Concepts, Assessments, Subversions
Edited By Matteo Stocchetti
Media and Information Literacy in the Digital Age. An Example on Exploring Pluralism
In the digital age, the media appears to be a powerful actor of social changes as it is seen and used simultaneously as a tool, a mean of communication, of information and of knowledge. As a consequence, it has brought the relation between school and media to a even higher level of complexity. It is therefore urgent and needed to re-think school missions and to define what it is to be media literate. This chapter aims at combining several issues brought by technological convergence and the multiplicity of media practices. To do so, it critically questions the accuracy of the Media and Information Literacy project supported by UNESCO and focuses on one of its main subject: information pluralism. Media education shouldn’t be limited to the technological possibilities but should instead deeply reconnect with the actual users’ experiences of media tools and contents.
When referring to the digital age, it is necessary to point out not only the technical developments that have occurred, but also the social, economic and political changes that have accompanied this cultural upheaval in media practices. It is no longer required to demonstrate the importance of media in the lives of young people (some even mention a mediated youth culture – Hodkinson, 2007; Jenkins, 2009). However, it becomes crucial to understand media’s implications in the (trans)formation of the youth’s identities, their functions in citizens’ participation and their ability to convoke personal expression in modern societies. By enabling...
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