CC BY
18УДК 37
DOI 10.38163/978-5-6043858-6-9_2020_8
ОТ ГРАМОТНОСТИ — К УЧАСТИЮ
Арсеньевич Ясмина.
Сербия, Кикинда, дошкольный педагогический колледж в Кикинде, профессор, доктор философии, arsenijevicjasmina@gmail.com.
Николич Мария.
Сербия, Белград, Белградский университет, доцент сельскохозяйственного факультета Белградского университета, доктор философии, arsenijevicjasmina@gmail. com
Арсеньевич Деян.
Сербия, Нови Сад, Университет Нови Сад, Факультет технических исследований, ассистент профессора, arsenijevicjasmina@gmail.com.
Аннотация. Вместе с изменением социально -экономических условий повседневной жизни значение грамотности со временем изменилось, поскольку изменились знания и навыки для понимания и функционирования в мире. С развитием средств массовой информации, которые представляют собой влиятельную область базового функционирования и сосуществования в обществе, грамотность превратилась в медиаграмотность. Медиа-грамотность включает в себя способность понимать медиа-сообщения и критически думать о них, то есть обнаруживать, распознавать, а также оценивать сообщения и контексты, в которых они размещены. С расширением цифровых медиа и технологий грамотность была переосмыслена для критического анализа, а также для создания и обмена, и в конечном итоге, для действий. Важная роль современной медиаграмотности признана сегодня для внесения изменений в общество, создания и обмена знаниями и построения социальных отношений, которые будут способствовать этим изменениям. Новая медиаграмотность была признана одним из факторов построения и сохранения демократий, а также формирования культуры участия.
Ключевые слова: грамотность, медиа, цифровые технологии, компетенции.
FROM LITERACY TO PARTICIPATION
Jasmina Arsenijevic.
Serbia, Kikinda, Preschool Teacher Training College in Kikinda, College professor, PhD, arsenijevicjasmina@gmail.com (corresponding author)
Marija Nikolic.
Serbia, Belgrad, Faculty of Agriculture, University of Belgrade, Assistant professor, PhD, arsenijevicjasmina@gmail.com.
Dejan Arsenijevic.
Serbia, Novi Sad, Faculty of Technical Studies, University of Novi Sad, Assistant professor, arsenijevicjasmina@gmail.com.
Abstract. Together with changes in socio-economic conditions of daily life, the meaning of literacy has changed through time. Basic literacy has been changed in functional, as the knowledge and skills for understanding and functioning in the world has been changed. With the development of mass media, which represent an influential field of basic functioning and coexistence in a society, literacy evolved in media literacy. Media literacy includes ability to understand media messages and to think critically about them, that is, to discover, recognize, as well as to evaluate messages and the contexts in which they are placed. With the expansion of digital media and technologies, literacy has been redefined to critical analysis, as well as to creating and sharing, and ultimately, to acting. An important role of modern media literacy is recognized today for making change in society, creating and sharing knowledge and building social relationships that will contribute to these changes. New media literacy has been acknowledged as a factor for building and preserving democracies, and shaping participatory culture.
Key words: literacy, media, digital technologies, competences.
Introduction
Although basic literacy means reading, writing and calculating, in the 1960s the its meaning was beginning to be perceived differently: in the context of functions of different socio-economic situations of daily life.
Namely, complex living conditions impose on individuals the need for knowledge and skills from different fields, so that they can successfully understand the world in which they work and live in - such as understanding written instructions (e.g. being able to understand the instructions for drug use or pesticide application), filling in various forms, requirements or contracts in the field of trade, public administration, education, etc. This is how the idea of functional literacy has emerged.
Media literacy
With the development of mass media, which represent an influential field of one's functioning and coexistence in a society, media literacy has gained a special place. Media literacy becomes the knowledge of the language of mass media, the ability to understand media messages and to think critically about them, that is, to discover, recognize, as well as to evaluate messages and the contexts in which they are placed (Aufderheide & Firestone, 1993). A media literate user is able to critically examine and interpret media content, asking the following questions:
1. Who created this message? Knowing that all media messages are constructed with purpose.
2. What techniques are used to attract attention? Knowing that media messages are constructed using a creative metaphoric language.
3. How might different people understand this message differently? Being aware that different people experience the same media message differently.
4. What values, lifestyles and points of view are represented in, or omitted from, this message? Having in mind that media embed values and points of view in order to achieve their purpose.
5. Why is this message being sent? Bearing in mind that most media messages are organized to gain profit and/or power (Center for Media Literacy, 2005: 1).
