September 2011
Mar 15, 2016
September 2011
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1 CLARITY ON MEDIA LITERACY – THE DUTCH RESEARCH PROJECT ‘MEASURING MEDIA LITERACY’
Meaning Variance
Operational Definition
Challenge
Clarity on Media Literacy
The Dutch Research Project ‘Measuring Media Literacy’
Back in 2005 the Dutch government advisory board on cultural issues, the Raad voor Cultuur, issued
its report Media Literacy – Towards A New Citizenship. Surely, media education existed in the
Netherlands at the time, but the report called for stronger, proactive policies to make the
Netherlands more media literate. Since then, numerous media literacy initiatives of all sorts have
been deployed in the Netherlands: courses, workshops, websites, instruction materials, research
projects, strategic partnerships, and games, to name a few. In 2008 the network organisation
Mediawijzer.net was established, connecting over 500 organizations that are engaged in media
literacy initiatives. The quality of the initiatives of the network partners is not at
stake, but gradually people in the field came to notice a wide meaning variance
pertaining to media literacy. Some associated media literacy with the avoidance
of the hazards that accompany the rise of new media, such as grooming, cyber bullying, and game
addiction. Others equated media literacy with the ability to use the latest media apps and gadgets:
once you own an iPad2, twitter a lot, and check in on Foursquare, you’re media literate. Still others
conceived media literacy as the ability to find information, and judge the reliability of various
information sources. Finally, some expected a media literate citizen, above all, to be able to discern
the differences between Jersey Shore and Digging for Britain.
This meaning variance is partly due to the abstract definition the Raad voor Cultuur provided. The
board defined media literacy as “the sum of knowledge, skills, and attitudes that enable citizens to
traverse actively, critically, and mindfully through a complex, ever changing, and fundamentally
mediated world”. A profound and meaningful definition for sure, but rather intangible and academic
as well.
Therefore, at the end of 2009, Mediawijzer.net’s executive board invited its network partners to
provide a practical, operational definition of media literacy, that could serve as
a starting point for the measurement of media literacy. So the invite had a
double aim: to come up, on the one hand, with a clear description of what
exactly media literacy is, and to devise an instrument to measure that thus defined media literacy on
the other.
We all knew this was not going to be an easy task. Firstly, the phenomenon ‘media’ itself is
comprehensive and multifaceted. From chatbox to newspaper section, from Mario Kart to CNN,
from iPhone to retweet: they all belong to the realm of media. In today’s
world, these media have been fully integrated into our everyday lives.
Because of that, media literacy has evolved into a vast and motley
collection of competencies. Securing your credit card details,
keeping a holiday blog (while sending your elderly neighbours a
handwritten postcard), trading on eBay, setting your TomTom, televoting
for your X-Factor favourite, electronic tax filing, and surviving in Call of
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understanding
communication strategy
use
Duty: while these are all matters involving media literacy, they call for a wide range of competencies
(that certainly not everybody has available, nor should have available).
Six Dutch organisations have joined forces to meet the challenge of operationalising the concept of
media literacy as universally as possible, whilst recognising its
multifaceted character. The research group consisted of a leading
Dutch technological research institute (TNO), a high school with a
specialized media curriculum (Thorbecke Scholengemeenschap),
the EYE Film Institute Netherlands, and three organizations that
undertake media literacy projects on an operational level (Cinekid;
News in the Classroom [Nieuws in de klas]; and View on Media
[Blik op media]).
Their research report Measuring Media Literacy (in Dutch: Meten
van mediawijsheid) is an important step towards clarity on media
literacy in the Netherlands.
In this document, Clarity on Media Literacy, we will highlight the
most important outcomes of the Dutch study, hoping that it will
fuel and inspire present day European and global discussions on
media literacy – and how to define and measure it.
Four sets of competencies
The most important outcome of Measuring Media Literacy is the very practicable, but no less precise
breakdown of media literacy into four sets of competencies.
Ability to use devices, tools,
and software
Ability to critically analyse
media messages
Ability to create media content
& use media to interact with others
Ability to deliberately deploy media
to accomplish personal goals
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Certainly, every model has its limitations. One could argue, for example, that the
competency group ‘Communication’ should be split up into ‘Communication’ and
‘Creation’. The research group has followed David Buckingham’s claim on this, that a
communicative element is present in every media creation. But achieving a high score
in a single player adventure game or tweaking a smartphone do not involve much
communication, while chatting and twittering are mostly more communicative than
creative acts.
