Paul, you make a case in the book for curation as a “media literacy imperative” in an age of participatory culture. How are you defining curation and what has made it such an urgent skill? And again, how can we think about curation in relation to the ideas of teaching about media and teaching through media you discussed above? Paul: In a paper I recently published titled, Exploring Curation as a Core Competency in Digital and Media Literacy Education, I contextualized curation as:
The word curate derives from the Latin root Curare, or 'to cure.' To curate, historically, has meant to take charge of or organize, to pull together, sift through, select for presentation, to heal and to preserve. Traditionally reserved for those who worked with physical materials in museum or library settings, curation today has evolved to apply to what we are all doing online. The preservation and organization of content online is now largely the responsibility of the individual in highly personalized information spaces. This has created a need to understand how individuals choose to pull together, sift through, organize, and present information within these spaces.
I think there is an urgency to curation, at least now with some semblance of free choice online, largely because young people can design their own engagement with information with more choices and diversity than they ever have in the past. At least in terms of strict content and platform. In an age of filter bubbles, search algorithms, sponsored content, and endless aggregators trying to personal and define our information needs, I think it’s an imperative that we teach ability to organize, sift, sort and continuously recreate the type of content diets that we want and need.
As a result, I think curation becomes a core competency in media education today. From issues of access, values, identity, assessment, sharing and express, we must continue to ask how these are situated in the context of engagement with me, but also use of media. These involve social and informal information sharing and consumption, but also in civic spaces. Curation has been decentralized from the few to the many. Knowing how to effectively navigate, use and create strong media is, I argue, an essential skill for all citizens in digital culture.
Your book offers a survey of the ways media literacy is practiced in a number of distinctive countries and regions. What do you see as the most significant continuities across these various contexts? Where do you see the most significant differences emerging?
Paul: Of course the unique approaches to media literacy pedagogy and practice emerge from different educational, political, cultural and social properties of a specific society. In our book, we tried to find a nice balance of media literacy scholarship and practice to highlight. We sought voices from the Middle East, Asia, Europe, and the Americas, so we could show what’s similar and what’s unique. The similarities all rest on the aim to engage young people in competencies to critically analyze media. The more traditional model of media literacy approaches, if you will. That’s to a large degree because in places like Lebanon and Hong Kong, media literacy is still emerging as a pedagogical concept. As a result, they are still finding their footing in terms of how to implement and build media literacy as a skill set for their youth. Luckily, they have a wealth of information, content, and experience to choose from, so they’ll be scaling up rather quickly.
Most importantly, I think the differences that emerge in this space are embedded in socio-cultural practices that reflect media systems and government control. In places that have arguably less “free” media systems, media literacy is not so much about expression and voice as it is nuanced consumption. In places where political dissent is vibrant, media literacy is embedded in more narratives around corruption, propaganda, and civic inquiry. Interestingly, most forms of media literacy practice and pedagogy around the world are embedded in formal communication practices, and not many about information or participatory spaces. By that I mean that most media literacy approaches from emerging parts of the world focus on more traditional media literacy content (news, political speeches, ads) and less in newer cultural spaces (fan clubs, social networks, and so on).
I think, overall, the trends will continue to move to a more similar place, because a lot of research, pedagogy and practice are now being shared. And more media literacy scholars from around the world are meeting at conferences, publishing together, and doing more work alongside each other in general.
Many ideas about “21st Century Learning” stress the kinds of skills needed for performing well in the classroom and the workplace. Where do notions of civic or citizen-related skills fit into these models? In what ways might media literacy be understood as an effort to bring about social change?
Paul: This is a great question, and one close to my heart. I’ve just published a new book titled Media Literacy & the Emerging Citizen, that explores the role of media literacy in civic life. This is more about social change than formal pedagogy. I would argue, however, that pedagogy is at the center of long term civic engagement and social change, it’s just not explicitly made known. I think media literacy has a lot of growing to do in the social and civic change space, and that’s an area where we need to grow the field. Our book takes this topic on briefly with a chapter on citizenship by Frank Gallagher of Cable in the Classroom, but most of the work is pedagogically centered. I’d personally like to see media literacy be the civic education of the future.
