Media Industry more attentive to media literacy
Newspaper editors launch International and National initiatives promoting the introduction of the press into schools. Obviously, the medium-term objective is the consolidation of a reading public related to the press. But the short-term objective is to increase skills and abilities in reading media and the development of critical abilities. Therefore, these initiatives are directly involved in the development of media literacy. So all over Europe, agreements have been made between educational authorities and press editors. There are also many alliances between education and industrial sectors for the launch of campaigns and projects related to reading and the promotion of books. Activities promoting ties between film and education are becoming common. Authorities and businesses finance festivals and fairs aimed at bringing young people closer to the world of film and encouraging new attitudes towards the audiovisual heritage. Film is also the subject of workshops, seminars or activities that take place in education centres. So there are many campaigns, pedagogical programmes and other initiatives which link audiovisual and media professionals with children, young people and students. To a lesser extent, it is also common for the world of television, especially public television, to launch initiatives related to media literacy in the areas of audiovisuals, television itself, and more frequently, new media. The same is occurring among companies involved with digital media. In Europe, there are a rising number of initiatives aimed at extending the media skills of young people. There is also an increase in contents and audiovisual programmes aimed at media education in Europe: television programmes that analyse advertising or that discuss the content of television programmes themselves, which explain the key aspects of information production or that provide information on new technologies or video games.
It is becoming ever more evident that the media themselves are turning into a platform and a vehicle for media literacy. Looked at from a global perspective, this phenomenon, more than just having a qualitative impact, is a significant development. Many media providers consider that it is part of their mission – as public media –or in their interests – as private media – to encourage a certain pedagogical rapprochement to the media. And thus, they are promoting a certain reflection on their own language and themselves. In France, in Italy, in the United Kingdom, Spain and many other countries in the European Union, there are examples of television or radio programmes on media contents. Generally speaking, they are aimed at young audiences and encourage debates, analysis, or simply provide information on the essential issues in media literacy. Other programmes are aimed at promoting the use of digital media and at demonstrating their advantages among specific groups. The possible connection between this type of programme and curricular objectives in the field can be taken great advantage of in the future.
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Factors that contribute to media literacy:
Up to here we have seen the trends, orientations and tensions that occur in the development of media literacy in Europe. But we can analyse the phenomenon from a new viewpoint, not just considering the factors of change, but also the stabilising elements, i.e. identifying the elements which help to promote media literacy, whatever the theoretical and practical theories and developed policies may be. The comparative study of the situation in various European countries has allowed us to identify the elements that help in the development of media literacy.
They are as follows:
· The treatment of media literacy in the educational curriculum of each country: The compulsory educational curriculum is key to the development of any kind of competences. Thus, if a country deals with media competences within its compulsory curriculum in whatever way, or if on the other hand it ignores them, we will be at a decisive moment when it comes to discussing conditions favourable to media literacy.
· The policy of training teachers on the subject: In the same way as with the curriculum, if a country adopts a policy favourable to the training of teachers in the media education and media literacy, development conditions of media competences in the population in general change radically.
· The policy of assessing media literacy. We consider here the effort of a country to assess and measure the degree of development of its citizens in the subject of media competences. The mere fact of considering the need for assessment contributes to the development of media literacy.
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· The existence of teaching material on the subject: These materials, their access, availability, quantity and quality contribute to improving policies of promoting media literacy.
· The existence of systems of assistance and orientation in the field: We refer to accessible, permanent and stable orientation and assistance systems on the subject of media literacy.
· The existence of public campaigns of media literacy: The existence, regularity and impact of these campaigns create favourable conditions in the development of the media literacy.
· The existence of stable public departments of media literacy promotion. They contribute to and catalyse the existence of policies, resources, campaigns, etc.
· The activity of civic associations in the sector : In the same way citizens, participating through civic associations with specific media literacy aims, make up a positive element for policy development.
· The activity of regulatory activities in the sector: If you have competences in the promotion and assessment of media literacy, this is a key element in its development.
· Participation of the media in media literacy activities: specific contents and programmes: These play a decisive role. It is important that the subject is dealt with and also how it is dealt with.
· Participation of the media industry in the sector: Here we refer to actions, not by a specific medium but by the media industry in general, that can launch programmes to specifically help media literacy.
· Visibility in questions related to media literacy in the public sphere: The public sphere and its debates generally express the degree of intensity with which a society approaches certain problems. An active presence of media education in the debate of citizens’ public sphere, without doubt contributes to promoting media literacy.
· Existence of incentives and promotion policies for media production by citizens: When citizens take an active part in media production, their degree of development in terms of media literacy increases. Therefore, if the authorities and private initiatives assist indirectly in production, they are helping with literacy.
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· Media literacy research: This means the acquisition of new knowledge on the subject of media literacy. If it is suitable, it will contribute to media literacy development.
· Participation in networks of international co-operation: The exchange of different experiences increases the degree of awareness and the possibilities of doing things. Policies relating to media literacy are therefore improved.
· Family participation: The educational and formative role of families is essential in the development of media competence in children and young people. Therefore if families take part in strategies for developing media literacy, the competences of citizens, especially those of children and young people, increase considerably.
· Initiatives in media literacy in relation to commercial communication: The predominance of commercial communication nowadays brings significant strength to many aspects, one of them being media literacy.
Gaps, barriers and deficiencies:
Considering the dynamic aspects and trends, as well as factors that favour the development of media literacy policies from a European point of view, our study has identified various factors that make it difficult to achieve a wider and deeper development.
· Lack of shared vision: objectives, concepts, methods, resources, research, results evaluation, etc. We still do not dispose of a shared common framework to work with. This makes it more difficult for exchanges, comparisons, joint strategies and in general any state or European policy.
· Cultural barriers to innovation Barriers can be due to lack of technological knowledge, lack of critical analysis, or lack of specific culture in the field. Beyond the difficulties of a material and technological nature, it is the institutional inertia and routine that cause problems and slow down the development of innovation that media literacy policies bring with them.
· European visibility of national, regional and local initiatives Very often initiatives in the field do not achieve a proper media visibility. There are many good and successful examples
· Lack of European networks There is no European network dedicated to this field: that leads to a lack of co-operation and interchange of information among different actors.
· Dispersion and lack of coordination among stakeholders Stakeholders who are active in the field are disperse, that is to say most initiatives remain unique and unknown. There is scarce co-operation among actors.
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