Listed five key questions and concepts illustrate that media literacy incorporate the ability to identify the function of the media and to assess how those functions are fulfilled. Being able to do so, users can evaluate information accessed or received from the media and use it efficiently, following their own aims and interests - not the ones of the media. This is why media literacy is recognized as an important factor for shielding users and strengthening societal resilience to misinformation, for the protection of society from negative content and manipulation, as well as for privacy protection, especially when it comes to young people (Kellner & Share 2007).
Media literacy in digital world
The modern literacy is gaining slowly an even broader context, which includes knowledge, skills and values that give individuals the ability to control their own lives, making informed decisions, perform civic duties and solve various problems in a professional, individual and social sense. But what does this involve in a world where informing, entertaining, educating, communicating, working and performing basic daily activities are being done online?
First of all, information and communication technology have enabled dramatical increase of media exposure. But, more importantly is that, along with the increasing use of digital media that enable interactive communication, instant feedback, and active and collaborative users' participation, media user s are evolving from passive information consumers to active media (co-)creators (Bishop, 2006; Bruns, 2008).
The notion of media literacy has therefore shifted from a protectionistic to a proactive approach to media usage. In other words, ordinary users can create media content as easily as they can consume them. That is why media literacy has been redefined from shielding users to empowering them. Contemporary media literacy is becoming "multiple, multimodal, and multifaceted" (Corio et al., 2008), often referred to as digital literacy. It requires a variety of strategies and skills, including:
• critical thinking — to question authenticity, validity and usefulness of media information that is being consumed,
• communicating and collaborating with other users in the media space,
• accessing, using and sharing media content as well as
• reinterpretating and redesigning existing and creating new media content (Aufderheide, 1993, Buckingham, 2003, Pérez-Escoda et al. 2017).
Being able to produce media content and to be heard as well as doing it, can engage, motivate and empower users to express their voice about different issues in local or global community (Friezem, 2014). Along with producing new knowledge and information, media makers can learn new technical skills, improve their ability to articulate and shape their opinions and gain confidence in their creativity. While engaging productively and creatively, users make new bonds with other people and
enrich their social capital (Buckingham, 2003; Gauntlett, 2018). However, in order to be able to do so, they need media literacy competences (Council for Culture, 2005; Livingstone et al., 2008; Literat et al., 2018; Jenkins et al., 2009). Literacy as a precondition to participation
Practice has confirmed that contemporary literacy enable people to be active participants in their societies. Different research, conducted in United States and United Kingdom found that research participants who had learnt literacy gained ability to participate in or to influence social spaces, increased contact with local people, including involvement in community organizations as well as feelings of self-esteem, self-efficacy, self-confidence (Prins, 2008, McDonald & Scollay, 2009; Metcalf & Meadows, 2009; Bingham, 2009; Mclachlan et al., 2009).
Therefore, literacy has over time been redefined from reading and writing, to critical analysis, creating and sharing, and ultimately, acting. New media literacy leads to participation. An important role of modern media literacy is recognized today not only for protecting users, but also for making change in society, creating and sharing knowledge and building social relationships that will contribute to these changes.
Most common shapes of online participation are citizen or civic activism (Stratigea et al., 2017, Dahlgren et al., 2006, Burgess et al., 2006), open innovation (in business and technology) and crowdsourcing (in science, ecology, art and culture - Howe, 2006, Brabham, 2008). Users can take part in them using different techniques such as:
• participating in online discussions,
• signing petitions or appeals,
• writing blogs or making vlogs,
• participate in citizens' online journalism,
• creating media content using wiki technologies in collaboration with others,
• creating, publishing and sharing animations or videos,
• mashing up of music, remixing, combining and creating pop and art work,
• playing online multiplayer games (for example on issues such as politics, urban planning, ecology etc.),
• being active member in different social networks or online professional communities.
Conclusion
New media literacy has been acknowledged as a factor for building and preserving democracies (Dalton, 2008, Dahlgren, 2006, Jenkins et al., 2009). It is therefore clear why the development of media literacy and digital competences in citizenship is one of the main challenges set in the European Union's 2020 Strategy (Pérez-Escoda et al., 2017). Digital literacy empowers modern citizens to actively participate in the society surrounding them, to be informed, responsive and responsible citizens. All this leads to a new kind of culture, a culture where people work collaboratively, generate and disseminate news, ideas, knowledge and works; and connect with others who share similar interests. In this specific culture - the
participatory culture - artistic expression and civic engagement are appreciated (Jenkins et al., 2009). It is collaborative, creative and productive.
Bibliography.
1. Aufderheide, Patricia & Firestone, Charles (1993). Media Literacy A Report of the National Leadership Conference on Media Literacy. Queenstown: The Aspen Institute Wye Center.