This categorisation results from analysis of four existing classifications of media literacy
competencies:
The research group has selected the best elements of these classifications and managed to
incorporate them within a single model. The research group model:
distinguishes technical mastery from strategic media use (like the blue models) – thereby
showing that media literacy is also about the development of a digital identity and
empowering individuals for the media society.
emphasises the importance of critical understanding of media messages (like the light
purple model) – thereby stressing that media literacy is more than knowledge of the latest
gadgets, devices, and apps.
emphasizes the importance of communicative skills (like both purple models) – thereby
acknowledging the new possibilities for communication that the social media explosion
opens up.
In short: if you’re able to push the buttons of different devices, and run software applications
successfully; if you understand how media messages in today’s world are being composed; if you’re
able to create your own media content and put it to use in social media settings; and, finally, if you
do all of these matters thoughtfully in order to achieve your personal goals, then you may rightly say
that you’re able (in the words of the Raad voor Cultuur) to traverse actively, critically, and mindfully
through today’s complex, ever changing, and fundamentally mediated world – or, in short: rightly
consider yourself to be media literate.
Along these lines, the Dutch study has yielded a contemporary definition of media literacy, that can
be put to use in the field, and positions media literacy as a vehicle for autonomous citizenship and
full participation within the media society.
University of Twente (2008) University of Barcelona /
European Commission (2007)
The Netherlands Institute for
Social Research (2010) Rathenau Institute (2000)
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14 Core Competencies
The full scope of the model comes into view when we take a look at the subcategorisation of the
main competency groups into fourteen core competencies.
Description of the Fourteen Core Competencies
Use
Us1. Operating media devices and applications
Us2. Orientation within technical media environments
Us3. Control risks when using media devices and applications
Understanding Un1. Insight in the production and distribution of media content
Un2. Understanding the role of the government & legislation in media production
Un3. Understanding the role of language and meaning in media production
Un4. Understanding the role of representation in media production
Un5. Insight in the tailoring of media content to target audiences
Communication
C1. Tailoring personal media content to target audiences
C2. Tailoring form and design of media content to a specific message
C3. Use media to interact socially
C4. Control risks when communicating using media
Strategy
S1. Awareness of one's personal media repertoire
S2. Deploy media effectively to achieve personal goals
Use
Us1. Operating media devices Perform the physical actions and technical procedures required for operating media devices, software, tools, and applications.
Us2. Orientation within technical media environments Knowing how different operational elements of a device are interrelated, and how to navigate within the operational structure of a device. Us3. Control risks when using media devices Taking technical precautions to reduce practical risks of using media devices.
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Un2. Understanding the role of the government & legislation in media production Knowing relevant legislation concerning specific media use (e.g. copyright legislation). Understanding how governments can regulate free market excesses, as well as infringe on personal liberties by censorship or interest politics.
Un4. Understanding the role of representation in media production Understanding that media do not present but re-present reality.
Un3. Understanding the role of language in media production
Understanding the conventions that are being used in media expressions, and how this effects the conveyance of messages, in order to deliberately construct and adjust one’s language use.
Understanding
Un5. Insight in the tailoring of media content to target audiences
Understanding how various interest groups strategically deploy media, observing social differences between groups of media users, and understanding how (commercial and ideological) messges are tailored to these differences.
Strategy S1. Awareness of one's personal media repertoire
Knowing one's own media skills, as well as the (im)possibilities of media applications, their reach, and knowing which goals they are suited for.
S2. Deploy media effectively to achieve personal goals
Deploying media effectively on the basis of one's own media repertoire.
Communication
C1. . Tailoring personal media content to target audiences
Adjusting tone, style, and content of text and images to a specific audience.
C2. Tailoring form and design of personal media content to a specific message
Adjusting form and layout of self-produced (multi-)media content, in order to optimise the impact of a message.
C4. Control risks when communicating using media
Recognising and avoiding risks when communicating using media.
Un1. Insight in the production and distribution of media content
Understanding the role of technology, of the media industry, and of professional practices in media production and distribution, and awareness of the resulting processes of social inclusion and exclusion.
