Media Literacy Study The Framework

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1 Media Literacy Study The Framewrk p. 1/34

2 1. Intrductin This dcument is a framewrk fr the EC cmmissined study n Media Literacy. The purpse f the study is t prvide an understanding f what it is t have a media literate sciety, and t identify the media literacy f a Member state. The purpse f this framewrk is t prvide thse experts and members f the cnsrtium with a wrking dcument which gives an verview f the criteria and indicatrs which will be used t measure media literacy levels in Member States. Increasingly, new media and advancing digital technlgies remve many f the barriers that prevent citizens access t financial, cultural and scietal prspects that previus eluded them. The widespread availability f these technlgies drives digital media markets; the byprduct f this ecnmic enhancement is an empwered and enabled citizenship. Therefre, media literacy, in any f its many frms, benefits nt nly individuals, and their cmmunities, but has a far-reaching ptential benefit fr wider ppulatins and, ultimately, the Eurpean Unin. It is fr that reasn that this reprt was cmmissined by the Eurpean Cmmissin, the brief f which asked that it prvide: - A set f assessment criteria fr media literacy levels f a general adult ppulatin; - An assessment f (current) media literacy levels in the Member States; - Cnsideratin f the scial and ecnmic impact f media literacy initiatives bth n individual Member States and at a Eurpean level; and - Thse specific measures fr enhancing media literacy shuld be suggested. The EC is increasingly aware f the imprtance f the relatinship citizens have with media, and this study aims t prvide it with a set f criteria and measurement tls in rder t measure it. It is fr this reasn that a definitin f Media Literacy is prvided nly in passing, and accrding t a pre-existing EC definitin. This study des nt fcus n individual abilities but n the aggregated abilities r indicatrs f skills that are available in Member States, n the basis that individuals within a sciety pssessing a gd range f cmpetencies and skills lead t the scial, cultural and ecnmic betterment f that sciety. p. 2/34

3 2. The Eurpean Unin Perspective The starting pint fr this framewrk is the cncept f media literacy as develped by internatinal rganisatins such as UNESCO (amng thers) as well as the EU. A special emphasis is given therefre in this study t the themes that have emerged frm the Cmmunicatin n Media Literacy frm the EC 1 and related reprts (including the reprt n media literacy in a digital wrld frm the Eurpean Parliament 2 ). Frm the analysis f these dcuments, the justificatin fr the decisins that have been made regarding the develpment f this study t facilitate this study shuld be clear. This study has drawn primarily n the definitin f Media Literacy adpted by the EC: Media literacy may be defined as the ability t access, analyse and evaluate the pwer f images, sunds and messages which we are nw being cnfrnted with n a daily basis and are an imprtant part f ur cntemprary culture, as well as t cmmunicate cmpetently in media available n a persnal basis. Media literacy relates t all media, including televisin and film, radi and recrded music, print media, the Internet and ther new digital cmmunicatin technlgies. 3 In additin, the study has als relied n the cncepts f Media Literacy intrduced by the Directive f Audivisual Media Services 4, and the cncepts and bjectives develped by ther wrks and initiatives f the Eurpean Cmmissin. The recgnitin f the imprtance f media literacy is manifested als in the cmmissining f this study, the EC has further identified its applicatin and its bjectives in this field. This is the capacity r ability f individuals, which allws them t live their daily lives in the cntext f the knwledge sciety, and that they are able t access the media, evaluate the received messages, and create and cmmunicate in a cmpetent way. It is applicable t all media, including TV, radi, printed media, internet, cinema and new media. The bjectives f the EC initiative are t prmte critical thught, prblem-slving capacity and citizen awareness, with the general bjective f prmting freedm f speech, the right t infrmatin, demcratic sustainability and participatin in rder t achieve active citizenship, intercultural dialgue and skills and awareness as users and cnsumers. 1 (Cnsulted 2nd May 2009) &language=EN&mde=XML 3 Cf. (Cnsulted 2nd May 2009). 4 Directive 2007/65/CE frm the Eurpean Parliament and the Cuncil 11th December Cf.: (Cnsulted 2nd May 2009). p. 3/34

4 3. Cnceptual Map Using the EC definitin as a basis, the study integrates different cncepts f media literacy in a systemic way in rder t highlight explicitly the skills fr media literacy that shuld be acquired and measured, where pssible, at bth individual and cuntry levels. By reasn f the cmplexity f the subject, it is impssible t quantify a single measure t assess media literacy. Media literacy is a cmplex phenmenn bservable but mainly nt directly quantifiable. It is fr this reasn that a cnceptual map has been cmpiled and synthesized. The criteria f individual skills and key envirnmental factrs which enable a clearer understanding f media literacy have been further elabrated by the cnceptual map. The media literacy criteria that are presented here have been cnverted int scial indicatrs t prvide a multi-layered instrument which invlves different indicatrs being pulled tgether t frm an verall picture and matrix f a ppulatin s media literacy. Therefre the Study distinguishes between tw fundamental dimensins: 1. Individual cmpenteces: A persnal, individual ability t exercise certain skills (access, use, analyse, understand and create). These skills are fund within a brader set f abilities that allw fr increasing levels f awareness, the capacity fr critical analysis, a creative, prblemslving capacity and the ability t create and cmmunicate cntent inter alia participating t public life; 2. Envirnmental factrs: A set f cntextual factrs that affects individuals and relate t media educatin, media plicy, cultural envirnment, citizens rights, the rles that the media industry and civil sciety play, etc. This map enables the further elabratin f media literacy criteria and the key envirnmental factrs, which hamper r facilitate the develpment f media literacy in the EU cuntries. p. 4/34