Perhaps that’s the next book :-)
Some have been skeptical of the need for media literacy education in schools because so many youth are “digital natives” who grew up with the technology and are more adept online than most of the adults around them. The Harvard Good Play project has found that most youth lack mentors who can talk with them about the choices they make as participants in online communities. And, of course, access to technologies and to meaningful experiences online are unevenly distributed across the culture. What roles might formal media literacy education play in addressing the digital divide and the participation gap?
Belinha: As I stated previously, I think the term “digital natives” is loosely used to correlate with “digital savviness,” and that’s a concern because most of the time it isn’t true. Just because we have a generation of students who have grown up with technology does not make them adept at being online. Most students I see in schools working online tend to not go past the first page of any search results, and then turn around to the teacher and say they can’t find anything on their given topic. Just because a teen can find their way through their social network does not mean that they can search for viable, truthful, or accurate information. In fact, that is evenly distributed across the line when we are looking at how youth engage with each other online and they make some major social gaffes. What I mean is that we are looking at two different problems. There is the technology component which drives how students interact with each other. There is also the adolescent maturation point where that part hasn’t caught up with the part of themselves which is engaged in an online community. They need social skills that transcend face-to-face to online. The digital divide isn’t just about technology, it is about interrelations and lack thereof. We have a generation of students who have not learned how to interact as people. They have allowed the computer to be their voice without actually having a history or a background to that voice. The mentorship that they need is in bridging their knowledge of themselves with the knowledge of how they want to be represented. Media literacy education provides them with opportunity to understand representation and what that means on a worldwide scale. It helps them to consider multiple viewpoints and not the singularity of one --themselves.
Given the lack of formal media literacy education in many American schools, media literacy creeps in around the edges, through, for example, the work of librarians or museums and institutions or churches. What roles can these organizations play in ensuring wide access to core media literacy skills?
Belinha: I think these places offer opportunity- creative opportunity for engagement which is not offered in schools as much. Besides being places which are considering the innovators and the creators of educators, museum and libraries are providing resources that would not be accessible elsewhere. They are offering classes and opportunities with new technologies because they are reaching a very public platform. Libraries in particular tend to have an open-door policy when it comes to engaging with students or other patrons. They hold up the ideas that censorship is not acceptable. They provide patrons with books, databases, and the most current materials which may oftentimes not be available in schools. They have become the house for children whose parents can’t afford certain technologies including the basics of infrastructure such as Wifi. They already offer production classes. Why not infuse those classes with media literacy? Asking key questions as students work to get them to think more deeply is important. Helping students to problem solve, consider multiple points of view, or even understanding real-world questions related to money and power. It doesn’t have to formal, but sure put it up on a sign that teaching and learning in the structure of a museum or library is done with through the guide of media literacy education.
Belinha S. De Abreu, Ph.D., is a Media Literacy Educator and Assistant Professor in the Department of Educational Technology at Fairfield University. Her research interests include media literacy education, new media, visual and information literacy, global perspectives, critical thinking, young adults, and teacher training. Dr. De Abreu’s work has been featured in Cable in the Classroom and The Journal of Media Literacy. She is the author of Media Literacy, Social Networking and the Web 2.0 World for the K–12 Educator (Peter Lang Publishers, 2011) and the co-editor and author of Media Literacy in Action: Theoretical and Pedagogical Perspectives (Routledge 2014). She currently serves as the Vice President for the National Telemedia Council.
Paul Mihailidis is an assistant professor in the school of communication at Emerson College in Boston, MA, where he teaches media literacy and interactive media. He is also the Associate Director of the Engagement Lab at Emerson College, and Director of the Salzburg Academy on Media and Global Change. His research focuses on the nexus of media, education, and civic voices. His new book, Media Literacy and the Emerging Citizen (2014, Peter Lang), outline effective practices for participatory citizenship and engagement in digital culture. Under his direction, the Salzburg Academy on Media and Global Change, a global media literacy incubator program, annually gathers 70 students and a dozen faculty to build networks for media innovation, civic voices and global change. Mihailidis sits on the board of directors for the National Association of Media Literacy Education. He has authored numerous books and papers exploring media education and citizenship, and traveled to around the world speaking about media literacy and engagement in digital culture. He earned his PhD from the Phillip Merrill College of Journalism at the University of Maryland, College Park.