{"id":13390,"date":"2014-11-29T00:54:40","date_gmt":"2014-11-29T05:54:40","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=13390"},"modified":"2023-12-07T10:07:53","modified_gmt":"2023-12-07T15:07:53","slug":"media-literacy-quotes","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/media-literacy-quotes\/","title":{"rendered":"Media Literacy: Quotes"},"content":{"rendered":"

“Media study does not replace text. It broadens and deepens our understanding of texts.”
\nPhilip M. Anderson, “Visual & Verbal Thinking” in Media Literacy, A Reader<\/a><\/strong><\/p>\n

“We need a lot more critical thinking and media criticism taught in schools at a very early age.”
\nJohn Stauber<\/span> author of “The Best War Ever” (from Sept.2006 interview<\/a>)<\/strong><\/span><\/span><\/p>\n

“The more I grasp the pervasive influence of media on our children, the more I worry about
\nthe media literacy gap in our nation\u2019s educational curriculum.\u00a0 We need a sustained K-12
\nmedia literacy program\u2014something to teach kids not only how to use the media
\nbut how the media uses them.\u00a0 Kids need to know how particular messages get
\ncrafted and why, what devices are used to hold their attention and what ideas are left
\nout. In a culture where media is pervasive and invasive, kids need to think
\ncritically about what they see, hear and read.\u00a0 No child\u2019s education can be complete without
\nthis.” FCC Commissioner Michael Copps<\/span> (prepared remarks at June 2006 event<\/a>)<\/span><\/span><\/strong><\/p>\n


\n<\/span><\/em>\u201cthe set of abilities and skills where aural, visual, and digital literacy overlap. These include
\nthe ability to understand the power of images and sounds, to recognize and use that power,
\nto manipulate and transform digital media, to distribute them pervasively, and to easily adapt
\nthem to new forms.\u201d
\n2005, New Media Consortium’s definition of New Literacies<\/strong><\/p>\n

“Media literacy empowers people to be both critical thinkers and creative producers of an
\nincreasingly wide range of messages using image, language, and sound. It is the skillful
\napplication of literacy skills to media and technology messages. As communication
\ntechnologies transform society, they impact our understanding of ourselves, our
\ncommunities, and our diverse cultures, making media literacy
\nan essential life skill for the 21st century.”
\n(The Alliance for A Media Literate America, 2000)<\/span>\u00a0<\/span><\/strong><\/p>\n

“Media literacy is concerned with helping students develop an informed and critical understanding
\nof\u00a0the nature of mass media, the techniques used by them, and the impact of these
\ntechniques. More\u00a0specifically, it is education that aims to increase the students’ understanding
\nand enjoyment of how\u00a0the-media work, how they produce meaning, how they are organized, and how they
\nconstruct reality. Media literacy also aims to provide students with the ability to create media
\nproducts.\u00a0”
\n(Media Literacy Resource Guide, Ministry of Education Ontario, 1997)<\/span><\/strong><\/p>\n

 <\/p>\n

\n
\u201cIt would be a breach of our duties as teachers <\/span>
\nfor us to ignore the rhetorical power of visual forms
\nof media in combination with text and sound\u2026the critical media literacy we
\nneed to teach must include evaluation of these media, lest our students fail to see,
\nunderstand, and learn to harness the persuasive power of visual media.\u201d<\/span>
\n(NCTE Resolution on Visual Literacy)<\/span><\/span><\/span><\/div>\n
<\/div>\n
“Media literacy refers to composing, comprehending, interpreting, analyzing, and appreciating the
\nlanguage and texts of…both print and nonprint. The use of media presupposes an expanded
\ndefinition of ‘text’…print\u00a0media texts include books, magazines, and
\nnewspapers. Nonprint media include photography, recordings,
\nradio, film, television, videotape, video games, computers, the performing arts, and
\nvirtual reality…constantly\u00a0interact…(and) all (are) to be experienced,
\nappreciated, and analyzed and created by students.”
\n<\/span>(<\/span>SOURCE: NCTE, Commission on Media, Carole Cox, 1994, p.13)<\/span><\/div>\n
<\/div>\n<\/div>\n