5 DIMENSIONS CRITERIA OBJECTIVES INDIVIDUAL COMPETENCES ENVIRONMENTAL FACTORS Use skills (technical) Critical Understand, cmpetences; Cmmunicative Abilities; MEDIA AVAILABILITY Supply f media MEDIA LITERACY CONTEXT Media Educatin as a prcess t develp media literacy capacities Media literacy plicies and regulatry authrities Media industry rle and activity in relatin t media literacy Civil sciety rle and activity in relatin t media literacy T increase awareness abut hw media messages influence perceptins, ppular culture and persnal chices; T prvide the skill fr critical analysis; T prvide the creative skill t slve prblems; T develp the capacity f prductin; T cnslidate cmmunicative rights; T develp intercultural dialgue; T cnslidate demcracy; and T develp active and participatry citizenship. (Amngst thers) p. 5/34

6 4. Methdlgy This study has assessed factrs and measurement tls that are bth rbust and relevant in rder t specify levels f media literacy. This has mainly cmprised statistical data frm cmmn measurement tls (usually surveys), which have been applied acrss Member States. The EU has a number f these datasets, mst which cncentrate n data usage and d nt lk further at skills, such as evaluatin f cntent r its manipulatin, creatin r participatin, characteristics which are instead the fcus f this study. Regardless f the relative inadequacies f existing data, it remains methdlgically apprpriate t seek cmmn datasets acrss the EU Member States. Accrdingly, the study integrates varius cncepts systemically in rder t make explicit the cmpetences that shuld be acquired and measured. In rder t assess media literacy, the criteria have been cnverted int scial indicatrs t prvide a multi-layered instrument. This invlves the cllatin f different indicatrs that may be assembled t frm an verview f a general adult ppulatin s media literacy cmpetence. The develpment f media literacy is by n means static; technlgies and platfrms evlve and are mutated by users t becme new entities, entirely nvel frm their riginal purpse. Therefre, this reprt will advise the EC that the indicatrs and measurement tl remain flexible in rder t be cnstantly revised and adapted as and when new technlgies and platfrms are develped and becme imprtant. It is a recmmendatin f this study that such revisins be made at regular intervals. This will ensure nt nly that the tl remains pertinent and accurate, but als will prvide vital evaluative and trend data. p. 6/34

7 5. Individual Cmpetences and Envirnmental Factrs Thus this study has delineated tw elements that cntribute t media literacy: ne based n an individual s abilities, the ther n cntextual and envirnmental factrs. It then breaks these dwn further int fur skillets, which are measured by indicatrs f skills sets; technical, cgnitive, participative and creative, and the key envirnmental factrs which help r hinder them. Within this there are a further set f variables which relate t the level f develpment f these skills and this in turn is applied, via a statistically validated instrument, t assess a Member State s media literacy levels. The envirnmental factrs include the ecnmic wealth f a cuntry, the affluence f its citizens, the legislative and regulatry structures that supprt the digital media and the advancement f them and, crucially, the gvernmental supprt affrded t them, in terms f educatinal plicy, subsidy etc. Media literacy des nt exist in a bubble, but is affected by a variety f dynamic factrs and facilitates interdependent skills and cmpetencies t allw individuals the fullest participatin in the new digital wrld. Individual Cmpetences Any individual skill understd as the capacity t perate - is develped alng the three dimensins f ding (perative ability; practical use), knwing critically (r cgnitive cmpetence), and the bjective that the skills set shuld meet; in this case, cmmunicatin, scial relatinships, participatin (in the public sphere) and creatin. Within the individual skills relating t media literacy, the fllwing cmpnents have been identified: 1. Useskills(Technical); Skills related t media use. The Use cmpnent is centred n the relatinship between the individual and the media (as a platfrm); it in this sense the Study refers t it as a technical dimensin. 2. CriticalUnderstandingcmpetences; Aspects related t critical cmprehensin and evaluatin abut cntents and media. The Understanding cmpnent is centred n the relatinship between the individual and the cntent (infrmatin attribute f the message; r cmprehensin attribute f the individual), that is, a cgnitive dimensin. 3. Cmmunicativeabilities; Including, 3.1. Scial relatins; 3.2. Citizen participatin; 3.3. Cntent creatin p. 7/34

8 The Cmmunicative cmpnent implies the relatinship that individuals build with ther individuals by using the media. Each f these elements may be defined mre precisely: 1. USE. SKILLS (Technical) These are the instrumental and perative abilities required t access and effectively use media cmmunicatin tls. They specifically refer t a set f devices and tls available in a certain cntext r envirnment. In relatin t these skills we may distinguish between: - Access The individual can gain access t the media. Access affects the relatinship between the cntext and the individual; - Use The individual use the media t act. Therefre, technical skills are a prerequisite t the use f media. These technical skills may be further develped by the individual t adapt t specific users and their needs. By their nature, technical abilities include aspects related t certain decding capacities (especially f interfaces) and the ability t use specific functinalities that media tls may pssess. Frm this perspective, technical skills may, t sme extent, verlap with cgnitive ability. Hwever, this study will cnsider these mre sphisticated cmpetences as belnging t a mre advanced level f technical skills. 2. CRITICAL UNDERSTANDING. COMPETENCES These are semitic and linguistic capabilities related t media cntent and the media system. The media cntent (r message) is transmitted thrugh media (platfrms), then received, apprpriated and used by the audience. The user, in rder t understand (and cnsequently, perate) this cntent, applies decding capacities t make sense f the message. That means that the user knws the cde (r cdes), uses them t decde the message and then prduces sense. It can be said that the user btains r prduces a new sense (cntent). All f these prcesses are cgnitive in that they crrespnd with cgnitive r knwledge-related peratins. Therefre, there are fur cmpnents t media literacy in relatin t the critical understanding cmpetences. 1) The first ne relates t the ability t read r decde media cntent; the capacity f the user t fully understand, read, r make sense f the meaning r the media message p. 8/34

