Abstract
Understanding, applying, and re-contextualising media literacy concepts are viewed as part of the tools beneficial for intergenerational learning. The individual autonomy of media content users is now, more than ever, under the pressure of accelerated media content production and consumption on the one hand, and on the other, amidst completely new consumerist needs. Approaches and perspectives in the field of media literacy are continuously developing to respond to the challenges brought by the digital age and changes in the media landscape. Based on the Central Concepts of Media Literacy, discussed by Potter and Hobbs, we believe that the continuous implementation of intergenerational learning about media literacy is necessary in Serbia, with a focus on digital literacy and technological competencies. Intergenerational learning is viewed as a learning partnership based on reciprocity and mutuality involving different ages, with generations working together to acquire skills, values, and knowledge. We approach education for media literacy holistically, viewing media literacy as a kind of intellectual curiosity activation, and we advocate for media literacy as activism in intergenerational, non-familial educational programs.
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