Civic Education of Adults
The Importance of MIL in the civic education of adults
MIL - Media and information literacy represents one of the key life skills in the 21st century, a tool for social inclusion and professional development. Many international strategic documents emphasize the importance of MIL for lifelong learning and adult life in an information society. According to the European reference framework of key competences, information and media literacy is defined as the ability to critically consider and safely use information and communication technologies, and it is one of the eight key competences for lifelong learning.
MIL includes the skills of reading, writing, communication in all forms, computer usage, understanding and decoding of visual, audio and other messages, symbols and information, which are received and distributed through the media.
By developing MIL, an individual becomes able to independently find the desired information, critically evaluate them and form personal views and judgments that can defend with arguments, becomes able to ask questions, to decide independently and to be able to choose, without only being a passive recipient of media messages and information transmitted through the media.
Why MIL?
Media and information literacy provides individuals with knowledge about the functions of the media and information systems, the conditions under which these functions are performed, as well as the way in which citizens can assess the quality (reliability) of media content and information transmitted through the media.
Information and media literacy also offers individuals and communities of the 21st century important competences for the effective usage of information, media and information and communication technologies. It helps them to develop critical thinking and lifelong learning skills that enable them to become active citizens and participate in social processes, without forgetting about ethics.
When it comes to information literacy, it is very important that clear terminological and meaning-related definitions are established in scientific thought and education. Information and computer literacy are often identified as one and the same, but it should not be forgotten that, although they may be close, they are not synonyms. While information literacy refers to competence in working with information, computer literacy means competence in computer work.
The term "information literacy" was first seen in the work of Zurkovsky in 1974. He had the need to inform the academic community about the efficient use of information when solving a problem. Meanwhile, computer literacy first appeared in the 90s when there was a need to educate a wider population on how to use computers.
As information literacy implies the ability to work with information, from basic recognition of the need for information, through the process of searching for and finding reliable information, analysis and evaluation to their interpretation and presentation, it can be said that an information-literate person is one who has learned how to learn.
With information literacy, the focus shifts from technology to a human dimension.
On the other hand, a computer literate person has the skills and the "know how" to handle a computer, which doesn't necessarily entail the ability to be critical in terms of information and their assessment, thus not including the existence of information literacy.
In the context of sudden technical and technological development, when the information system is expanding, media literacy also becomes very important.
Observed in various formats (film, print, audio and/or visual advertising...), the media are classified as general means of messaging, through which frameworks of sociological, political, cultural, ethical and other ideologies are induced, in order to have an effect on changing the behaviour patterns of an individual. Even when it comes to historical knowledge, a degradation of generally accepted judgements can be achieved through the media, even though those judgements are undeniably conceived from proven facts about certain events in the past, and even when there is a veritable assumption that the past is unchangeable.
The media are a powerful tool for the one who is in charge of them. According to some studies, media have an almost the central role in terms of articulation, experience and perception of reality, individual as well as global reasoning and the development of a social consciousness, while in a developmental sense they can initiate identification of a person through media-moulded messages, and can even lead to their alienation and distancing.
Under the influence of the media, the cultural awareness of the society changes. For example, more and more cultures that did not previously have certain events such as Halloween celebrations as part of their traditions, now mark these holidays. During weddings young women become bridesmaids, the brides wear something blue and something borrowed, on New Year's Eve children celebrate Santa Claus and so on. On the other hand, McDonald's, the main hub of many movie heroes, is becoming a "cult" place to gather at for many young people around the world, where along with Coca-Cola they enjoy the trends of their fantastical peers.
Although as consumers we are protected by different rights and laws, it is unrealistic to expect full control of the media, given the significant development of information technology, through which the media space is significantly expanding, and we have the phenomenon of a massive spreading of media created by incompetent persons, as well, who are deliberately or accidentally sending specific messages to the general public through social networks and/or various existing and/or self-created portals, blogs, and the like.
A testament to the real impact of the media are also various media campaigns conducted in order to investigate the influence of media and media messages on consumers.
One such research was carried out by one of the most influential intellectuals in the world, the American linguist N. Chomsky, who also gave a list of ten strategies for manipulation through the media.
According to him, an influence can be made on the creation of desired attitudes and the judgments of the individual and even the global civilization through the manipulation of the media.
For example, he cites the influence of the media through:
- redirecting attention - diverting public attention from important issues to irrelevant ones. Flooding the public with irrelevant information, so that people will not think critically or gain basic knowledge in the understanding of the world;
- creating a problem - a problem should be created, so that part of the public will react to it. For example: causing and broadcasting violence with intent, to make the public more easily accept restrictions of freedom, an economic crisis or to justify the destruction of the welfare state;
- glorifying stupidity - through convincing the public that it is "cool" being vulgar, stupid and ignorant and creating a resistance to culture and science, the public is encouraged to accept being mediocre
- ignorance - poorer classes in the society should be prevented from accessing mechanisms which will help them in understanding the manipulation with their consent. Their quality of education should be as low as possible, or below average, so that the gap between the education of the upper and lower classes remains insurmountable; - awakening emotions - anger, fear and the like, on the basis of which the desired behaviour and reaction is easily built later on; etc.
