogy
← 114 | 115 →Chapter III: Media Pedagogy
By definition, the concept media literacy is almost always associated to the secondary school students’ mass communication education. Therefore, with some small exceptions, most of the studies on media literacy, most debatable controversies and most timely programmes regarding the learning of the use of new technologies refer to young people. Media literacy tends to be considered part of the process of sociality, introducing young people to what is an adults’ territory preponderantly, because the greatest part of the media content is produced by the adults, for adults and about adults. One of the significations of the concept refers to the one of mass media education (Dennis, 2004, 202).
Moreover, the concept of literacy generally means, firstly, the ability to write and read competently, and then the degree of instruction and the level of knowledge acquired in a certain domain. However, the evolution of the concept of literacy, starting from a book and reaching to digital media, always assumed a competence, if not exactly mastery, navigating with the help of the means of communication. Generally, people learn how to read and use books, newspapers, magazines. And then, they adapt their visual and auditive capacities to understand and use the radio and TV grammar and architecture. For most of the people, this imposes some technical skills besides reading, turning a page and pushing a button. For children, being introduced in the media universe means to surpass their parents, in terms of the media behaviour and consumption.
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