Media Literacy

Abstract

Media literacy has been defined as “the ability to access, analyze, evaluate and create messages across a variety of contexts” (Christ & Potter 1998, 7). This definition, produced by the USA's 1992 National Leadership Conference on Media Literacy, is widely accepted, although many competing conceptions exist. However, media literacy research and associated educational initiatives and communication policy reflect enduring tensions between educationalists and technologists, policymakers and critical scholars (→ Critical Theory), defenders of high culture and defenders of public morals (Potter 2004). Media literacy is associated more specifically with audiovisual literacy, digital literacy, advertising literacy, Internet literacy, film literacy, visual literacy, → health literacy etc., each reflecting the range of media forms that demand, or assume, knowledge about media on the part of the → audience or → public. In recent years “media literacy” has also become a shorthand way of pointing to the array of policies and initiatives designed to bridge the gap between what people know about the changing media environment and what they need to know in order to meet certain policy goals.

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