9 be it audivisual r interactive r nt. This ability implies a sequential cgnitive prcess in which the individual uses a cde (r cdes) in relatin t a text. 2) The secnd relates t the ability t classify the text (r the glbal meaning f the text), in the cntext f existing types f texts. In s ding, the user nt nly makes sense f the cntent (peratin 1) but als attributes this cntent t a specific use r frame- fr instance, distinguishing between real r fictinal cntent in the text. As we knw, new frms f media texts tend t bliterate the brders between the real and fictin, real and virtual, cmmunicatin strategies and infrmatin, advertisings and infrmatin (cf. reality shws, inftainment ). The act f classifying allws the individual t make a crrect use f the messages in rder t adequately apprpriate the media and its cntent. This cmpnent is crucial nt nly des the user have t be able t understand the cntent, but als the frm that it has taken. If it is an advertisement, it is intended t sell a prduct, t persuade the user f a pint f view r a specific behaviur, etc. The ability f the user t distinguish between infrmatin and pinin, fr example, is fundamental t allw him t understand further elements f it, and als t knw hw t respnd t it. Frm the scilgical pint f view we have t remember that the difference between knwledge and pinin is nt always very clear. As the scilgist Rbert Mertn has pinted ut stensible knwledge may degenerate int an pinin nly while a wellgrunded pinin may becme knwledge. There is an increasing danger that fictinal rumurs may be spread as facts by the new media with damaging cnsequential. A classic example is frm 1938 when Orsn Wells read The War f the Wrlds n CBS radi in the United States. Sme listeners understd the message as news and were unable t recgnize the sense f fictin, hence mass hysteria ensued until the radi authrities were quick t reassure listeners that they were nt listening t fact r infrmatin. It is a perfect example f the fundamental requirement f listeners t be able t understand what type f text r message they are using (reading, listening r watching) befre they are able t understand why, what fr the infrmatin is transmitted and hence what t d with it. Each media text can be classified int different categries accrding t its cntent, genre... These typlgies are nt hmgeneus and result frm different appraches. It is necessary fr media users t be able t characterize the media texts they encunter, and at the same time, t be aware f the relative nature f any classificatin, and subsequently t be able t create their wn categries when needed. 3) The third cmpnent is the individual capacity t evaluate the media cntent. This aspect is related t the values that the user may attribute t the cntent. Is it this cntent t be trusted r nt? Is this cntent legitimate r nt? Is this cntent legal r nt? Is this cntent up t date r nt? Is it f quality r nt (surces, frms, aesthetic )?, etc. This recgnizes that the media ffers a flw f cntent that individuals, in rder t perate it, need t evaluate and validate. That means that it is nt nly the single cntent that shuld be understd but als the functin and the rle that this cntent plays in relatin t the values, attitudes and pinins f peple. It is a key part f media literacy t have the ability t evaluate this cntent. The capacity t evaluate implies a certain distance f the user frm the verwhelming influx f cntents (and values) transmitted by varius kinds f media (screen televisins, cmputers, game cnsles, etc.). p. 9/34

10 There can be several degrees f cmplexity in the practice f judgment. A first apprach cnsiders the evaluatin judgment as a binary classificatin (true/false; legal/illegal; trustwrthy/nt trustwrthy; gd/bad). In many frmalized media systems, this is the rdinary type f judgment ( Is this bank nte authentic, r fake? Is this editr wner f the cpyright f this media text, r nt? ). Hwever, in many everyday media practices, the evaluatin judgment beys t fuzzy lgic ( If I rder this item n this website, may I be certain t receive it in the mail? ). Hence, the evaluatin becmes a matter f risk management. Each media cntent must be evaluated as a cnstruct cmbining representatin, infrmatin and intentin, and must be situated vis-à-vis ther cncurrent media cntents, t result in a cmplex judgment that can neither be 100% false nr true, 100% trustwrthy r nt, 100% up-t-date r utdated, 100% gd r bad, etc. Even in its guise as a simple cnsumer f gds and services, the citizen has t be capable f, amngst thers, evaluating the value f the messages and, cnsequently, making infrmed chices, being able t evaluate the ffers, t rientate him/herself within all the ptins and t distinguish amng the varius frms f persuasive discurse (advertising, publicity, cmmercial prmting, including cmmunicatin strategies in all spheres: plitical, ecnmical etc.). In ther wrds, the persn wh is able t prperly evaluate the media cntent has the pprtunity t adpt different behaviurs cnsidering several aims: T btain high quality infrmatin, T make balanced judgments, T cnstruct his/her wn pinin, T make apprpriate decisins, T prmte their wn interests and safeguard their rights, T put neself t the service f a given cause r peple they are attached t. 4) The furth cmpnent is the individual critical skill t evaluate the media cntext (r media set). This ability allws the user t evaluate the whle media system and their functin in relatin t the individual s aims and bjectives. This stage includes the user s knwledge f cnventin, rules r nrms that implicitly r explicitly impact n media system; laws, regulatry authrities, user s knwledge f the players, etc. We assume media literate peple d nt have t be media experts in every dmain, hwever we cnsider that users shuld be equipped with a basic understanding f the cntext in which media perates, the nature f the mass media, the status f every media fr instance, if it is a private bradcast, it perates in rder t acquire audiences and t resell the audience t advertisers in exchange f mney and it des s within certain parameters. These parameters may be in relatin with strict regulatin in the frm f legislatin, by way f mre infrmal regulatin (self r c-regulatins) r under mre general guidelines. These guidelines may take the frm f an infrmal taste and decency rule, which advertisers, fr instance, adhere t, r rules relating t defamatin and libel i.e., the news must be able t accunt fr its surces in rder t be reliable. p. 10/34

