미디어 교육에 대한 연구 = A Study on Education for Media Literacy

다국어 초록 (Multilingual Abstract)

Media literacy has been defined as the ability to access, analyze, evaluate, and communicate messages in a wide variety of forms. It is a term used by a growing number of scholars and educators to refer to the process of critically analyzing and learning to create one's own message in print, audio, video, and multimedia. Its emphasis is on the learning and teaching of these skills through using mass media text in primarily school based context. Media literacy, though, is a concept whose broad definition and range of applications lead to diverse approaches, creating some intriguing conflicts and tension. Educators and scholars with disciplinary backgrounds in many studies may vigorously defend one's own understanding of what it means to access, analyze, evaluate, or create media texts without a full awareness of the extent of the complexity, depth, or integrity of various other approaches.
In this essay I describe the history of education for media literacy, tracing its evolution from Leaviste's origin, through the advent of cultural studies to the more explicitly political approaches. These approaches reflect a gradual democratization of the curriculum, as well as a form of cultural or political protectionism. I also discuss recent moves beyond this approach, resulting from changing views of young people’s relationship with the media, and from classroom-based research. I outline contemporary media education in some countries.