Abstract
With our paper we analyze four renowned media literacy models from Germany, UK and USA to derive, through comparisons, the necessary core competencies which apply to all professions and that are valid across disciplines. In the results, as key-competencies, we identified critical analysis as essential to be able to act as self-determined individuals in so called mediatized societies. Further results show that media literacy learning can be developed in formal learning settings, as well as in non-formal and in informal learning settings that complement each other. Media literacy promotion is therefore a cross-disciplinary task for all kinds of professionals in the educational and social systems. With referring to the concept of mediatization, we also show the deep social impact of media on people’s lives and explain why it is helpful to see media literacy learning as part of lifelong learning. We finally conclude, that the terms «teaching media literacy» and «media literacy education» are no longer applicable. Instead, we highly recommend the terms «promoting media literacy» and «media literacy learning». By seeing media literacy learning as a cross-disciplinary task and as a process of lifelong learning, our findings can help to unify discussions about media literacy on a global level.
Highlights
INTRODUCTION & RELEVANCEAlmost every country has recognized that media education is significant
Our sampling consists of two prominent media literacy models from Germany, one prominent model from UK (18 Principles by Masterman, 1989), and one prominent model from USA (Q/Tips and the Empowerment Spiral by Thoman, 1993; Jolls/Wilson, 2014)
Media literacy learning takes place in many informal learning settings as Abrahamsson (2018) shows for public libraries, where the professionals encourage visitors to find a work of art no longer subject to copyright or helping visitors to use mobile banking authentication
Summary
Educational concepts and media literacy competence models are developed. If you look from a meta-level, you notice a certain kind of national border. Many of these national concepts and models are often only known and only received in their respective countries. We are going to present and compare two prominent media literacy models from Germany, one prominent media literacy model from UK, and one prominent media literacy model from USA. These models reflect various times, purposes and backgrounds, which provide different contexts for their development. We hope that at least these four models will achieve a higher degree of international recognition, enriching both national discourse and the international discourse on media literacy promotion
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