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Beyond Cynicism: How Media Literacy Can Make Students More Engaged Citizens
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... Enfin, l'adjectif « civic », le nom « engagement » et la locution « civic engagement » sont utilisés dans plusieurs travaux théoriques ou empiriques, de tradition anglophone, investiguant la relation entre la littératie médiatique et l'expansion du répertoire de la participation politique (Ashley et al., 2017;Hobbs et al., 2013;Kahne et al., 2012;Kahne & Bowyer, 2019;Leurs et al., 2018;Literat, 2014;Martens & Hobbs, 2015;Mihailidis, 2008;Mihailidis & Thevenin, 2013) ...
... Les liens entre l'éducation aux médias et l'engagement civique sont fréquemment évoqués dans la littérature (Ashley et al., 2017;Hobbs et al., 2013;Kahne et al., 2012;Kahne & Bowyer, 2019;Leurs et al., 2018;Literat, 2014;Martens & Hobbs, 2015;Mihailidis, 2008;Mihailidis & Thevenin, 2013). Comme l'explique Hans Martens (2010) dans un article faisant la synthèse de quelques cent-soixante-cinq manuscrits dédiés à la media literacy education 107 , cette matière est « rarement enseignée comme un but en soi » ; « les éducateurs aux médias cherchent principalement à accroître les connaissances et les compétences des enfants et des adolescents en matière de médias de masse, afin de maximiser les effets positifs des médias et de minimiser leurs effets négatifs » 108 (Martens, 2010, p. 6). ...
... Un dernier type de recherche quantitative consiste à étudier l'influence de la littératie médiatiquedéfinie en termes de connaissances (Literat, 2014;Martens & Hobbs, 2015) et de compétences (Ashley et al., 2017;Literat, 2014;Martens & Hobbs, 2015) -sur l'engagement civique (Ashley et al., 2017;Literat, 2014) ou l'intention de s'engager à l'âge adulte (Martens & Hobbs, 2015) (Middaugh, 2018;, des étudiant·e·s de premier cycle universitaire (Mihailidis, 2008) ou de jeunes adultes (âgés de 18 à 25 ans) (Tilleul, 2020). Trois s'ancrent aux États-Unis (Middaugh, 2018;Mihailidis, 2008) et une en Belgique francophone (Tilleul, 2020). ...
L’intégration successive des jeunes générations au corps politique est importante, car elle permet le bon fonctionnement de nos sociétés démocratiques et le développement d’un sentiment d’appartenance des individus envers la communauté plus étendue. Cependant, ces dernières décennies, divers travaux scientifiques s’inquiètent du désengagement politique des jeunes, et s’intéressent au développement de nouvelles formes d’engagement, non-institutionnalisées ou médiatiques. En sciences de l’information et de la communication, et spécifiquement dans le champ de la littératie médiatique, des études postulent que l’éducation aux médias pourrait favoriser une citoyenneté active des jeunes. Ces études cherchent notamment à comprendre l’influence des activités éducatives, et des compétences médiatiques qu’elles développent, sur la participation civique (effective ou potentielle) des adolescent·e·s et des jeunes adultes. Dans la lignée de ces recherches, nous nous interrogeons : Quel est le lien entre la littératie médiatique et l’engagement civique ? De façon distinctive, nous choisissons de nous intéresser à des situations concrètes d’engagement civique et cherchons à comprendre le rôle que les médias y jouent. Notre thèse de doctorat porte sur le lien entre l’engagement civique de jeunes adultes (25-30 ans) au sein d’un groupe auto-organisé et leur littératie médiatique (envisagée sous l’angle des pratiques). Nous mobilisons une méthode qualitative et compréhensive, mêlant principalement des observations et des entretiens, afin d’étudier deux groupes civiques situés en Belgique francophone, dans le Brabant wallon (premier terrain) et en Région de Bruxelles-Capitale (second terrain). Le travail empirique réalisé au sein du premier terrain nous conduit à décrire les pratiques médiatiques de jeunes adultes engagé·e·s, et à mieux appréhender le paysage civique belge francophone. Le second terrain nous permet de comprendre la façon dont ces pratiques médiatiques s’insèrent dans des pratiques sociales plus vastes, et de découvrir comment les jeunes adultes étudié·e·s s’intègrent au collectif civique, comment iels y investissent du temps et de l’énergie, comment iels y participent en tant qu’individu, et comment iels agissent ensemble pour construire une société avec laquelle iels sont en accord. Dans une perspective théorique et méthodologique, nous identifions les axes de tension qui sous-tendent l’étude de la littératie, nous discutions du flou conceptuel qui entoure les notions d’engagement et de participation, et nous offrons un panorama des méthodes