11 All these dimensins influence the critical understanding f media and media cntents and cnsequently affect individual behavir (this can be separated frm cgnitive factrs). In any case, there are sme cases f behavir that evidence the existence f understanding skills: fr instance, the critical search fr infrmatin, the ability f the user t discriminate as t what is apprpriate t respnd t in the media sphere, and hw t respnd, t assess their legal psitin in terms f user behavir, i.e., nline dwnlading, cpyright and intellectual prperty, etc. 3. COMMUNICATIVE ABILITIES Cmmunicative and participative abilities are partly related with technical and cgnitive abilities. They may be apprpriate in different fields; scial relatins, creatin and prductin f cntent and civic and scial participatin, which invlve persnal respnsibility. These abilities allw fr prcesses that range frm a simple cntact t the creatin f cmplex cperatin and cllabratin strategies that use media tls as their base. The main fields f applicatin f bth the cmmunicative and participative skills are the fllwing: 1. Scial relatins These relate t the capacity f being in cntact with thers, cperating with them and establishing different kinds f netwrks and cmmunities. Scial relatins als embrace cmmunicative skills, at their mst basic level in terms f the user s ability t understand basic media messages, as well as t create messages f their wn, the users ability t present neself n an apprpriate prfile and platfrm and the t maintain cntact with thers. 2. Citizen participatin These refer t citizen participatin in public life (e-gvernment institutins and t engage in the civic field). Cmmunicatin and civic participatin range frm simple relatinships between individuals and gvernmental institutins t mre cmplex and sphisticated cperative actins. 3. Cntent creatin These are related t the individual and cllective capacity t create new media cntent and prduce media text. The abilities used t create and prduce allw the implementatin and manifestatin f a meaning r understanding f infrmatin thrugh media messages and texts. They include the ability t cnceptualise and develp this (new) meaning, and t prduce media cntent. The capacity t create requires different grades f cmplexity, ranging frm the mst basic grades f creatin t mre sphisticated and innvative nes. p. 11/34

12 The fllwing table cntextualises again each f the abve mentined aspects. CRITERIA INDIVIDUAL DIMENSIONS OBJECTIVE TECHNICAL COGNITIVE USE SKILLS TECHNICAL Media peratinal skills required fr the effective use f media tls CRITICAL UNDERSTANDING COMPETENCE Capacities related t critical knwledge and semitic peratins: encding/decding, interpreting, evaluating and creating media text OPERATING MEDIA Use EVALUATING MEDIA AND CONTENT Awareness and quality evaluatin COMMUNICATIVE COMMUNICATIVE ABILITIES Capacity t interact with thers and maintain netwrks SOCIAL RELATIONS Media netwrking CITIZENS PARTICIPATION Active citizenship CONTENT CREATION Media creatin p. 12/34

13 Envirnmental Factrs The envirnmental factrs are factrs which hamper r facilitate the establishment f media literacy in a cuntry, rather than the individual skills required fr media literacy. This Study identifies tw main envirnmental factrs: 1. Media availability, its supply and accessibility in a given cntext. Here, the fllwing types f media have been selected: a. Mbile phne b. Internet c. Televisin d. Radi e. Newspaper f. Cinema 2. Media Literacy cntext, namely, the actins carried ut in a systematic way by scial actrs and institutins. In this categry are: a. Media Educatin, bth in general educatin and life-lng learning; b. Media literacy plicy related t legal bligatins, regulatins, actins, etc; c. Media industry actins related t Media Literacy; campaigns, user participatin rganisatins, etc; and d. Civic sciety actins related t Media Literacy: assciatins, cmmunities, initiatives, etc. It may be expected that, if these envirnmental factrs are favurable and are cnsidered imprtant in terms f plicy, media literacy levels will be higher. This relatinship can be demnstrated in a statistical and general methd. This des nt exclude the pssibility that, in certain envirnments largely hstile t the develpment f media literacy r withut the ecnmic capacity t fster access t and availability f media systems, exceptinal cases f individual develpment may be fund. Hwever, these are mst likely be an exceptin and nt the rule. p. 13/34

14 6. Framewrk Fllwing the identificatin f the essential cmpnents f media literacy, it is pssible t cllate this data in rder t cnstruct a cnceptual framewrk. This allws fr the cmpilatin f a cmplete picture f the field f study. Each f the elements are further defined by the level f the develpment f the skills r key envirnmental factrs. There are three levels f skills; basic, medium and advanced. The attributes f each level are set ut in the fllwing table: LEVEL DEFINITION BASIC INDIVIDUAL: The individual has a set f abilities that allws basic use f the media. There is a limited use f media. The user knws its basic functin, deciphers its basic cdes and uses it fr specific ends and t determine the tl. The user s capacity t critically analyse the infrmatin received is limited. Its cmmunicative capability thrugh media is als limited. ENVIRONMENT: It des nt prvide stimuli t the develpment f media literacy. MEDIUM INDIVIDUAL: The individual is fluent in media use, knwing their functins and able t carry ut certain, mre cmplex peratins. The use f media is extended. The user knws hw t btain and assess the infrmatin he/she requires, as well as evaluating (and imprving) the infrmatin search strategies. ENVIRONMENT: It prvides sme stimuli t the develpment f media literacy, but they are irregular and incnsistent. ADVANCED INDIVIDUAL: The individual is very active in media use, being aware f and interested in the legal cnditins that affect its use. The user has an in-depth knwledge f the techniques and languages and can analyse (and, eventually) transfrm the cnditins affecting his/her cmmunicative relatins and the creatin f messages. In the scial sphere, the user is capable f activating cperatin grups that allw him/her t slve prblems. ENVIRONMENT: It prvides systemic stimuli t the develpment f media literacy with crdinated actins. There are gd envirnmental factrs t fster and imprve media literacy. p. 14/34

