4.5.4 Catching up on Media lieteracy

Media literacy has come of age. In a society as mass mediated and media saturated as our own, communication technologies are at the core of the political, economic and cultural environments.

Yet, how many of us - or our learners - are taught to "read" the media? How many of us know who makes the decisions about the programs that the rest of us see or don't see? What will happen to those of us who don't have access to the latest information technology - to our learners who can't afford personal computers? To our fellow citizens who can't afford computer-generated searches and costly information resources? To our global citizens who are still print illiterate in an age where competency is based on graphic read-outs fed across the world through instantaneous integrated digital networks?

Media literacy allows learners to draw on their experience of media forms and connect it to classroom activities. Research shows that when students are engaged in their topic, and can actively connect it to the real world, they are more excited and engaged in learning (Hobbs, 2006). Little research has been conducted on whether or not media literacy may have an impact on school attendance and quality of class participation.

Media literacy can be especially powerful for youth who do not perform well in the school system. Kist (2005) found that "at risk" and marginalized youth became excited and engaged with reading and writing after their experience with media literacy in the classroom (p. 103).

Media literate teenagers are more likely to recognize what Goodman (2003) calls “the cultural triangle of fashion, sports and music” (p. 27) created and promoted by the entertainment industry. By learning to analyze and critique commercial media representations of their own experiences of marginalization and rebellion, poor and minority youth become capable of adopting roles other than those of consumers or criminals (Goodman, 2003). Instead, as media producers, they are empowered to join mainstream society’s discourse by speaking with a voice of their own.

In addition to joining the public discourse, the voices of inner city youth challenge it. According to Goodman, (2003), "Their observations and insights can serve to challenge adult perceptions of teens as hostile and threatening, and also bring diversity to the voices informing public policy" (Cahill, 1997, as sited in Goodman, 2003, p. 30)

Along the same line, media education can help teachers to build better relationship with students. Students connect themselves more with the topics covered in Media/Communication class than what they learn in other traditional academic courses.

To us teachers also get to learn more about their students, as students give unpredictable and original responses regarding various topics. Also students express confidence that media messages have clear primary meanings and sources that can be easily identified, media literacy demands nuanced thinking about message creators as well as their goals and values.
i agree with the presenter  http://www.medialit.org/reading-room/10-benefits-media-literacy-education that presents the ten benefits of media literacy.

regarding the curriculum i have also learnt that media literacy needs to be incporated into our curricula.
http://www.projectlooksharp.org/12BasicWays.pdf 
and using media as a standard pedagogical tool by designing assignments that require use of more than one media source and comparing different outcomes of the sources.

i have found lots of good content on media literacy that will enhance my understanding
in professional learning development
https://www.pinterest.com/pin/11751649005609432/ 





Niwamanya Gilbert
A/g of Plumbing and Sheet metal 
Nakawa Vocational Training Institute-Uganda