("10 strategies of manipulation", Noam Chomsky: https://parisis.files.wordpress.com/2011/01/noam-chomsky.pdf(link is external )
Similar research was also carried out by large companies, who base their business on the sale of various products, in order to have an impact on the individual's consciousness through advertisements and thereby achieve greater economic profit.
Bearing in mind the above, we can observe the significance of developing media literacy.
Media literacy means the ability to understand and critically assess, as well as independently createmedia messages.
At the National Leadership Conference on Media Literacy in 1992, the notion of media literacy is defined as "the ability to access, analyse, evaluate and transmit messages through the media" (Aufderheide). According to some authors, it is "a critical understanding of different media types, understanding and knowledge of techniques, technologies and institutions that deal with media production, having the skills to decode and critically analyse a message, being able to understand complex relationships between audiences, the message and the world ..."
It is also defined by some authors as "a metaphorical name for a set of individual developmental abilities, critical perception and evaluation of media content; the skill of using and managing the media and their creative use in the working process and everyday life ... "
Starting from mutual correspondence, information and media literacy, we come to the basic concept of MIL.
MIL is declared as an key literacy.
The information society (or the digital age as it is called by some) is characterized by an accelerated flow of information that quickly becomes obsolete, requiring us to continuously learn and be committed to lifelong learning, i.e. we must possess different literacy skills.
According to the UNESCO definition, MIL refers to "core competencies (knowledge, skills and attitudes) which enable citizens to efficiently use the media and other information services and develop critical thinking and lifelong learning skills for socializing and active citizenship."
The latest in a series of documents about the development of MIL is the Moscow Declaration on Media and Information Literacy, which was created as a result of the UNESCO-organized conference in Moscow in 2012.
The international conference "Media and Information Literacy for Knowledge Societies" was dedicated to spreading public awareness about the importance, scope and actuality of the task of popularizing media and information literacy among information, media and education experts, government officials and the general public; recognizing the greatest challenges and defining practical policies and professional strategies in this field; and contributing to better international, regional and national responses to issues related to media and information literacy (MIL).
The conference gathered nearly 130 participants from 40 countries, representatives from all continents, including the Republic of Serbia. Participants of the conference addressed all reference institutions (Heads of State, United Nations (especially UNESCO), the government sector, non-governmental organizations, educational and research institutions and professional associations, media, cultural and social institutions, networks, business and industry sectors) with the following suggestions:
а. Acknowledge MIL as a basis for the well-being and progress of an individual, community, economy and the civil society;
b. Include the promotion of MIL in all national educational, cultural, information, media and other official political documents;
c. Define responsibilities, develop capacities and promote co-operation between different actors (governments, education, media, youth organizations, libraries, archives, museums and non-governmental organizations, among others);
d. Encourage educational systems to initiate structural and pedagogical reforms necessary to enhance MIL;
e. Integrate MIL into curricula, including assessment systems, at all levels of education, among others for lifelong learning and on-the-job training and teacher professional training;
f. Give priority and support to networks and organizations that work on MIL and invest in capacity building;
g. Conduct research and develop MIL tools, including a framework for understanding, fact-based practice, indicators and assessment techniques;
h. Develop and apply MIL standards;
i. Promote MIL-related abilities that support reading, writing, speaking, listening and watching;
j. Support intercultural dialogue and international cooperation in promoting MIL around the world;
k. Invest in procedures that support the long-term preservation of digital information;
l. Promote and protect the rights to freedom of expression, freedom of information, the right to privacy and confidentiality, ethical principles and other rights.
Conclusion
The above stated testifies to the need and importance of educating the population in the direction of developing information and media literacy. Bearing in mind the factual situation regarding the organizations and work programs at higher education institutions, the absence of education for MIL is evident.
In accreditation, which started in 2006, and through which all the faculties in which teachers are educated had to pass, the needs in terms of educating teachers, i.e. preparing the personnel for the application of methods and techniques encouraging the development of MIL in students, have not been properly observed. For the time being, there is only one faculty on the territory of the Republic of Serbia, which has within its program Media Literacy, and that is the Pedagogical Faculty in Jagodina, within the course for preschool teachers. About 14% of the faculties have some teaching subject, which can loosely be linked to the field of media literacy, while the only profile that can be tied closely to the field of media literacy exists at the Pedagogical Faculty in Sombor, as part of the Media Designer in Education programme.
Many strategic documents have been introduced and signed, which has led to an improvement of teaching and learning plans in elementary and secondary schools, while at higher education institutions there are still no significant changes.
In terms of non-formal education, the population was forced to personally acquire and develop MIL skills in a process of self-education. Motivation, stimulation and recognition of the need for acquiring the skills listed above, are often found by the population in real situations from their immediate environment, which directly reflect the quality of their life, and personal existence. In order to raise citizens' awareness in terms of MIL education in a more significant manner, it is necessary to introduce campaigns at a national level.
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