Tessa Jolls has been a long-time advocate of media literacy education in the United States and around the world. I was honored to be able to attend an event last year at which she was presented with the Jessie McCanse Award from the National Telemedium Council in recognition of her lifetime commitment to fostering media literacy. Jolls was one of the very first media literacy advocates to welcome me to the field and to rally behind the work of our New Media Literacies initiative. Since 1999, she has been the President and CEO of the Center for Media Literacy, where she has pushed hard to develop some shared principles and core questions that might inform a diverse array of media literacy initiatives, and where has shown consistent flexibility and vision in redefining media literacy for the 21st century.
Thus, I was troubled when she told me that she was seeing the Media Literacy movement and the Digital Media and Learning communities talking past each other, often failing to recognize and grab onto moments of potential collaboration. We decided it would be helpful to have a public conversation together which explored some of these issues. Our hope in doing so is that we can expand this discussion to include other media literacy/DML leaders and find ways to be more effective at working together around common concerns.
Across this five part exchange, we talk through core assumptions guiding our work, including dealing with the relationship between research, pedagogy, and practice, the importance of construction and representation as concepts in media literacy work, and how media literacy principles do or do not change as they confront new technologies and new environments. We both throw ourselves — heart and mind — into these e-mail exchanges this summer and we both learned plenty in the process.
Henry: When I and other researchers from MIT wrote the 2006 white paper, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, we were very aware of building on the foundations of the Media Literacy movement as it had taken shape in North America over the prior several decades.
We made a number of gestures across the paper, which were intended to pay tribute to what had been accomplished, to signal the continuities as well as differences our vision for the “new media literacies.” For example, early in the paper, we emphasized that the newer skills and competencies we were identifying built on the foundation of traditional print-based literacies, core research skills, core technical skills, and media literacies. We wrote, “As media literacy advocates have claimed during the past several decades, students also must acquire a basic understanding of the ways media representations structure our perceptions of the world; the economic and cultural contexts within which mass media is produced and circulated; the motives and goals that shape the media they consume; and alternative practices that operate outside the commercial mainstream….What we are calling here the new media literacies should be taken as an expansion of, rather than a substitution for, the mass media literacies.” (20).
Later, in the document, we do challenge whether some of the core frameworks of the media literacy movement have been adequately framed to acknowledge and take account of instances where young people are themselves producing and circulating media, rather than consuming media produced by others, but these were intended as fairly local critiques in recognition of the need to continually re-appraise and reframe our tools to reflect new developments and new contexts. This same passage flags what we saw as some of the core virtues of those same conceptual frameworks: “There is much to praise in these questions: they understand media as operating within a social and cultural context; they recognize that what we take from a message is different from what the author intended; they focus on interpretation and context as well as motivation; they are not tied up with a language of victimization….One of the biggest contributions of the media literacy movement has been this focus on inquiry, identifying key questions that can be asked of a broad range of different media forms and experiences.” (59)
If we flash forward to the current moment, it seems that there remain many mutual misunderstandings between advocates for media literacy (who come from these rich traditions) and newer researchers who have entered the field through the Digital Media and Learning tradition.
I am hoping we can use this conversation as a means of clearing the air and clarifying our mutual perspectives around these topics. I had felt at the time and rereading it now, I still feel, that it was very clear in signaling my enormous respect for all who have come before in promoting media literacy and Tessa, you have been an early and key supporter of my efforts. So, it troubles me to hear of some of the misperceptions you’ve encountered. Can you share with us some of the things that concern you?
Tessa: I remember well the excitement that I felt when you published your white paper in 2006 (Confronting the Challenge of Participative Culture: Media Education for the 21st Century) — it was (and is!) a profound and significant examination of the new media emerging from the technology advances of our time, and a document that contributed great advances to understanding media literacy skills needed in our society. Personally, I’ve always embraced your work because I see the added-value to the field and how it builds upon and is compatible with what has come before, and I’ve been puzzled as to why there seem to be rifts when it is far more beneficial to acknowledge our commonality and to leverage it to gain traction in the bigger world of education. Now is an excellent time to reflect and to see “where we are now” and where we might go.
I agree with you, that there are mutual misunderstandings between media literacy advocates who have long practiced in the field and newer researchers who have entered the field through the Digital Media and Learning tradition. Maybe part of the friction comes simply from the words “new media literacies.” By definition, what is not new is now old — and in our society, being “old” is often considered neither attractive nor cutting edge nor fashionable nor relevant. But we need to continue to challenge and confront. When you issued your white paper, It was like you were the town crier shouting, “The British are coming! The British are coming!” Yes, the internet had arrived, along with (and these were cited in the report) Friendster, Facebook, MySpace, message boards, metagaming or game clans…Twitter was yet to come, as well as Tumblr, Snapchat and Instagram and and and….
But in response to your challenge — beyond a small group of media literacy advocates and academic researchers and some concerned parents — most people in the education world particularly were saying “Why should we fight? and “If it’s so important, where are all the troops?” Thankfully, the fear surrounding using the internet, the need for tools of discernment — and the genuine opportunities that the internet and social media present to empower people — have helped instill in the public more of a sense of urgency that has propelled renewed interest in media literacy education.
