I will admit, I have a love affair with all things research. Often times, a few hours after logging online with the intention of recreational browsing, I find myself stuck down an internet rabbit hole of case studies, research projects, and educational articles so that I may better understand a concept or term that was presented in the body of some text. Therefore, I found myself initially drawn to the articles provided under the Media Literacy Defined” category.
I found myself, upon entering this course, asking the question, “what is Media Literacy?” and “Why is it important?” In the article, What Is Media Literacy, Jane Tallim defines the concept as one that includes “the ability to sift through and analyze the messages that inform, entertain, and sell to us every day.” (Tallim et al., pg. 1) Media literacy and media education go hand in hand. The authors of this article argue that term media education, not to be confused with media literacy, is fluid. Expanding to include our ever evolving technological advances while still including some semblance of the past. They strive to make the distinction that media literacy is obtainable while media education is a lifelong process. (Tallim et al, pg. 3) In contrast, The Core Concepts, tell us that “media education addresses both the consumption and production of media texts, regardless of technology.” (Jolls & Willson, 2014, Pg. 3) Students must be literate in every form of media, despite the medium through which it is presented.
It would appear, then, that these texts provided me with a foundation to build upon when it came time to examine the four competing philosophies surrounding media literacy. I was able to see that there are varying definitions of what it means to be media literate and participate in media education from the aforementioned articles. Of the four competing philosophies, I found the constructivist model most appealing. Students of a certain age should be allowed to enjoy certain forms of media while simultaneously learning to use logical reasoning to sift through the unfavorable or un-educational ones, a point that needs emphasizing since so many parents still subscribe to the protectionist model that all forms of media need to be blocked from their child’s life. That is not to say that children under the age of two, on the other hand, should be exposed to copious amounts of screen time, as, in my personal experience, both pediatricians and pediatric nurses recommend limiting exposure to television during important developmental milestones. Whereas, author Elissa Straus, provides ample evidence in her article The Debate Over Screen Time is Really About Moms, Not Kids, that “there is no scientific evidence that watching TV or playing with tablets is inherently bad for children over the age of 2.” (Straus, 2016, Pg. 1.) This is not to say that electronics should be used as a babysitter, but rather, mothers should not feel guilty for letting their toddler engage with certain forms of media when it is necessary.
It is almost impossible to escape the media in this day in age. According to Your Child, “on average, children ages 2-5 spend 32 hours a week in front of a TV.” ( Boyse, 2010, Pg. 2.) Boyse’s point is that children are being exposed to more media than ever before. Therefore, it is unrealistic to expect a child to be completely protected from the media. They are bound to be exposed to certain forms of media wherever they go. In sum, then, it makes the most sense to provide them with the tools to make wise choices regarding the media. This brings us back to the question that I proposed earlier, “Why does media literacy matter?” My conclusion, after having reviewed the assigned texts, is that through active participation, media literacy and media education provide the next generation with the tools they need to become critical thinkers whose lives are not completely dictated by what they see in the media.