mobilisées pour étudier le lien entre médias et engagement civique. Dans une perspective empirique, nous soulignons l’influence croisée de l’individu et du groupe social dans le développement de pratiques (par exemple, la nature systémique des pratiques informationnelles, où les individus s’informent eux-mêmes, informent les autres et sont informés par eux). En conclusion, l’engagement civique au sein d’un groupe auto-organisé, orienté vers l’action, et valorisant la bienveillance, le dialogue et l’écoute, apparaît comme un contexte propice au développement de la littératie médiatique et, plus largement, d’une réflexivité relative aux pratiques sociales. En ce sens, nous formulons des recommandations, notamment à destination des initiatives d’éducation aux médias et à la citoyenneté, afin d’encourager les expériences civiques en contexte scolaire et dans l’éducation permanente. Nous mettons également en lumière des pistes de réflexion à destination des groupes civiques.
... Broadly speaking, there are two types of interventions against misinformation: reactive interventions, including fact-checking and labeling, and proactive interventions, such as inoculation, accuracy prompts, and media literacy efforts. Proactive interventions are particularly praised for their role in enhancing individual autonomy and promoting political engagement while respecting the principles of free press 10 . Both reactive and proactive interventions aim to increase the accuracy of public beliefs and to enhance the overall quality of the information ecosystem. ...
... These concerns are not new. Two decades ago, long before the recent misinformation hype, scholars were concerned that media literacy interventions-even when not specifically targeted at misinformation-may fuel media cynicism 10 . Indeed, "[f]ostering skepticism toward news and information, while avoiding cynicism, is a longstanding goal and challenge of media literacy education" [ 10,33,34 , p. 151]. ...
Media literacy tips typically encourage people to be skeptical of the news despite the small prevalence of false news in Western democracies. Would such tips be effective if they promoted trust in true news instead? A pre-registered experiment (N = 3919, US) showed that Skepticism-enhancing tips, Trust-inducing tips, and a mix of both tips, increased participants’ sharing and accuracy discernment. The Trust-inducing tips boosted true news sharing and acceptance, the Skepticism-enhancing tips hindered false news sharing and acceptance, while the Mixed tips did both. Yet, the effects of the tips were more alike than different, with very similar effect sizes across conditions for true and false news. We experimentally manipulated the proportion of true and false news participants were exposed to. The Trust and Skepticism tips were most effective when participants were exposed to equal proportions of true and false news, while the Mixed tips were most effective when exposed to 75% of true news - the most realistic proportion. Moreover, the Trust-inducing tips increased trust in traditional media. Overall, we show that to be most effective, media literacy tips should aim both to foster skepticism towards false news and to promote trust in true news.
... First, MLE research on civic engagement explores the correlations between several variables, usually related to educational activities (Hobbs, Donnelly, Friesem & Moen, 2013;Kahne et al., 2012;Kahne & Bowyer, 2019;Martens & Hobbs, 2015;Mihailidis, 2008 and normative perspective. They use close-ended questionnaires with many self-reported items on individuals' media access and media use, and few on citizenship (as it is one out of many outcomes). ...
... On the other hand, they correlate these data with self-reported items on either actual participation in civic and political life, or intentions to participate in the future.Nevertheless, some researchers use a mixed methodology. For example,Mihailidis (2008) supplements his deductive approach to media skills (open-ended questionnaire) with an inductive element (focus groups) in order to investigate learners' perceptions of media's democratic role.Second, studies on the digital divide focus on the discriminatory effects of the uneven distribution of access to and use of ICT, and the "gaps in individuals' capacity to translate their internet access and use into favorable offline outcomes"(van Deursen & Helsper, 2015, p. 30). These discriminatory effects are related to economic, cultural, social, and personal domains, including citizenship(Brotcorne, Damhuis, Laurent, Valenduc & Vendramin, 2011;Scheerder, van Deursen & van Dijk, 2017;van Deursen & Helsper, 2015). ...