Amy Goodman\/Democracy NOW<\/b>: “Thanks for the question. Media
\nliteracy is critically important to a democratic society. The great
\njournalist IF Stone told journalism students there are two words they
\nshould remember: governments lie. I think many people have a natural
\nskepticism about what government officials say. The problem is when the
\nmedia act as a megaphone for those in power. The media is supposed to be,
\nas we call our book, “The Exception to the Rulers.” In the old
\nSoviet Union, people knew to read between the lines of Pravda. Here in
\nthis country, the media has acted as a conveyer belt for the lies of the
\nadministration (and previous administrations). Just look at FAIR’s study
\nin the week leading up to and after Gen. Colin Powell gave his speech at
\nthe UN. Of the 393 interviews done by the 4 major nightly news casts
\naround the issue of the war, ABC, CBS, NBC and PBS’s Newshour, only 3 were
\nwith antiwar representatives. That does not represent mainstream America.
\nAt the time a majority were against the invasion, for inspections and for
\ndiplomacy. This is not mainstream media, this is an extreme media, beating
\nthe drums for war and misusing the public airwaves.”<\/p>\n

“When people talk to me about the digital divide, I think of it not so much about who has access to what technology as about
\nwho knows how to create and express themselves in the new language of the screen. If students aren’t taught
\nthe language of sound and images, shouldn’t they be considered as illiterate as if they left college without
\nbeing able to read and write?”
\nGeorge Lucas, filmmaker (Sept.2004, Edutopia<\/a>, Life on the Screen)<\/b><\/span><\/span><\/p>\n

“Media Culture is the result of the industrialization of information and culture. Images, sounds and spectacles help produce the fabric of life, dominating leisure time, shaping political views and social behavior, and providing the materials out of which people forge their identities.”
\nDoug Kellner<\/b><\/p>\n

 <\/p>\n

“Being literate in contemporary society means being active, critical, and create users not only of print and
\nspoken language but also of the visual language of film and television….Teaching students how to interpret and create visual
\ntexts….is another essential component of the English language arts curriculum. Visual communication is part of the
\nfabric of contemporary life.”
\nNCTE\/IRA Standards for the English Language Arts (1996) <\/b>as
\nquoted in Journal of Adolescent & Adult Literacy, 48:1, September
\n2002, pps.74-75<\/span><\/p>\n

“Our young people need to be educated to the highest standard in this new information age, and surely this includes
\na clear awareness of how the media influences, shapes, and defines their lives,”
\nsays Richard Riley, U.S. Secretary of Education. “And let us also recognize this important fact:
\nThese young people are the future media leaders of this nation.”
\nQuoted in Linkup, June\/July 2002<\/b><\/span><\/p>\n

“Media literacy is not just important, it’s absolutely critical. It’s going to make the difference
\nbetween whether kids are a tool of the mass media or whether the mass media is a tool for kids to use.”<\/small>
\nLinda Ellerbee, producer\/host, Nick News<\/small>
\n<\/strong><\/b><\/p>\n

“<\/span>No matter what the source, information is only powerful if students know what to
\ndo with it. As students are inundated with media messages, the challenge is not to amass
\nmore information, but to access, organize, and evaluate useful information from a variety
\nof print and electronic sources.”
\nKathleen Tyner, author, “Literacy in A Digital World”<\/strong><\/span><\/span><\/p>\n

“While media campaigns and other prevention strategies are essential ingredients
\nfor reducing substance abuse among adolescents, it is simply not possible for any federal
\nagency, state organization, or private sector group to reach all young Americans with
\ncompelling and frequent messages about the dangers of drugs. So, instead, we must help
\ngive our young people the essential critical viewing skills to assess those messages–both
\ndirect and indirect– that glamorize drug-taking behavior, so that youth can see through
\nthe glitz and glamour to the underlying social ills of substance abuse, and to prepare
\ntheir own prevention messages for peers, parents, and opinion leaders. We are learning
\nthat media literacy can provide this vision and skill in a powerful way…”
\nRobert W. Denniston, of the Center for Substance Abuse Prevention of SAMHSA\/HHA,<\/strong>
\non the links between media literacy and problems associated with drug use by young people<\/span><\/p>\n

