Media literacy worldwide. Similarities and differences of theoretical and practical approaches

Abstract

It is well accepted that ICT and media competencies are indispensable in the modern world, and that education at school and on the level of tertiary education should target to convey corresponding skills. However, there is much less agreement on specific skills that should be included, and there exist quite a few different proposals and approaches under terms such as media literacy, information literacy, and further more. In this paper, we provide an overview on these different concepts, highlight differences and similarities of these, and also discuss the terminology being applied in this context on an international level.

Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement

“…These countries generally have a long history of media-related discourse that can be traced to the development of mass media in the 1950s and 1960s (cf. Zylka et al, 2011). The original considerations of that time which are related to non-digital media are partially still implemented today, enhanced by the more recent ICT-related developments (Hobbs & Jensen, 2009).…”

“…The terminology that is applied to knowledge of and skills to use digital technologies differs strongly and depends on countries and scientific discourse (Badke, 2009;Zylka et al, 2011). (Digital) media-related abilities are often discussed in the context of media education, to a lesser degree also in computer science, and also from the measurement perspective also in empirical educational research.…”

“…The variety of approaches corresponds to a diversity of applied terms, for instance, media literacy, media competence, computer literacy, information literacy, or digital literacy (cf. Lee & So, 2013;Zylka, Mueller, & Martins, 2011). In empirical educational research, approaches have lately focused on the construct of ICT literacy (ETS, 2002;Goldhammer, Kroehne, Keßel, Senkbeil, & Ihme, 2014).…”

Educational Media and Academic Attainment: Moving Toward a Suggested Vision for Saudi Arabia in Light of International Expertise

“…A UIL Policy Brief report (2017) on the European Union countries 2030 Vision indicates that the use of educational media helps enhance literacy skills, and integrate academic skills with contemporary knowledge and technologies, as well as improve life skills, human rights, and citizenship values with the purpose of achieving sustainable development and enhancing lifelong learning opportunities. In their study that included a number of European countries, Zylka, Müller, and Martins (Zylka et al, 2011) highlighted the importance of the efficiency of using media for educational purposes and taking advantage of the recent developments and widespread of information and communication technology (ICTs). Moreover, according to Fedorov (Fedorov, 2008), Hungary is reported as the leading country in Europe to require pre-service teachers to pass compulsory courses in educational media, which are used as curriculum-integrated educational means to teach ethics, raise awareness, and create good citizens.…”

An Assessment Instrument of Technological Literacies in Makerspaces and FabLabs

“…Expanding the set of technologies has improved the ways that ICT assessments can evaluate students' literacy and has led to a more holistic approach to measuring it (Green, Yu, & Copeland, 2014;Litt, 2013;Gençt€ urk, G€ okçek, & G€ uneş, 2010;Werner, Denner, & Campe, 2006;Hargittai, 2005). This expansion has also provided the further benefit of redefining student learning goals as becoming "media literate" (Zylka, Muller, & Martins, 2011). The discourse on technology literacy has focused mainly on capturing overlaps in the skill sets used in ICT with other fluencies, such as creativity, innovation, communication, collaboration, critical thinking, problem solving, and decision making (International Society for Technology in Education, 2007;NAEP, 2014).…”