There is a paradox in the social sciences between young adults' political disengagement on the one hand and the options for participation offered by developments in information and communication technology on the other. While some studies draw attention to young adults' negative attitudes toward politics and their disengagement from political activities, others highlight the new ways in which they are participating in society and call for an expansion of the political participation repertoire. Based on a discussion of concepts and approaches from a range of disciplines, this paper highlights the complex nature of political participation and considers it in relation to media literacy. It distinguishes between political, civic, and media participation and positions mediatized civic participation at the intersection of the latter two dimensions. This conceptual work calls into question the traditional methods used to study the evolution of political participation from an information and communication perspective. By calling for actors' expertise to be included in the definition of the norm (i.e., comprehensive method), for literacy to be conceptualized at the level of the group (i.e., collective approach), and for a study of practices serving the common good and the proper functioning of democracy to be undertaken (i.e., collectivist approach), this paper offers an effective way to address the relationship between media literacy and civic participation.
... Our findings suggest that the training not only improved participants' perceptions of their control over news media influence but also their actual ability to evaluate the trustworthiness of news. This is important because previous research has shown that news literacy training may instil in students a sense that they are more savvy than others to be "fooled" by false information in the media (Mihailidis 2008). The design of our study helps to address this risk and provides evidence that news literacy training can be effective in improving actual news literacy ability. ...
... Ser cínico se refiere a tener un juicio general, habitualmente negativo en caso de cinismo hacia los medios de comunicación, en base al cual un individuo toma una decisión de desconexión. Por ejemplo, el juicio de que los medios de comunicación mienten o presentan contenido negativo todo el tiempo y, por lo tanto, ya no se está interesado en seguir las noticias (Buckingham, 2000;Mihailidis, 2008). ...
La exposición a contenidos nocivos, noticias falsas y discursos de odio hace que nos preguntemos si los ciudadanos son «responsables» cuando hablamos de su comportamiento online. Este estudio exploratorio pretende posicionar la alfabetización periodística como un factor mediador hacia el fomento de la responsabilidad cívica, investigando su papel en la mejora de la experiencia de los jóvenes con las noticias online, preparándolos contra los contenidos nocivos. La alfabetización periodística se define como un concepto multiestructural con tres componentes principales: motivación, conocimientos y habilidades. Un objetivo del estudio es profundizar en la experiencia de los jóvenes con las noticias online, evaluando su nivel de alfabetización periodística mediante un enfoque de métodos mixtos que se basan en discusiones de grupos focales y en una encuesta. El estudio se aplica a una muestra de jóvenes de Egipto y a otra de jóvenes de España, a partir de las cuales se realiza un análisis comparativo. Los resultados revelan una correlación positiva entre la alfabetización periodística y: la capacidad de identificar las noticias falsas y el discurso de odio, el compromiso con las noticias, la preocupación por la veracidad del contenido antes de compartirlo y la motivación para buscar noticias. Los encuestados de ambos países han expresado percepciones negativas sobre la eficacia de los medios de comunicación profesionales, con la justificación principal de que los medios de comunicación no están cumpliendo su función como deberían.
... Nos últimos anos as novas denominações surgiram com o intuito de desenvolver competências e habilidades além da leitura crítica das mídias e a fim de dar condições para o sujeito se mover no novo contexto contemporâneo (Carretero, Vuorikari, & Punie, 2017). Mihailidis (2008) argumenta, com base em pesquisa empírica, que os estudantes universitários desenvolvem habilidades de análise e crítica de mídia, mas têm dificuldades em entender que a diversidade da mídia e a liberdade de expressão são essenciais para a sociedade civil, que estão intrinsecamente ligadas à noção de cidadania. Autores como Jenkins, Purushotma, Weigel, Clinton e Robison (2009), Ferrés e Piscitelli (2015) e Scolari (2016) propõem o entendimento sobre a nova ecologia das mídias tendo em conta os desdobramentos da cultura participativa, incorporando os novos saberes a partir da aprendizagem ao longo da vida. ...
Revista Chasqui No.146, de CIESPAL "Medios alternativos y principios educativos para un nuevo mundo", Monográfico coordinado por Paula Renés Arellano y Juan Fernando Muñoz Uribe.