15 7. Levels and Indicatrs 7.1. Individual Skills - Persnal Cmpetences Use. Technical Indicatrs Table Technical skills: peratins and criteria LEVEL SPECIFIC CHARACTERISTICS OF LEVEL OUTCOME BASIC MEDIUM ADVANCED The individual has a set f abilities that allw a basic and sample use f media. The user knws its basic functin, deciphers its basic cdes and uses it fr specific ends and t determine the tl. The individual is fluent user f media use, knwing in depth their functins and being able t carry ut cmplex peratins. The user has an in-depth knwledge f the media tls (technlgy and uses) and he/she can analyse and (eventually) transfrm the media cnditins f use. Basic use f media. Using and understanding simple technical functins f media tls. Understanding and decding interfaces and basic cdes f media tls. Imprving use f media. Using and understanding mre cmplex technical functins f media tls. Adapting and persnalising interfaces f media tls t wn cnditins and interests. Ability t search, evaluate and chse technical infrmatin f media devices. Actively using media tls in everyday life. Ability t imprve the searching infrmatin strategies abut media tls. Critical awareness f technical issues. Ability t transfrm the cnditins f use. p. 15/34

16 Table Use. Technical Indicatrs COMPONENTS 1- COMPUTER AND INTERNET SKILLS 2- BALANCED AND ACTIVE USE OF MEDIA Feeling cmfrtable with all existing media frm newspapers t virtual cmmunities. Skills, knwledge and understanding that allw cnsumers t use media effectively. Actively using media, thrugh, inter alia, interactive televisin, use f Internet search engines r participatin in virtual cmmunities. 3- ADVANCED INTERNET USE Using media as the evlutin f media technlgies and the increasing presence f the Internet as a distributin channel (that allw an ever grwing number f Eurpeans t create and disseminate images, infrmatin and cntent). INDICATORS 1.1. Cmputer skills Individuals level f cmputer skills (percentage f the ttal number f individuals aged 16 t 74) Internet skills Individuals' level f Internet skills - percentage f individuals wh have carried ut 1 r 2 f the Internet related activities (Percentage f the ttal number f individuals aged 16 t 74) Internet use Individuals regularly using the Internet, by gender and type f cnnectin; all Individuals (percentage f individuals aged 16 t 74) Newspaper circulatin Circulatin f tp 10 paid-fr newspaper daily titles, cmpared with ttal ppulatin. Paid fr dailies: number f titles/adult ppulatin (titles per millin) Ging t the cinema Percentage f peple wh went t the cinema last year. Hw many times in the last twelve mnths have yu been t the cinema? 2.4. Reading bks Percentage f peple wh read a bk last year. Hw many times in the last twelve mnths have yu read a bk? 2.5. Mbile phne subscriptins Mbile phne subscriptins (per 100 inhabitants). This indicatr shws the number f subscriptins t public mbile telecmmunicatin systems using cellular technlgy related t the ppulatin Buying by Internet Individuals having rdered/bught gds r services fr private use ver the Internet in the last three mnths Reading news by internet Internet use by nline activities. Reading, listening r watching the news n the Internet Internet Banking In which f the fllwing Internet-related activities have fr already carry ut? (in a range f activities, we have just selected nline banking. p. 16/34

17 7.2. The Critical Understanding Indicatrs Hw can indicatrs shw the individual ability t understand media cntent and the media system? In trying t answer this questin - and taking int accunt that ur study refers t peple aged an imprtant prblem is encuntered. Given the cgnitive nature f the critical understanding skills, linked t the capacity f decding and t evaluating the sense and the media system, it is nt pssible t bserve a behavir that is directly linked with these abilities n a large scale within the cnstrained schedule f this study. Because f that, we must assume that unlike in the use r cmmunicative skills- the behavir emerging frm this kind f skills is nt directly evident, and we can nly deduce the existence f these skills by cnsidering certain kinds f knwledge r attitudes that individuals have in relatin t certain dmains. It wuld be necessary t launch a qualitative and quantitative survey at Eurpean level t identify sme indicatrs mre clearly. The fllwing table intrduces the relatinship amng the characteristics f the selected skills, the levels f these skills and the criteria t define them. p. 17/34

18 Table Critical Understanding Cmpetences: Levels, Characteristics and Operatins LEVEL SPECIFIC CHARACTERISTICS OF LEVELS OUTCOME BASIC The individual has the capacity t btain, summarise and synthesise infrmatin. The user s capacity at this level is linked t the capacity t decde meaning. Understanding media cntent and its functin: Reading Media Text Distinguishing Cntent MEDIUM The user knws hw t evaluate the infrmatin he/she requires (techniques and languages; in relatin with jurnalists dentlgy; in relatin with minrs prtectin; In relatin with civic rights; In relatin with media rights; In relatin with hnur, ffences, injuries and human dignity; In relatin with intellectual prperty rights), as well as using and imprving the infrmatin search strategies. It invlves the cmpetence t evaluate the principles underlying a respnsible use f media cmmunicatin and cntent creatin. Evaluating media cntent: User Behaviur Critical search f infrmatin Quality f surces, f the reprting Quality f the frm Privacy Watershed Cpyright Minrs ADVANCED The user has knwledge abut the media system and has the ability t evaluate it (and, eventually, t try t transfrm the cnditins affecting his/her cmmunicative relatins and the creatin f messages) and als t interfere in this field as a scial actr. Awareness in regard with media cntext and media regulatin: Knwledge abut media wnership Knwledge abut media funding Knwledge abut media regulatin Media Authrities p. 18/34

