Media Literacy

Week 8 Blog                                                                                                            Professor Gal

                                                              Media Literacy

             Media literacy has often been identified as a subject matter that needs to be implemented in schools. The concept has manifested itself many ways throughout the readings. But what struck me this week was the insight provided by Henry Jenkins (2006) in his piece titled, Who Should Respond? A Systemic Approach to Media Education. This reading was one of the clearest pieces when it comes to suggesting concrete ways to include media in the classroom without leaving educators with overwhelming anxiety. Misinformed teachers (and there are many) often believe that implementing media literacy in the classroom requires them to teach even more concepts that they already have to cover. What many do not understand is that media literacy will transform and revamp subjects that are already taught in classrooms, which is one of the most crucial point.

            According to Jenkins (2006), one of the best ways to familiarize students with the myriad tools the internet has to offer, is by incorporating investigation with the internet in afterschool programs: “Afterschool programs should be a site of experimentation and innovation, a place where educators catch up with the changing culture and teach new subjects that expand children’s understanding of the world” (p. 61). When we think of the term “afterschool program”, many educators imagine students trying to better their understanding of what they have already been taught, not learning new technology. Marshall McLuhan (1970), who gave a lecture at the University of South Florida, titled Living in an Acoustic World, spoke a profound statement regarding knowledge. “Knowledge creates ignorance. It is only the very ignorant person can get past that problem because he is not fogged over by knowledge.” Maybe that is the epicenter of this whole controversy regarding the incorporation of technology in the classroom. Teachers are considered to be knowledgeable people, and by being educated they see no reason to explore different ideas, especially ones that are more recognized by the very students they are trying to teach.

          No longer can we really say that teachers have a monopoly on knowledge, and that can be a scary concept to some educators. We have entered a new participatory culture; one that really emphasizes GREEN’S approach to literacy. The wave of social media has created a new culture; a new dependence on technology to gain knowledge and explore the world. Therefore, we as educators need to accept the fact that technology has become a major part of children’s lives and focus on these key issues: how can we make sure that each student can gain the creative and ethical skills necessary to become a participant in today’s digital culture, can we teach children how to express themselves in a meaningful and informative way, and can we help children become a part of the online communities while welcoming other’s thoughts and beliefs.

References:

1.      Jenkins, H. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. . Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. , 61. Retrieved November 19, 2016, from https://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF

2.      McLuhan, M. (1970). Living in an Acoustic World. Retrieved November 19, 2016, from http://www.marshallmcluhanspeaks.com/lecture/1970-living-in-an-acoustic-world/