With the hostile media phenomenon as an overarching framework, this chapter discusses how challenging it can be for media literacy education to successfully combat motivated reasoning in which individuals are likely to be hostile when exposed to news content that is incongruent with their personal point of view. Such discussion is vital in times when news audiences are cynical and skeptical towards both politicians and media agencies. Given the importance of understanding and studying individuals' perceptions of news biases and assessments of news credibility, this chapter makes a case for establishing more objective standards for journalistic work to overcome the challenges brought about by the rise of fake news in the digital era.
Infiltration of mass media has increased the exigency of tools necessary for countering the hazardous effects of mass media. Media literacy is considered a tool essential in the 21st century for a democratic society that aims to empower the audience and provides autonomy over mass media messages. Media education plays a significant role in educating media students about theoretical and practical knowledge about media industries. The researcher has employed the “Cognitive Model of Media Literacy” proposed by Potter (2004) and seven skills of media literacy suggested by Potter (2019), particularly as related to news content. News media is supposed to be highly objective, but highlighting some news while neglecting others raises questions about the objectivity of news media. The study intends to explore the standard of media education in Pakistan in imparting news media literacy among media students enrolled in BS and Master’s degree programs. To analyze the level of theoretical and practical knowledge of media students regarding news media and their level of news literacy skills, the researcher has collected data using a cross-sectional survey of 300 students (N=300) enrolled in two public and two private universities in Pakistan, including 200 media students and 100 non-media students. Moreover, through content analysis of the curriculum of media studies mentioned in the prospectus of BS and Master’s degree programs, the standard of media education in Pakistan is also assessed. The study’s findings suggest that media students are more news media literate than non-media students, highlighting the significance of media education. Similarly, consciously and excessively consuming news media also positively affects the level of news media literacy in media students. Moreover, this study suggests that while performing information processing tasks, media students are equipped with skills to perform the task of news filtering comparatively better than meaning construction tasks. However, content analysis of the curriculum reveals that the majority of the courses related to news content focus on theoretical and practical knowledge while neglecting the significance of incorporating analytical courses crucial to harness critical thinking skills. The findings elucidate that universities offering analytical courses in their BS and Master levels scored higher in their news media literacy than those not offering analytical courses. Therefore, the study suggests the incorporation of analytical courses at BS and Master level media education curricula to develop essential skills for performing meaning construction tasks effectively.
Educating Citizens reports on how some American colleges and universities are preparing thoughtful, committed, and socially responsible graduates. Many institutions assert these ambitions, but too few act on them. The authors demonstrate the fundamental importance of moral and civic education, describe how the historical and contemporary landscapes of higher education have shaped it, and explain the educational and developmental goals and processes involved in educating citizens. They examine the challenges colleges and universities face when they dedicate themselves to this vital task and present concrete ways to overcome those challenges.
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Comprised of original research in diverse genres and medias, Women and Media: International Perspectives brings together eight international scholars to explore key issues of the gender-media relation. Provides important insights into how gender is implicated in media industries. Address key issues of the gender-media relation, from an analysis of news media's coverage of women politicians, to the marketing of 'girl power', to strategizing for equality in newsrooms. Highlights the theme that media have the potential both to reinforce the status quo in power arrangements in society but also to contribute to new, more egalitarian ones. Includes an introduction by the editors that carefully maps the contours of the international struggle between feminists and the media, section overviews, bibliographies, key terms, and discussion questions.
Within both academic and policy discourses, the concept of media literacy is being extended from its traditional focus on print and audiovisual media to encompass the internet and other new media. The present article addresses three central questions currently facing the public, policy-makers and academy: What is media literacy? How is it changing? And what are the uses of literacy? The article begins with a definition: media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts. This four-component model is then examined for its applicability to the internet. Having advocated this skills-based approach to media literacy in relation to the internet, the article identifies some outstanding issues for new media literacy crucial to any policy of promoting media literacy among the population. The outcome is to extend our understanding of media literacy so as to encompass the historically and culturally conditioned relationship among three processes: (i) the symbolic and material representation of knowledge, culture and values; (ii) the diffusion of interpretative skills and abilities across a (stratified) population; and (iii) the institutional, especially, the state management of the power that access to and skilled use of knowledge brings to those who are ‘literate’