19 Table Critical Understanding Indicatrs COMPONENTS 1. UNDERSTANDING MEDIA CONTENT AND ITS FUNCTIONING INDICATORS 1.1 Reading texts An individual's capacity t understand, use and reflect n written texts, in rder t achieve ne's gals, t develp ne's knwledge and ptential and t participate in sciety. (Surce: PISA 2006) It shws the capacity t understand and summarise texts f different types (including reading graphs and tables). It allws hence presuppsing the basic decding skills f written texts in the mther tngue f each individual. 1.2 Classifying written and audivisual texts (Distinguishing cntent) Use sme f the categries belw t describe the fllwing texts (intrduce different texts): A. All media: Fictin (imaginary, unreal) /Realistic (referential) Opinin (predminance f judgement)/infrmatin (referential) Descriptive (being) / narrative (actin) /Argumentative (persuasive) A. It measures the individual ability t identify and recgnise the type f cntent (texts f all kinds). The questin cnsists f assigning basic textual categries t certain texts, which is crucial nt just fr its crrect cmprehensin but als fr its apprpriatin by the individual. B. Applied t newspapers: Editrial News Opinin article Advertising A. It cnsists mainly f the capacity t distinguish amng texts predminantly riented twards descriptin r representatin f reality and thse which intrduce either, judgements, arguments r fictinal elements which separate it frm reality. B. It measures the capacity t distinguish amng the main frmats and genres f jurnalistic cmmunicatin, which allws t check, apart frm the users skills with this type f discurse, the capacity t distinguish amng texts f descriptive, referential character and thers with a cntentius, value-judgement r persuasive character. 1.3 Distinguishing media cntent (all media) Mentin at least three characteristics f the infrmatin listed belw: Advertising Cnsumer infrmatin Prduct placement Plitical cmmunicatin It serves t measure the capacity t distinguish the different types f cmmercial infrmatin. The questin is based upn audi r audivisual texts. p. 19/34

20 1.4 When yu cnsider yur trust in the infrmatin, hw much des it matter fr yu: The publicatin/televisin/radi/where it is bradcasted; the website wner/hlder, administratr? The authr f the infrmatin? The infrmatin as such (they crrespnd r nt with yu already knw)? It measures the capacity f questining reliability f infrmatin and t be aware. Answer: Very much / Much / Little / Very little 1.5 Classifying websites Apply sme f the categries belw t the fllwing examples Search engines Newspaper media Blg Encyclpaedias Scial netwrks Games Others It measures the capacity t identify and recgnise different types f cntent. It will pay special attentin t interactive websites. 1.6 Classifying media platfrms and interactin systems Mentin at least three characteristics f each kind f media device listed belw: I-pd e-phne Televisin (satellite, TDT, cable, adsl) Radi (digital r nt) Cmputer (PC) Game cnsle PDA Relatinship f each kind f platfrm with the fllwing attributes: It measures the capacity t distinguish and identify different platfrms, their functin, cntent and preferred use/s. Allws cmmunicatin between peple. Allws nly diffusin, nt interactivity. Allws registering, prcessing and perating infrmatin. Others - Dn't Knw p. 20/34

21 2. KNOWLEDGE ABOUT MEDIA AND MEDIA REGULATION 2.1 Media cncentratin Sme cmmunicatin media belng t multimedia cmpanies and business grups. D yu knw which business grups each f the fllwing media belng t? 5 first natinal newspapers 5 TV natinal channels 5 natinal Radi statins 3/5 telephne cmpanies Crpratins r cnglmerates (public and private) Kind f answer: Crrect r Incrrect It measures the level f knwledge abut the distributin f prperty and cntrl ver the main media cnglmerates f each cuntry. This knwledge is a sine qua nn cnditin fr the individual t assign sme type f editrial line t each f the indicated media types. The plitical dimensin is als very imprtant in this case. 2.2 Knwledge and pinin regarding the media regulatin subject Which are the main tw financing surces fr the prgrams f sme channels like PrTV, Antena 1, Realitatea TV, Prima TV? (list f natinal channels) First Surce /Secnd Surce - The tax in public radi and TV services - The sales f their wn prductins - The gvernment/frm state budget - Advertising - Private spnsrship - Others (mentin it) Surce: "Evaluatin f Media Literacy Level in Rmania", Media Mnitring Agency, Annexes, June 2008, p. 89. It measures the extent t which the individual identifies the type f funding f media. Taking int accunt the type f funding is an element which smehw cnditins the functin and cntent f media. This indicatr allws us t cnsider the digressin capacity f individuals in this respect. 2.3 D yu knw which institutin sanctins pssible vilatins f the law perated by TV statins? (T be adapted t every cuntry. - The Natinal Audivisual Cuncil /Natinal Media Cuncil (depending n the cuntry ) - The Gvernment - The Parliament - The natinal Televisin - The TV channels themselves - N ne - Other (mentin it) Surce: "Evaluatin f Media Literacy Level in Rmania", Media Mnitring Agency, Annexes, June 2008, p. 91. It measures the knwledge f citizens abut the instances that intervene in the regulatin r functining f the cmmunicatin media. p. 21/34

