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Media literacy of children: a review of research literature
This document provides a comprehensive review of the academic literature relating to children's and young people's media literacy. It focuses primarily on television, radio, the internet and mobile telephony; and specifically addresses the various barriers to, and enablers of, media literacy.
Children develop media literacy even in the absence of explicit attempts to encourage and promote it. Accordingly, the document begins by exploring the development of the three dimensions contained in Ofcom's definition of media literacy: 'the ability to access, understand and create communications in a variety of contexts'.
In terms of access, the literature suggests that children and young people already. possess quite high levels of functional literacy- that is, the skills and competencies needed to gain access to media content, using the available technologies and associated software. Older children are generally aware of regulatory mechanisms and systems of guidance, and take these into account in seeking to make their own decisions. The large majority of young people show some awareness of risks relating to sexual dangers on the internet; although they are less aware of potential financial risks. Several studies in this area conclude that education in media literacy may be a more effective strategy than blocking or filtering.
In terms of understanding, there is an extensive literature relating to the development of children's understanding of television. This literature suggests that children's awareness of areas such as television 'language'， the difference between representation and reality, and the persuasive role of advertising, develops both as a function of their increasing knowledge of the world, and as a result of their broader cognitive and social development. Children also learn to cope with potentially unwanted or upsetting emotional responses, and to make critical judgments about areas such as television violence, by employing forms 0 media literacy. It is important to emphasise that these areas apply just as much to fictional material as to factual material; and that critical understanding goes hand-in-hand with the development of aesthetic and emotional responses to media of all kinds. There is considerably less research about how children interpret, evaluate and respond to other media, including the various forms of content found on the internet.
By contrast, when it comes to creativity, there has been less academic research relating to 'older' media such as video and analogue radio than to new media， particularly the internet. Research here suggests that there is considerable potential for media to be used as means of communication and self-expression, not least by socially disadvantaged groups; that creative involvement in media production (particularly in the context of education) can make an important contribution to the development of critical understanding; and that new media such as online gaming and mobile telephony provide possibilities for new forms of interaction.
Among the barriers to media literacy are several inter-related factors, of which social class and economic status are the most well-established. These barriers limit children's access to the internet, although not to established media such as radio 0 television. Ofcom The media literacy of children and young people Less is known about other potential barriers such as disability and ethnicity, or about the role of individual dispositions or motivations. It is important to recognise that such barriers may affect the quality of access as well as the quantity - for example, in terms of the available functionality of the technology, the location and level of support for use. There is evidence that access to the internet in schools remains often very limited. It should also be acknowledged that different social groups may have different orientations towards particular media - or different forms of 'cultural capital' - that may influence the nature and quality of access.
Potential enablers of media literacy include parents, teachers (both in schools and in informal educational settings) and other agencies such as broadcasters and regulators. Research suggests that parental mediation can play an important role in developing younger children's media literacy, for example in understanding the relationships between representation and reality. However, the role of parents depends upon broader beliefs about child-rearing, and many parents do not play as great a role as they like to suggest.
Meanwhile, education about the media has a long history, at least in secondary schools in the UK, although it remains a marginal aspect of the compulsory curriculum and is rarely found in primary schools. There is a growing body of evidence about the effectiveness of particular teaching strategies, both in respect of the 'understanding' and 'creativity' aspects, although there has been lttle sustained or systematic research into the learning potential of children at different ages. Media education is also developing in the informal sector, although there has been lttle sustained evaluation of such work.
The review provides an indication of several important gaps in the literature. These include specific media (such as radio, mobile phones and online gaming) and particular population groups (such as younger children, those with disabilities, and ethnic minority groups). There is a particular need for research about children's ability to evaluate internet content; about their awareness of new commercial strategies in the media; about media production in the home; and about learning progression in media education. Of the three areas in Ofcom's definition, 'creativity' is by far the least well-researched. New technologies and media forms will also pose new challenges and demands in terms of media literacy, so it is important that research in this field is regularly updated. There is a case here for more sharing of research findings and methodologies between academic and industry researchers.
In terms of methodology, the review finds that a great deal of research in the field is based on self-reporting, and recommends that there should be more observational studies that explore how media literacy is used in everyday life. In relation to education, there need to develop new approaches to assessing the effectiveness of media education in influencing media use outside the classroom. Researchers also need to address some of the ethical difficulties, particularly in respect of research on new media.
Finally, the. review reminds us that media literacy is multi-dimensional. The nature and extent of the media literacy that individuals need and develop depends very much on the purposes for which they use the media in the first place. Different social groups may also develop and require different forms of media literacy in line with their motivations and preferences in media use.
Questions 1-7
Media literacy involves:
-- having (1) ______ to communication
-- more children can use technology to locate media content
-- older children can use regulatory mechanisms
-- children cannot recognize the (2) ______ risks
-- understanding communication
There is an extensive literature relating to children and (3) ______
--Children can develop the knowledge of the world and (4) ______ knowledge
--Children can handle bad emotions and (5) ______
-- creating communication
Research mainly focus on (6) _____ rather than old media
--self-expression
--development of critical understanding
--many kinds of (7)______
Questions 8-13 T/F/NG
8. When understanding the barrier of media literacy, considerable research has been done (F)
9. Support from parents affect children's quality of media literacy (T)
10. Children can be badly affected by the mobile phone (NG)
11. More research is available on media than creatity (T)
12. Too many observational studies have been done (F)
13. The reason why people use internet will affect one's media literacy (T)
参考答案：
Questions 1-8 匹配
1. access
2. financial
3. television
4. cognitive
5. critical judgment
6. new media
7. A interaction
Questions 9-12 填空
8. F
9. T
10. NG
11. T
12. F
13. T
