This chapter aims to overview historical evolvement and the current state of the conceptual framing of media and information literacy in relation to how media education has been developed and implemented in contemporary Europe. Despite of recognition of the mounting significance of media literacy in academic, educational and policy agendas, struggles over conceptual inconsistencies and associated evaluation challenges have underscored diverse disciplinary perspectives of the social positioning of media literacy. Media literacy has been framed within several academic traditions and approaches which also vary depending on the historical, cultural, political and educational contexts of different countries and societies. Drawing upon analysis of media literacy and education reports of most European Union member states with a focus on definitions and values of media and information literacy, this chapter compares and contrasts various perspectives and developments. The complexities and uniqueness revealed necessitate a recognition of conceptual plurality and a continuous exploration of the changing nature of media literacy with an emphasis on the diverse social locations that condition and shape media literacy. In this regard, there is also an urgent need for a consensual and evidence-based policy agenda which recognizes, supports and promotes effective media education practices across Europe. Building upon existing knowledge, current progress and social and policy trends, this article concludes with recommendations for developing common framework for media literacy research and implementation which might be adopted to leverage expertise and overcome obstacles in media education today and in the future.
|Titolo della pubblicazione ospite||Public Policies in Media and Information Literacy in Europe|
|Editor||Irma Velez, Julieta Flores Michel Divina Frau-Meigs|
|Numero di pagine||25|
|Stato di pubblicazione||Pubblicato - 2017|
- information literacy
- media literacy