“I firmly believe that more media literacy instruction can be very useful in our
\nefforts to promote tolerance and combat violence. With the increased exposure of young
\npeople to an incredibly broad array of messages from an equally broad array of media
\nmessengers, it\u00b9s all the more important that we teach our young people how to make sense
\nof what they\u00b9re seeing, hearing, and feeling. We need to teach them how to separate fact
\nfrom fiction and fantasy. Only if we provide appropriate guidance can we expect our young
\npeople to understand that not everything on the screen has a place on the street corner or
\nin the classroom.” US Attorney General<\/b> Janet Reno, in interview with Cable
\nIn The Classroom\u2019s<\/i> Al Race, 1999<\/b><\/span><\/p>\n

“Film and television, newspapers, books and radio together have an influence over
\nindividuals that was unimagined a hundred years ago. This power confers great
\nresponsibility on all who work in the media…[as well as] each of us who, as individuals,
\nlisten and read and watch….it is not the case that we have no power over what we take
\nfrom the media.”\u00a0\u00a0 “When the media focuses too closely on the negative
\naspects of human nature, there is a danger that we become persuaded that violence and
\nagression are its principle characteristics…good news is not remarked on precisely
\nbecause there is so much of it.”\u00a0 Dalai Lama (Tenzin Gyatso’s) 1999 book
\nAncient Wisdom, Modern World”: Ethics For A New Millennium”\u00a0 p.210-212<\/em><\/strong><\/span><\/p>\n

” Media literacy courses can give young people the power to recognize the
\ndifference between entertainment, television that is just bad and the information they
\nneed to make good decisions.”<\/span><\/p>\n

What they need is “a clear awareness of how the media influences, shapes and
\ndefines their lives.” Richard Riley, US Secretary of Education, December 13, 1995<\/b>
\n<\/span><\/p>\n

“Media education can and has revolutionized the way we think about public health.
\nThe shift to a focus on the environment rather than the traditional focus on the host or
\nagent has come about largely because of media education. We’ve begun to see all kinds of
\nproblems that used to be seen as individual choices or flaws — from violence to substance
\nabuse to eating disorders — as partly the result of the environment in which people make
\ntheir choices. And the most important aspect of our environment, of course, is the
\nmedia.”
\n“Huge and powerful industries — alcohol, tobacco, junk food, guns, diet — depend
\nupon a media-illiterate population. Indeed they depend upon a population that is
\ndisempowered and addicted. These industries will and do fight our efforts with all their
\nmighty resources. And we will fight back, using the tools of media education which enable
\nus to understand, analyze, interpret, to expose hidden agendas and manipulation, to bring
\nabout constructive change, and to further positive aspects of the media.”
\nJean Kilbourne<\/b>, author: Deadly Persuasion : How Advertising Manipulates Us in an
\nAge of Addiction <\/i><\/b><\/span><\/p>\n

“It\u2019s important that parents and citizens really lobby for media literacy to
\nbe taught in schools, starting with kindergarten. We\u2019re doing our students a real
\ndisservice if we don\u2019t teach them to become critical consumers of the media.”
\nJean Kilbourne, quoted in Christian Science Monitor<\/i>, November 24, 1999<\/b> <\/span><\/p>\n

“It is no longer enough simply to read and write. Students must also become
\nliterate in the understanding of visual images. Our children must learn how to spot a
\nstereotype, isolate a social cliche, and distinguish facts from propaganda, analysis from
\nbanter, and important news from coverage.”
\nErnest, Boyer, President, Carnegie Foundation for the Advancement of Teaching: Former U.S.
\nCommissioner of Education.<\/b><\/span><\/p>\n