22 2.4 D yu knw the authrized natinal institutin t turn t when yu nticed smething insulting, injurius r ffending n TV, radi r Internet? If the answer is yes, named it)? (Depending n the cuntry). It measures the knwledge f citizens abut the instances t which the citizen can resrt t in case f alleged rights vilatin. 2.5 Which f the next rules and rights is applicable t media cntent addressed t: Children Adults - Watershed limitatin (adults// Children // Bth them) - Limitatin f advertising cntent - Cnstrictin t injury cntent - Cnstrictin in relatin with privacy and intimacy - Cnstrictin t the vilence cntent - Cnstrictin t sexual cntent - Cnstrictin advertising n alchlic brewages and tbacc n TV Kind f answer: Crrect r Incrrect It measures the knwledge f citizens abut the special limitatins and rules that affect children and adults. 2.6 Perceptins f the watershed Is there a time f day after which prgrammes n the main TV channels/ radi prgrammes that are cnsidered unsuitable fr children can be shwn/ bradcast? What time is this? (Yes - 9pm / Yes - ther time / Yes - unsure f time / N / Dn't knw) Surce: Ofcm research, fieldwrk carried ut by Saville Rssiter-Base in Octber-December 2007, p. 54 It measures the knwledge f citizens abut the special limitatins and rules that affect the televisin emissins addressed t children. 2.7 Knwledge abut regulatin n internet Which, if any, f the fllwing cntent d yu think are regulated in terms f what can be shwn n the internet? Cntents /clips shwn n bradcasters' wn website Cntents /clips n sites like yu Tube Cntent addressed t children Any f these Dn't knw It measures the level f knwledge abut the kind f regulatin r cde if any- exist n Internet t guarantee the prtectin f user, especially minrs. Kind f answer: Crrect r Incrrect Surce: Media Literacy Audit, OFCO, May 2008 p. 22/34

23 2.8 Authr / Use right Link the type f right with the definitin abut the use f media cntent - Cpyright - Intellectual prperty rights - Cpyleft - Creative Cmmns - Open surce It measures the level f knwledge abut the mdalities f existing authrship and intellectual rights. It reveals the degree f awareness f key issues n the Internet. Kind f answer: Crrect r Incrrect 3. USER BEHAVIOUR 3.1 Explring infrmatin and critical search f infrmatin Questin: Usually, r cncerning tpics imprtant t yu, what relatinship d yu have t infrmatin and cmmunicatin media? I have enugh with my usual infrmatin media I use my usual types f media, but try t lk fr infrmatin in ther media that I cnsider reliable I lk fr infrmatin frm different surces and cmpare them until I build my wn pinin 3.2 Checks made when visiting new websites Thinking abut new websites yu visit, which, if any, f these things wuld yu check? Surce: Media Literacy Audit (Adults) Ofcm research, fieldwrk carried ut by Saville Rssiter-Base in Octber t December 2007, p. 61 It shws the attitude twards infrmatin surces. The bigger the search, explratin and cntrast, the greater the pssibilities fr the develpment f critical capacity. It shws the attitude twards infrmatin surces. The bigger the search, explratin and cntrast, the greater the pssibilities fr the develpment f critical capacity. 3.3 Judgements made abut a website befre entering persnal details Culd yu tell me whether yu wuld make a judgement abut a website befre entering these types f details? (credit/ debit card details, hme/ mbile number, hme/ address) Base: Adults aged 16+ wh use the internet at hme r elsewhere 1468 in 2005, 1723 in 2007) Surce: Ofcm research, fieldwrk carried ut by Saville Rssiter-Base in Octber t December Prfessinal signs - Persnal instinct - Peer Signs - Wuld nt trust any site - Wuld nt make a judgement 3.3 It measures the attitude f the individual when facing sme f the risks f privacy lss presented by the internet. p. 23/34

24 7.3. Individual Skills Scial Cmpetences Cmmunicative abilities Table Cmmunicative and participative skills: Levels, Characteristics and Operatins LEVEL BASIC CHARACTERISTICS OF LEVELS The user s capacity t make and maintain cntact with thers. ELEMENTS OR OUTCOME Making and maintaining cntact with thers thrugh individual and scial media. MEDIUM ADVANCED The individual has a gd level f understanding his needs and rights as user and cnsumer (n cnsumers rights and individual rights). The user has an active participatin in specific media grups, is an active cntent creatr and participates scially. Ecnmic participatin? The user has an in-depth knwledge f the media cmmunicatin cnditins and can analyse and (eventually) transfrm these cnditins affecting his/her cmmunicative relatins and the creatin f messages. In the scial sphere, the user is capable f activating cperatin grups that allw him/her t slve persnal and cllective prblems. Making cnscius selectin f media grups and maintaining ne s participatin t a grup that shares cmmn bjectives and mdels. Using scial media t manage (strategically) cntacts with thers thrugh pragmatic adequate acts: Managing the different aspects f ne s identity in different cntexts thrugh apprpriate presentatins f self (avatars and prfiles). Interacting with multiple institutins (as a citizen, as a tax payer, as a parent, as a citizenship) with relevant cnducts. Ability t share media cmmn creatin devices. Ability t use e-gvernment media. Ability t prpse and fster active cllabrative wrk and cperatin thrugh media. Ability t slve prblems trugh active media cperatin and cllabratin. Raising awareness and knwledge amng all interested parties abut self- and c-regulatry measures and mechanisms and abut the develpment and implementatin f gd practices. Encuraging transparency n media sphere (public/private financing in media; pwer and media cntrl, etc.). Participating actively n the media sphere. Using e-media gvernment n civic participatin. p. 24/34

25 Table Cmmunicative and Participative Indicatrs COMPONENTS 1. SOCIAL RELATIONS 2. CITIZEN PARTICIPATION INDICATORS 1.1 User-created cntent Item: Pst messages t chat rms, news gruping and frums. User-created cntent in the EU as a % f the number f Internet users, Netwrking web page. Creating a prfile r sending a message in a scial netwrking website Internet fr cperatin Ability t prpse and fster active cllabrative wrk and cperatin thrugh media D yu use Internet t keep any kind f cperatin fr scial r cultural activities with a specific citizen grup? N/ Yes, barely / Yes, frequently (T be develped) User Centricity n nline public services The cmpsite new User centricity Indicatr is based n fur sub-indicatrs, and pilted in These explre (persnal) data security, administrative burden, channel chice and access, and accessibility standards Citizen Participatin activities ever dne Can yu tell me whether yu have ever dne any f the fllwing 5? 2.4. E-gvernment usage by the individuals Percentage f individuals aged 16 t 74 wh have used the Internet, in the last 3 mnths, fr interactin with public authrities. 5 Cmplete list available in: "Citizens' Digital Participatin p. 25/34