BUT because media literacy education has been ignored and neglected in schools through the years, there was no foundation laid for why media literacy is important, for its foundational concepts and for how to deliver the pedagogy (more on the foundation needed later). There were few if any troops to call on to be able to deliver media literacy education — very few had been taught, and no one could then teach it on the mass scale that is needed. And efforts to penetrate the education system in the U.S. meet with resistance since the system itself is based on a 20th century approach emphasizing content knowledge over process skills and a factory model that is incompatible with the collaborative networks and new curricular approaches needed today.
One response to the frustrations of dealing with the education system was — and is — to put technology in the hands of the youth and have faith that they will figure it all out. Using the technology approach, the iPhone is the “school” and anyone who uses it adeptly is the master and anyone over 30 is, well, handicapped at best. New technologies enable this approach because now, hardware and software are available and production has been democratized — everyone is a producer, a collaborator, a distributor and a participant. While experiential and project-based learning is truly exciting and an important component of media literacy, it is not synonymous because the outcome of the technology approach is often limited to technical proficiency without critical autonomy. Whether using an iPad, a pencil or a videocam, pressing the right buttons is important but not enough! This is where many media literacy advocates, including myself, feel that the train has left the station because some researchers, educators and parents, too, think that just learning to use the technology is enough (they probably don’t know about or have access to alternatives) and they pursue technology projects with no credible media literacy components.
Henry: What’s in a name? Nothing but headaches, it would seem.
MacArthur was pretty committed to the phrase, New Media Literacies, so we worked hard to try to figure out what kind of meaning to attach to it. We grappled with the issue of whether the emphasis should be the New Media Literacies, the New Media Literacies, or the New Media Literacies. I did want to signal continuities with the Media Literacy movement, so it did not seem altogether a problematic term, but I was also worried about the connotations you describe here. This is one reason why I was so explicit that we were not leaving behind traditional literacies, media literacy, research skills, or technical skills, but that what we were describing were an added layer or an extension of each that now needed to be factored into our consideration of what an ideal curriculum looked like. I did not want to imply that these skills were entirely new — many were things we should have and some of us had been teaching all along — nor were they exclusively about new media per se. We’ve always insisted that these were not technical skills but rather social skills and cultural competencies, and that these were things that can be taught in low tech or no tech ways (and should be, rather than waiting for low income schools to catch up in terms of their technical infrastructure before introducing these literacies into the curriculum.) Despite having spent much of my career at MIT, I have worked hard to avoid any and all forms of technological determinism.
Still, there’s some power to attaching yourself to the digital revolution rhetoric (as well as many pitfalls) insofar as it provides some urgency to the message, but ultimately I frame these skills in relation to the idea of a participatory culture rather than in terms of digital change. This is also why I have had reservations all along about MacArthur’s phrase, Digital Media and Learning, since it implies that we are interested only or exclusively in digital media, and that has never been my focus. Keep in mind both that I wrote the white paper in the wake of writing Convergence Culture, which was all about “Where old and new media collide,” and that it emerged from the context of the Comparative Media Studies program, which studied the interplay across media. We find that when we do workshops for teachers and students, they often anticipate that technologies are going to be much more central to our work than they are. Our first task is always to achieve that shift from a focus on technologies to a focus on culture.
I share your concern that in many cases, we are now bringing technologies into the classroom as if doing so would substitute for a more comprehensive approach to media literacy. As Liz Losh notes in her recent book, the focus on technology turns media education into something that can be sold — like getting whole school districts to buy iPads — and can be purchased from the school budget, rather than something which as the white paper suggests, should require a fundamental paradigm shift in the ways we teach all school subjects.
That said, I got into some trouble with the original white paper in reducing the rich kinds of conceptual models that surround, say, the Computer Club House movement to purely technical skills comparable to penmanship. (Sorry Mitch) Most of the work which gets presented at the DML conference is about the fusion of hands-on technical processes, whether tied to hacking, games-based learning, the Maker movement, etc., with rich conceptual frameworks which are intended to allow people to understand at a deeper level how the constraints and affordances of digital media impact the world around us. To me, this is a kind of media literacy, though less tied to notions of representation or messaging than previous kinds of media literacy work has promoted. If one does not displace the other, they certainly can co-exist within a more comprehensive model which considers the nature of platforms and programming alongside the questions about who produces which representations for which audiences with which motives.
In many ways, what we were trying to do with the white paper was to build a coalition which would include people interested in engaging with new media platforms and practices, people committed to promoting media literacy, and teachers seeking new ways to animate the teaching of their disciplines. Where our work has been successful, we have brought together these interests. Such an approach has tended as you suggest here to pull media literacy advocates into more active engagement with notions of media change and new technologies, but it also has the intent to draw people who want to teach using new technology to confront the participation gap, the transparency issues, and the ethical challenges we identify in the white paper and through doing so, to pull media literacy more actively into their teaching practice.
MORE TO COME
Tessa Jolls is President and CEO of the Center for Media Literacy, a position she has held since 1999. She also founded the Consortium for Media Literacy, a nonprofit which provides research and a monthly newsletter publication. During her tenure at CML, she restructured the organization to focus, grow and change, preparing to meet the demand for an expanded vision of literacy for the 21st Century. Her primary focus is working in partnership to demonstrate how media literacy works through school and community-based implementation programs.