Media Literacy: Scenarios

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Media Literacy
Picture this scenario- It’s the early 90s. The FIFA World Cup finals are being broadcast on television. More than 25 youngsters have crammed into the living room of my grandparents’ house in a small locality in Shillong. They are among the privileged few that can afford a television set. The enthusiasm is palpable and in the moments leading up to kjkjdfkjkdj scoring the final goal, the tension in the room is thickened by the pungent combination of tea, waiwai, sweat and tears. Goal!kfjkjfkj win! And that night will be the hightlight of every single person in that room for at least another year. Fast forward to 20 years later. Jhdjfhj and Germany are playing the FIFA World Cup Finals. I am watching the match in the comfort of
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A. In the home: A great deal of media literacy competencies can be learned in the home where most people watch television, surf the internet, read magazines and play videogames. With the right amount of parental engagement, home can be where the learning of media literacy skills begins for most children. Conversations as well as practical demonstrations of how media messages can be deconstructed can help to build a strong foundation for media literacy competencies.

B. In Schools: Most individuals and organizations who champion the cause of media literacy recognize that it one of the most practical and effective ways to develop critical media literacies among the youth would be to incorporate media literacy in the school curriculum across K-12. Programs in schools can help students to access, analyse, evaluate and create media messgaes. Introducing and sensitizing them to the various issues related to media at such an early age could contribute to a responsive and healthy understanding of the media through the rest of their lives. This foundation could only be built upon in time with more access and more exposure to various media
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Higher Education: Media literacy may also be incorporated into various programs offered by colleges and universities. This would encourage critical thinking and analytical abilities among students. They could then analyse, for instance, how pertinent issues that concern them or their community are addressed in the local media such as newspapers and news channels. This would in turn help them to become aware citizens and possibly, active particiapnts in the dialectic relationship between communication and democracy.
D. Libraries: Libraries are generally have computers and offer people access to the internet. Most libraries also recruit personnel who help the uninitiated to cross over into the digital realm by teaching them the basics of computer use as well as how to navigate the digital domain of the internet. As such, libraries can offer the most personalized and effective form of media education.
E. Local Access: Communities which have local public access systems such as local cable television access, people can learn to create their own video messages concerning issues they feel are important and get them aired on the local channels. Programs can be initiated wherein those interested in such are given basic training in video and digital

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