26 3.1. Media Prductin skills Individuals regularly using the media t prduce media, by age (T be develped). 3. CONTENT CREATION 3.2. Experience f creativity media Questin: I d like t read ut a number f things peple might d using the types f technlgies we ve been talking abut. Fr each ne, culd yu please tell me if yu ve dne it, r yu d be interested in ding it, r yu re nt interested in ding it? - Uplading phts t the internet; - Setting up a persnal prfile n a scial netwrking website; - Cntributing cmments t smene else s blg; - Setting up a website r blg; - Making a shrt vide and uplading it t the internet; and - Cntributing t a wiki. (Surce: OFCOM) User created cntent (created web pages) Percentage f media that is user generated. 8. Envirnmental Factrs 8.1. Availability Table Availability aspects and characteristics LEVELS ASPECTS AND CHARACTERISTICS Media cntext in the cuntry is centralized and mnplized by ne r sme interest grups. Citizens can access t the media services, but is difficult fr them t d it. There is n incentive t push them t access and use the media, surpassing the receptr rle. BASIC The cuntry is fcused in analgical media and des nt impulse the self creatin f new media. The media ffer is reduced and there are few ptins t be selected by the users. The cuntry is unbalanced in ne r tw kinds f media (televisin, radi, newspapers) and neglects the ther available media resurces. p. 26/34

27 Media cntext is nt centralized but can nt be cnsidered pluralist. The media system has prgressed in quality. There are different idelgies represented in the media system but the same system discriminates different idelgical pstures. MEDIUM Citizens can accesses media services. The balance between analgical and digital media is clser and there are small stimuli fr the use f new technlgies fr cmmunicatin prcess. There are an imprtant number f channels and ptins fr the users. Citizens start t create their wn media system based n new technlgy. The natinal media cntext respnse t plurality and quality. Variety f media representing different idelgies and scial, ecnmical and plitical tendencies. ADVANCED Citizens can easily access the media services. The cuntry has an adequate balance between analgical and digital media and shws a tendency t increase the use f electrnic and digital devices t the cmmunicatin prcess. There is an adequate number f channels and free ptins t be selected by the users. The cuntry prmtes the creatin f self-media by the citizens. Table Availability Indicatrs COMPONENTS INDICATORS 1. MOBILE PHONE 1.1. Mbile phnes per 100 inhabitants 2. INTERNET 2.1. Bradband penetratin rate 3. TELEVISION 3.1. Ppulatin and husehld equipment 4. RADIO 4.1. Radi sets per 1000 inhabitants 5. NEWSPAPERS 5.1. Newspaper circulatin 6. CINEMA 6.1. Screens per cuntry p. 27/34

28 8.2. Media Literacy Cntext Media Educatin Table Media Educatin characteristics LEVELS ASPECTS AND CHARACTERISTICS Scarce presence in f media literacy in the curriculum. Barely existing specialised gvernmental departments. Lw activity index/number f hurs dedicated t teacher training in media literacy. BASIC Activities are scarce and dispersed, lw number f students invlved. Barely existing didactic resurces. Lw capacity t read and understand electrnic texts. Few frmal educatinal institutin, few training curses and adult educatin centres n wn initiative, few training curses and adult educatin centres n demand f emplyer. Medium presence f media literacy in the curriculum, with special emphasis n technical aspects. It exists, but is nt very imprtant. MEDIUM Gvernment departments exist but with mderate activity index. Medium number f hurs /year dedicated t media educatin by each teacher, nn-specific training bjectives, Mainly fcused n technical aspects. Activity index is medium, training bjectives mainly fcused n technical aspects, nly invlving educatin centres. Didactic resurces exist but are scarce; quality f dcuments is nt high. High presence f media educatin, with a special emphasis n technical aspects. Systematic develpment and analysis f legal regulatins. Gvernment departments exist and are imprtant. ADVANCED Advanced activity index, large number f hurs/year dedicated t ME by each teacher, mainly fcused n technical, cgnitive and creative aspects. Invlved educatin centres, families and the media Diverse and well equipped resurce centres (n-line and ff line). p. 28/34

29 Table Media Educatin Indicatrs COMPONENT S CATEGORIES INDICATORS 1. RULES AND ORGANIZATION 1.1. Presence f media literacy in the curriculum Is there any reference t media educatin in the natinal, reginal r lcal cmpulsry curriculum? Is media literacy part f the key cmpetences in the educatinal system? Is there any cre curse n media literacy in the curriculum? Cre curse n media literacy Is there any specific ptinal curse n media literacy in the curriculum? Is media literacy a crss-curricular tpic? Is there an ad hc department in the academic system in charge f media educatin? Is there any evaluatin f media literacy (fficial certificate) in the cuntry? 2.1. Teacher s training Are fficial teachers training n media literacy ffered? Is an fficial system f tutring fr teachers training n media literacy present? 2. ACTIONS 2.2. Educatinal activities Are there specific actins at natinal r reginal level directly linked t media literacy in schl? Please mentin the main events (cnference, seminars, etc.) n media educatin r media literacy that tk place at natinal level in the last three years. Are there specific actins at natinal r reginal level directly linked t media literacy in schl? 3. RESOURCES 3.1 Resurces Please mentin the main resurces ffered t develp media literacy at natinal r reginal level. Please mentin the main studies/publicatins n the tpic f media literacy in yur cuntry. p. 29/34

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