Emerging trends and good practices in the development of media literacy in Europe
Traditional media literacy used to deal separately with existing media: film, television, radio, etc. Now the trend in all European countries is to deal globally with all media in an integrated way, considering, first and foremost, the new characteristics of interaction and interactivity presented by the new context. For example, several recent studies looking into the relationship between young people and the new digital environment have been highlighted. For example, the Mediappro project 51 has described the relationship between digital media and young Europeans and has held the opinion that there is a trend among them of appropriation of new digital media, via interactivity and interaction. The study describes the existing difference between the conditions of the new media environment and those of the mass media: “The Internet (and following technologies) is a new media, specifically characterised by interactivity (human to machine) and interaction (human to human), which put the (young) user into an active place. The comparison becomes clear if we consider other electronic media, like radio and television, and in a certain way, games, where all the contents are previously put by editors”. One of the conclusions of the study highlights that Internet, in these times of media convergence, is becoming “the first public medium of expression by and for young people”. This medium still has limitations and restrictions, but it constitutes an advance in what may be the new media environment in which citizens can become appropriated.
It is precisely this experience of appropriation which is turning into a central theme of media literacy, and which has been the subject of various recent studies . Many of these studies describe the new multimedia environment, and when faced with the question of media literacy, support the encouragement of the critical abilities of communication users, and their abilities of appropriation in the new environment. This is an emerging orientation in recent studies on media literacy in Europe.
Factors that contribute to media literacy:
Up to here we have seen the trends, orientations and tensions that occur in the development of media literacy in Europe. But we can analyse the phenomenon from a new viewpoint, not just considering the factors of change, but also the stabilising elements, i.e. identifying the elements which help to promote media literacy, whatever the theoretical and practical theories and developed policies may be. The comparative study of the situation in various European countries has allowed us to identify the elements that help in the development of media literacy.
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They are as follows:
1) The treatment of media literacy in the educational curriculum of each country: The compulsory educational curriculum is key to the development of any kind of competences. Thus, if a country deals with media competences within its compulsory curriculum in whatever way, or if on the other hand it ignores them, we will be at a decisive moment when it comes to discussing conditions favourable to media literacy.
2) The policy of training teachers on the subject: In the same way as with the curriculum, if a country adopts a policy favourable to the training of teachers in the media education and media literacy, development conditions of media competences in the population in general change radically.
3) The policy of assessing media literacy. We consider here the effort of a country to assess and measure the degree of development of its citizens in the subject of media competences. The mere fact of considering the need for assessment contributes to the development of media literacy.
4) The existence of teaching material on the subject: These materials, their access, availability, quantity and quality contribute to improving policies of promoting media literacy.
5) The existence of systems of assistance and orientation in the field: We refer to accessible, permanent and stable orientation and assistance systems on the subject of media literacy.
6) The existence of public campaigns of media literacy: The existence, regularity and impact of these campaigns create favourable conditions in the development of the media literacy.
7) The existence of stable public departments of media literacy promotion. They contribute to and catalyse the existence of policies, resources, campaigns, etc.
8) The activity of civic associations in the sector : In the same way citizens, participating through civic associations with specific media literacy aims, make up a positive element for policy development.
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9) The activity of regulatory activities in the sector: If you have competences in the promotion and assessment of media literacy, this is a key element in its development.
10) Participation of the media in media literacy activities: specific contents and programmes: These play a decisive role. It is important that the subject is dealt with and also how it is dealt with.
11) Participation of the media industry in the sector: Here we refer to actions, not by a specific medium but by the media industry in general, that can launch programmes to specifically help media literacy.
12) Visibility in questions related to media literacy in the public sphere: The public sphere and its debates generally express the degree of intensity with which a society approaches certain problems. An active presence of media education in the debate of citizens’ public sphere, without doubt contributes to promoting media literacy.
13) Existence of incentives and promotion policies for media production by citizens: When citizens take an active part in media production, their degree of development in terms of media literacy increases. Therefore, if the authorities and private initiatives assist indirectly in production, they are helping with literacy.
14) Media literacy research: This means the acquisition of new knowledge on the subject of media literacy. If it is suitable, it will contribute to media literacy development.
15) Participation in networks of international co-operation: The exchange of different experiences increases the degree of awareness and the possibilities of doing things. Policies relating to media literacy are therefore improved.
16) Family participation: The educational and formative role of families is essential in the development of media competence in children and young people. Therefore if families take part in strategies for developing media literacy, the competences of citizens, especially those of children and young people, increase considerably.
17) Initiatives in media literacy in relation to commercial communication: The predominance of commercial communication nowadays brings significant strength to many aspects, one of them being media literacy.
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Gaps, barriers and deficiencies:
Considering the dynamic aspects and trends, as well as factors that favour the development of media literacy policies from a European point of view, our study has identified various factors that make it difficult to achieve a wider and deeper development.
1) Lack of shared vision: objectives, concepts, methods, resources, research, results evaluation, etc. We still do not dispose of a shared common framework to work with. This makes it more difficult for exchanges, comparisons, joint strategies and in general any state or European policy.
2) Cultural barriers to innovation Barriers can be due to lack of technological knowledge, lack of critical analysis, or lack of specific culture in the field. Beyond the difficulties of a material and technological nature, it is the institutional inertia and routine that cause problems and slow down the development of innovation that media literacy policies bring with them.
3) European visibility of national, regional and local initiatives Very often initiatives in the field do not achieve a proper media visibility. There are many good and successful examples
4) Lack of European networks. There is no European network dedicated to this field: that leads to a lack of co-operation and interchange of information among different actors.
5) Dispersion and lack of coordination among stakeholders Stakeholders who are active in the field are disperse, that is to say most initiatives remain unique and unknown. There is scarce co-operation among actors.
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