Media literacy matters. Here's why.
Do you use media? That’s why media literacy matters.
Too simplistic?
Really it is as simple as that.
If you use media, then it has influence on you.
If you use it a lot, then it has a lot of influence.
Doesn’t matter whether your preferred media is the latest iPhone or the Playstation 4 or the app Heads Up. Influence. Influence. Influence. And of course, fun. Therein lies the need. The potent combination of influence + fun.
Media is a central part of most of our lives and therefore deserves to be understood and thoughtfully considered, as well as enjoyed. This logical progression makes so much sense to me, I have trouble understanding why others need convincing of its value. They don’t need convincing about the value of media, just the value of media literacy.
According to the National Association for Media Literacy Education,
“media literacy is the ability to access, analyze, evaluate, create and act using
all forms of communication. In its simplest terms, media literacy builds upon
the foundation of traditional literacy and offers new forms of reading and writing. Media literacy empowers people to be critical thinkers and
makers, effective communicators and active citizens.”
I see this need for convincing when I talk with elementary school teachers who bemoan the overuse of media among their students, but don’t think they need to devote class time to its analysis. I see this among some of my colleagues who are frustrated by college students struggling to write something longer than a post on Twitter, but interpret media literacy as merely an antiquated rehash of the “media effects” scholarship from decades ago. I see it in my conversations with media producers who want to create content that keeps audiences streaming and downloading, but worry that knowledge about media influence will stop people from those activities. I see it in government officials who read letters and emails from constituents concerned about media influence, but refuse to put forth legislation requiring media literacy education.
Oh, snap! I (happily) have to revise that last line a bit. Because last month the state of Washington showed real leadership in this issue by passing a bill to bring media literacy education to all K12 students in the state. Kudos to Media Literacy Now and Action for Media Education for putting in the sweat equity to make this happen. Only 49 more states to go.
As I daydream pondering the best way to make the case for media literacy, the image of a motorcycle drifts into view. Specifically, the motorcycle in the book “Zen and the Art of Motorcycle Maintenance”.
I count myself as one of the millions who were deeply affected by this book in my twenties, aided by the fact that I was dating a fervent motorcycle driver at the time. In addition to the deep existential questions posed by the main character in the book is a plot line about keeping his motorcycle running and the need to understand how this machine that he relies on so completely, works. Kind of how I feel about media literacy. If I rely on media so completely and revel in how it brings me a depth of information about any topic I choose and a depth of enjoyment, then don’t I have a responsibility to understanding how it works? Specifically how it works on me?
This responsibility isn’t necessarily about restricting my media engagement or making me feel bad for the media I consume, it’s connected more closely to feelings of curiosity and wonder and deep understanding.
Since media keeps changing, evolving, improving, and my own use keeps changing and evolving as well, I see media literacy as a skill I’ll be cultivating and refining for the rest of my life; kind of like my quest for patience. Sometimes, when I’m giving a media literacy workshop someone in the audience will pointedly ask “so, Sherri, are YOU media literate?” Fair enough. But the question contains an inherent assumption of finality, of completion; as if I’ll take the course or do the workshop and never need to learn about it again. Media literacy can’t possibly fit into that scenario. I try to be media literate about the media I’m using now and my habits today, while recognizing that I’ll need to be mindful of its influence in different ways next year and in the next decade and beyond.
Even though I’m eager for teachers to include media literacy in their classrooms and for parents to talk about it with their kids, to me, how one chooses to integrate media literacy is a deeply personal choice. Media literacy is about asking questions about one’s media use and then using those answers to guide use. At its core, it’s a critical thinking skill. So, while I want parents to think deeply about how their children consume media and make choices that are healthy for their kids, I also want kids to think about their own media use and develop the skills to make healthy choices for themselves.
A few years ago, while spending the summer working at an overnight camp, I found myself in a conversation with a group of eight-year old girls. I was asking them about movies they had recently seen and one girl mentioned The Hunger Games. The first movie in the series had been released. This was met by an instant “me too!” from all the other girls. “Really?” I asked. “The movie’s rated PG-13, right?” “It’s ok”, one girl told me, “My mom took me.” “Mine too.” “Mine too.” Same for all of them. “Well, that’s ok”, I said, “but why do you think the movie was rated PG-13? Someone must have thought there was something about the movie that wouldn’t be right for eight year olds to see.” They thought for a bit and eventually shared that there were some scary scenes and parts where they closed their eyes, and other parts that were very upsetting. I didn’t want them to feel bad for having seen it, and certainly a parent needs to make their own decision about what their child can see. My questions were trying to help them see that they had power in the decision as well. Just because you can get access to a movie or video game with an advanced rating doesn’t mean you have to see it or play it. If it’s going to make you upset or deeply frightened, and if you’re not the kind of kid who likes that sort of thing, then don’t see it. Ratings on movies and video games are helpful, but when we, as adults, convey the rating system as simply a method of restriction, we negate the potential for children to see the rating system as information.
Media literacy skills that were useful in the 1960’s when the extent of personal media meant one or two TV’s in the house and a few radios, don’t work in 2016 when those few TV’s and radios are joined by a slew of personal devices making it easy to watch or play your show or game of choice without anyone ever knowing what you selected. Of course, a teenager in 1970 could sneak around and gain access to an R-rated or X-rated movie, but today no sneaking is needed. The content lives side-by-side on the same device as his or her math homework and the latest PG-rated Pixar release. We simply must equip children with the skills to make these choices for themselves and not just rely on select adults to guide them. Both are key. Learning to make conscious choices about one’s media use should be as much a part of growing up as learning to ride a bike or learning how to share your toys.
The American Association of Pediatricians started recommending that pediatricians bring up the subject of media during a child’s annual check-up a few years ago. I don’t always agree with their advice (for a while they were recommending no screen time for children under 3, but they’ve since backed off of that statement), but I support the idea of including media use as a discussion point during those annual visits. It helps parents see the topic as one related to healthy child development.
If you’re convinced that media literacy is important-- either because I’ve actually been convincing(!) or because you already felt that way-- then I have a present for you. Membership in the national organization devoted to media literacy education is now free! This is a recent change and it means there’s now a way to learn more about the topic, gain access to resources, keep abreast of legislative changes and stay informed…without spending a penny! (In full disclosure, I serve on the board of this organization; NAMLE.) The membership policy was changed so that this discussion and the resources could be shared with, and include, as many voices as possible.
I started this post by asking “Do you use media?” as a reason for caring about media literacy. And I still feel that, yes, it is really as simple as that.
