In a non-exhaustive way, this course will address the link between media literacy, and media education or education through media; he will discuss the concept of media literacy with regard to other concepts present in the literature (digital literacy, information literacy, computer literacy, etc.); it will deal with different analytical frameworks for evaluating media activities (e.g. reading, writing, navigating, organizing) and the dimensions of associated skills (e.g. technical, social, informational); Finally, it will address the challenges in terms of skills related to contemporary technologies and their uses.
This teaching will be structured in different modules:
- Module 1: Introduction to Media Literacy (e.g. the concept of literacy, the concept of media)
- Module 2: Media Education, education through media and Media Literacy
- Module 3: Media Literacy Reference Frameworks
- Module 4: Evaluating Uses and Skills: A Complex Approach
- Module 5: Perspectives on "New Forms of Literacy"
In a non-recurring way, the course will give place to interventions of Belgian or foreign researchers, experts in the field.
Lecture with notes, reading portfolio and guided reading/writing exercise.
The guided reading work will be based on a summary presentation of one (or more) text(s) and interactions with the teacher and other student-readers of the same text.
Directed writing will consist of performing a final group writing work based on shared readings. For example, for the academic year 2017-2018, this work took the form of a contribution on Wikipedia during the UCLouvain week dedicated to the platform.
The evaluation will be done in two ways:
- An oral examination will assess students' theoretical integration as well as their ability to pose the issues and criticize the limitations of either perspective (1/2).
- The guided reading/writing exercise will evaluate the participation of students in the session and their ability to synthesize an author's text in the field of study (1/2).
A structured support (syllabus) will be built in a near future. While waiting for the creation of this syllabus, the students will have at their disposal the contents of the different presentations supporting the lectures.
A portfolio of readings will also be made available to them, which will be used for the realization of their works.
Auferheide (1993). Report on the National Leadership Conference on Media Literacy. Queenstown (M.D.): Aspen Institute ;
Buckingham (2009). The future of media literacy in the digital age: some challenges for policy and practice, 2nd European Congress on Media Literacy, Bellaria (IT), 21-24 october 2009 ;
Fastrez (2010). Quelles compétences le concept de littératie médiatique englobe-t-il ? Une proposition de définition matricielle, Recherches en Communication, 33(1): 35-52 ;
Feuerstein (1999). Media Literacy in Support of Critical Thinking, Journal of Educational Media, 24(1): 43-54 ;
Hobbs (1998). The seven Great Debates in the Media Literacy Movement, Journal of Communication, 48(1):16-32 ;
Livingstone (2003). The changing nature and Uses of Media Literacy, Media@LSE, Electronic Working Paper, 4, see: http://eprints.lse.ac.uk/.