Dr. Sophia Tsuey-jen Wu
吳翠珍Associate Professor, Dept. of Radio and Television
Coordinator, Center for Media Literacy,National Chengchi University, Taiwan
E-Mail:[email protected]
Presented at the MELL 2005 Annual Conference(MELL Concerto)
Tokyo, Japan,Feb.19-20.2005
The Coming and Be-coming of Media Education in Taiwan
拉麵學Ramenology
溫泉學Osenology
Literacy for the digital age
Vision of Media Education
Major projects 2004-2006
Status quo& challenges
Cross-cultural issues & proposed actions
Incipient Media Literacy Education in Taiwan
2003--Ministry of Education issued a white paper on media education policy
May, 2003--established the Media Literacy Education Committee.
Literacy for the Digital Age
1.Literacy is a product of history (or historical
specific)
2.The production of literacy is neither value-free nor naturally generated.
3.Many different kinds of literacy exist, and multi-faceted literacy capacity is a case of co-existence, not mutual exclusivity or substitution.
Literacy is distinguished by the following qualities:
Literacy for the Digital Age
4.Class distinctions should not be made concerning literacy.
5.All roads lead to literacy. Recent studies show that literacy can be acquired from various different social institutions, such as the family, sub-culture groups, organizations, the workplace, and particularly the media. Hence, the formal educational system should not be relied on exclusively.
Literacy is distinguished by the following qualities:
Literate Quality is Not Given
Three levels of literacy mastering 1. understanding denotation
2. examining media connotations 3. producing and access to media
The literate quality is not given but needs to
be taught through formal and/or informal
learning process.
Vision of Media Literacy Education
“Liberation” refers
1. to the intellectual ability to see through the
constructed nature of media and thus avoid
being framed by the media
2. to engage to use the media to express concern
about public affairs, and promote democratic
acculturation among the populace
The ultimate vision of media education
is to the liberation and empowerment
of the populace
Vision of Media Literacy Education
“Empowerment” refers
1. to an individual’s capacity for distinguishing,
selecting, and evaluating media and its contents
2. to encourage the public to produce content to
collectively establish community standards,
thereby elevating the quality of media culture
Substance of Media Literacy Education
1. Critical examination of media representation
2. Understanding media symbolic attributes and content
3. Understanding the concept of media audience
4. Analyzing media institutes5. Influencing and accessing
media
Major Projects for the 2004-2006
I. Information and Internet Sub-committee
Establish a media literacy education information logistics plan as a media literacy education information platform
II.Teacher Training and Teaching Materials Development Sub-committee
Establish a media literacy teaching material database and human resource databank to facilitate the compilation of relevant data and information.
Major Projects for the 2004-2006
III. Research and Development Sub-committee• Conducting Media Literacy Education Core Concepts
Construction Research Project (2004) • Survey on Media Education in Primary and Middle
Schools (2004)
IV. Community Outreach Sub-committee Adult-targeted media literacy TV program and
outreach programs and projects are designed to be implemented.
Challenges We Face Locally
I. Integrated curriculum is encouraged but not yet mandated
II. Teacher training and teaching materials development is not systematically supported
III. Lifelong learning participation is not well socially marketed
IV. Involvement of media industry and professionals is still in words not in action
The Status Quo of Media Education
Media education in Taiwan has prepared assorted offensive and defensive strategies, yet lacks thinking on listener/viewer citizens as subjects, thus causing the following problematic issues:
The Status Quo of Media Education
1.Lack of attention to audience/student taste and room for interpretation
This point is one about which most
teachers, trainers, and commentators on
media education find evident yet difficult
to act upon.
The Status Quo of Media Education
2. Lack of thick description of media behavior and discourse as cultural practice
overlooks the in-depth description of
media experience and practice at the
personal, and the sub-group/sub-
culture level.
The Status Quo of Media Education
3. Lack of encouraging audience participation in media production
•Media education must also be sure to teach
expression and communication.
•Learning media (treating the media as a
symbolic tool)
•Accessing media (treating media as civil
discourse).
Cross-cultural and Common Issues
1. Media education’s approach to knowledge
Individually interpreted practical knowledge inherent in
dialectical processes
vs.
Collectively domain knowledge cultivated in authoritative
learning outcome.
Action Proposed: Conduct a cross-cultural study on
Media teaching experiments.
Epistemology and teaching pedagogy of media education
Cross-cultural and Common Issues
2. Roles and teaching methods of media
educators
From “knowing what” to “knowing why.”
Reflection and reflexivity is the
foundation of examination upon which
media literacy is based
Action proposed:Develop facilitator/teacher training workshop model.
Publish trainer’s notebook (knowing what and why) and handbook (knowing how)of media literacy and education.
Encourage media teachers to reflect on and establish media education teaching methods out of knowing in practice, action reseearch can facilitate classroom teachers to gain substance and momentum.
Cross-cultural and Common Issues
Action proposed: Conduct cross-cultural investigations on the following issues of concern.What does the learner know about the media’s system of denotation? What experience does the learner have with global and local media, particular with new media such as mobile phone?What kind of procedural knowledge should we offer to link with the learner’s prior experience and other domain knowledge? What personal meaning do media education have on the learner?
3. The role of students
The complexity of individual media experience should also be explored
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