Media and Information Literacy (MIL)

Authored by: Divina Frau-Meigs

The Routledge Companion to Media and Human Rights

Print publication date:  June  2017
Online publication date:  July  2017

Print ISBN: 9781138665545
eBook ISBN: 9781315619835
Adobe ISBN:

10.4324/9781315619835.ch11

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Abstract

The expression ‘Media Literacy’ conjures up a complex set of notions: a socioeconomic right, a political project and a pedagogical practice with a specific set of competences. In terms of political project, it oscillates between protection of young people and consumers from the propaganda and the harmful content conveyed by media and participation as a means of maximising the benefits of freedom of expression and information. In terms of pedagogical practice, it promotes a set of competences that foster citizenship and creativity about the production and consumption of media as a result of critical thinking (Hobbs and Jensen, 2009; Potter, 2013). In terms of socioeconomic right, it posits that exposure to media literacy generates personal empowerment and social and cultural engagement, buttressed by the main human right that legitimates media: freedom of expression (Frau-Meigs, 2008). As a result, media literacy is the locus of several competing frameworks, with recurring key notions whose weight varies according to national configurations. They construct an epistemology that posits media exposure, consumption and production in relation to engagement and empowerment (Figure 11.1).

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