2. Bingham, M.B. (2009). The Tennessee Longitudinal Study of Adult Literacy Program Participants. In S. Reder & J. Bynner (eds.), Teaching Adult Literacy and Numeracy Skills. Findings from Longitudinal Research. New York: Routledge, pp. 296-311.
3. Bishop, C. (2006). Introduction: Viewers as Producers. In C. Bishop (Ed.), Participation (pp. 10-17). Cambridge, MA: MIT Press.
4. Brabham, D.C. (2008). Crowdsourcing as a model for problem solving: an introduction and cases. Convergence. The International Journal of Research into New Media Technologies, 14 (1), 75-90.
5. Bruns, A. (2008). The Active Audience: Transforming Journalism from Gatekeeping to Gatewatching. In Paterson, Chris Domingo, David (Eds.) Making Online News: The Ethnography of New Media Production, (171-185). New York: Peter Lang.
6. Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge: Polity.
7. Burgess, J., Foth, M., & Klaebe, H. (2006). Everyday Creativity as Civic Engagement: A Cultural Citizenship View of New Media. Communications Policy & Research Forum. Sydney.
8. Center for Media Literacy (2005). Five Key Questions That Can Change the World. http://www.medialit.org/sites/default/files/14B_CCKQPoster+5essays.pdf
9. Corio, J., Knobel, M. Lankshear, C., & Leu, D. (2008). Central Issues in New Literacies and New Literacies Resarch. In J. Corio, M. Knobel, C. Lankshear, & D. Leu (eds.). Handbook of Research on New Literacies. New York: Lawrence Erlbaum, pp. 1-21.
10. Council for Culture (2005). Mediawijsheid. De ontwikkeling van nieuw burgerschap [Media wisdom. The development of new citizenship]. Den Haag: Raad voor Cultuur.
11. Dahlgren, P. (2006). Doing Citizenship: Cultural Origins of Civic Agency in the Public Sphere, European Journal of Cultural Studies, Sage Publications.
12. Dalton, R. (2008). Citizenship Norms and the Expansion of Political Participation, Political Studies, 56, 76-98.
13. Friezem, E. (2014). A story of conflict and collaboration: Media literacy, video production and disadvantaged youth. Journal of Media Literacy Education, 6(1), 4455.
14. Gauntlett, D. (2018). Making is connecting, 2nd edition. Cambridge: Polity.
15. Howe, J. (2006). The rise of crowdsourcing. Wired.
16. Jenkins, H. (2006). Convergence Culture. New York: University Press.
17. Jenkins, H., Purushotma, R., Weigel, M., Clinton K. & Robinson, A. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: The MIT Press.
18. Kellner, D. & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang Publishing.
19. Leurs, K., Omerovic, E., Bruinenberg, H. & Sprenger, S. (2018). Critical media literacy through making media: A key to participation for young migrants? Communications 3(43),
20. Literat, I., Kligler-Vilenchik, N., Melissa Brough, M., & Blum-Ross, A. (2018). Analyzing youth digital participation: Aims, actors, contexts and intensities. The Information Society, 34 (4), 261-273.
21. Livingstone, S., Van Couvering, N., & Thumim, N. (2008). Converging traditions of research on media and information literacies. In J. Coiro, M. Knobel, C. Lankshear & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 103-131). New York: Routledge.
22. McDonald & Scollay (2009). Outcomes of Literacy Improvement. A Longitudinal View, In S. Reder & J. Bynner (eds.), Teaching Adult Literacy and Numeracy Skills. Findings from Longitudinal Research. New York: Routledge, pp. 312-328.
23. Mclachlan, K., Tett, L. & Hall, S. (2009). The More You Learn the Better You Feel. Research into Literacies, Learning and Identity in Scotland. In S. Reder & J. Bynner (eds.), Teaching Adult Literacy and Numeracy Skills. Findings from Longitudinal Research. New York: Routledge, pp. 329-348.
24. Metcalf, H. & Meadows, P. (2009). Outcomes for Basic Skills Learners. A Four-Year Longitudinal Study. In S. Reder & J. Bynner (eds.), Teaching Adult Literacy and Numeracy Skills. Findings from Longitudinal Research. New York: Routledge, pp. 225-241.
25. Pérez-Escoda, A., García-Ruiz, R, Castro Zubizarreta, A. & Aguaded, I. (2017). Media Literacy and Digital Skills for Enhancing Critical Thinking in Networked. Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality Society, art., n. 67.
26. Prins, E. 2008. Adult literacy education, gender equity and empowerment. Studies in the Education of Adults, 40(1): 24-39.
27. Stratigea, A., Kyriakides, E., Nicolaides, C. (2017). Smart Cities in the Mediterranean - Coping with Sustainability Objectives. DOI: 10.1007/978-3-31954558-5.