C3. Use media to interact socially
Recognising rules and social conventions within diverse media environments, and adjust behaviour in accordance with these rules and conventions.
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Despite the careful justification in Measuring Media Literacy for
including precisely these eight functions, we acknowledge that
one could make a case for adding functions such as
‘Religion’,’Career’, or ‘Education’.
Media Functions
Measuring Media Literacy also explores the different functions that media can fulfill. Based on a
report issued by the Dutch Scientific Council for Government Policy, Measuring Media Literacy
identifies the following eight functions:
Measuring Media Literacy relates these functions to the fourteen core competencies. The
competency Tailoring form and design of personal media content to a specific message, for example,
is particularly related to the functions Opinion and Interaction.
The connections between competencies and functions have not been fully worked out in Measuring
Media Literacy, but we consider this to be a significant research track. Media literacy competencies
do not occur in a void, but always serve specific purposes for individuals. Explicitly stating the various
functions that media fulfill, can help reveal the opportunities less media literate individuals or groups
forego, which prevents their full participation in the media society.
News
Keeping up-do-date on the latest news
Opinion
Interpreting and sharing news and background insights
Entertainment
Recreation & enjoyment
Art/Culture
Artistic expressions
Specific information
Acquiring specific factual information
Commerce
Buying & selling goods; coping with commercial messages
Interaction
Exchanging messages, opinions, and feelings
Administration & online services
Administrative affairs (online banking; electronic tax filing)
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Operationalisation for Distinctive Target Groups
One of the merits of the model is its validity for all target groups. The competency Operating media
devices and applications, for example, is relevant to every target group, although the interpretation
will differ for every target group. We expect a freshly graduated marketeer to have the latest app on
his or her smartphone, while we expect at best a monochrome Nokia device in a home for the
elderly. Similarly, we want lower SES teenagers to be able to discern the differences between
Panorama and OK! TV, while expecting the same from academics, but then related to Fox and CNN
(competencies Un1, Un4, and Un5).
In two pilot studies, the research group has operationalised the core competencies using context-
specific indicators. One of these pilots, Media Literacy and Persons with Intellectual Disabilities,
operationalises the competency Control risks when communicating using media, for instance, using
the following ten indicators:
Knows the opportunities different media platform provide for faking an identity Recognises when someone fakes an identity Recognises inappropriate communication Disregards unsolicited media messages Can terminate unwanted communication Knows how different media services deal with personal details Is aware of the aims that other individuals and media services may have with personal details Understands how personal details may be abused Recognises situations where personal details may be abused Mindfully provides personal details
Hence it is the task of individual organizations to operationalise the core competencies for their
specific contexts and target groups. Our expectation is that many of Mediawijzer’s network partners
will set out to do this, so that the abstract model will be given a solid empirical embodiment.
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Clarity
Future
A Glance at the Future The report Measuring Media Literacy is another step towards professionalisation of the Dutch media
literacy network. Six years after the kick-off by the Raad voor Cultuur, the network now has a sound
model at its disposal, that clearly states what exactly media literacy is.
The categorisation into fourteen core competencies, divided into four main competency groups,
results in an inclusive concept of media literacy, that incorporates technical skills, understanding of
the media landscape, (social) media communication, and participation in the
media society.
A key outcome is that future and existing media literacy initiatives can be clearly categorised now.
Projects, workshops, websites, and educational materials can conveniently be tied to one or more of
the core competencies. This might lead to reappraisal of some, rather limited or one-sided initiatives,
which could be an incentive for innovation and growth. In addition, the model brings evidence based practice a step closer. The model can serve as a starting
point for objective measurement of the effects of media literacy initiatives. Of course the model will
have to prove itself in practice. The challenge for the 500+ partners of Mediawijzer.net is to construct
context-specific indicators of the core media literacy competencies and perform concrete
measurements.
We realise that the model itself could still be elaborated further. Additional research, that explores
the various functions that media fulfill, is called for. Furthermore, we expect some of the research
group’s choices and definitions to be subject of lively debate in the Netherlands. In any case, developments in the media society go so fast, that the model may become obsolete
sooner than we anticipate at the moment. But that’s precisely the charm of working in the media
literacy branch. Speaking with Sir Ken Robinson: we have no clue how the world will look like in five
years’ time. Media literacy then, may be something completely different from what it is today. In that
case, the model to describe it will have to be adjusted, too.