” Television may well be the most important innovation in
\ncommunication since the printing press, and it communicates in images that
\nas much visual and aural as verbal: learning the vocabularies of the arts,
\nincluding the media arts, is an essential tool for understanding, and
\nperhaps one day communicating, in the medium of television.”
\n1988 National Endowment for the Arts report Toward Civilization<\/em><\/b><\/p>\n

“First of all, I don’t think anyone could claim to be media
\nliterate if he or she didn’t understand that one of the principle functions
\nof commercial media is not so much the provision of information or
\nentertainment, but the segmentation and packaging of audiences for delivery
\nand sale to advertisers… It’s the audience which is the real product of
\nthe media, and not the programs.” – Len Masterman <\/b><\/p>\n

“We must prepare young people for living in a world of powerful images, words and
\nsounds.”
\nUNESCO, 1982<\/b><\/span><\/p>\n

“The professional persuaders have the upper hand: money, media access, sophisticated
\npersonnel utilizing scientific techniques, aided and abetted by psychologists and
\nsociologists skilled in analyzing human behaviour. All of that on one side. On the other
\nside the persuadees: the average citizen and consumer. Who trains the citizen?….There is
\nno coherent, systematic effort in the schools today to prepare our future citizens for a
\nsophisticated literacy.”\u00a0 Hugh Rank, 1976,\u00a0 “Teaching About
\nPublic Persuasion: Rationale and A Schema.” Teaching About Doublespeak<\/em><\/strong><\/p>\n

Media literacy is a basic tool for citizenship in an Information Society.
\nPat Aufderheide, Professor, School of Communication, American University
\n<\/b><\/span><\/p>\n

Patricia Aufderheide, Associate Professor of Communication, American
\nUniversity, writes about the necessity of becoming media literate in a
\nreport of The National Leadership Conference on Media Literacy:
\n“Media literacy, the movement to expand notions of literacy to
\ninclude the powerful post-print media that dominate our informational
\nlandscape, helps people understand, produce, and negotiate meanings in a
\nculture made up of powerful images, words, and sounds….<\/span><\/p>\n

A media-literate person – and everyone should have the opportunity to
\nbecome one – can decode, evaluate, analyze, and produce both print and
\nelectronic media. The fundamental objective of media literacy is critical
\nautonomy in relationship to all media. Emphases in media literacy training
\nvary widely, including informed citizenship, aesthetic appreciation and
\nexpression, social advocacy, self-esteem, and consumer competence” (Aufderheide,
\nl993<\/a>).<\/span><\/p>\n

“The development of curricula in media and visual literacy will not only sharpen
\npeople’s ability to decipher their world, but it will also contribute to a broadening of
\nthe public sphere. Literacy is never just about reading; it is also about writing. Just as
\nearly campaigns for universal print literacy were concerned with democratizing the tools
\nof public expression–the written word–upcoming struggles for media literacy must strive
\nto empower people with contemporary implements of public discourse: video, graphic arts,
\nphotography, interactive digital media. More customary mainstays of public
\nexpression–expository writing and public speaking–must be resuscitated as well.
\n“Media literacy cannot simply be seen as a vaccination against advertising, public
\nrelations and other familiar strains of institutionalized guile. It must be understood as
\nan education in techniques that can democratize the realm of public expression and will
\nmagnify the possibility of meaningful public interactions. Distinctions between publicist
\nand citizen, author and audience, need to be broken down. Education can facilitate this
\nprocess. It can enlarge the circle of who is permitted–and who will be able–to interpret
\nand make sense of the world, of who will be seen and heard from in America’s future.”
\n
\nStuart Ewen <\/b>(excerpt from “PR, A Social History of Spin,” Used with
\npermission)<\/span><\/p>\n

If, as Aristotle said, “The unexamined life is not worth living,” so, in
\ntoday’s life, “the unexamined culture is not worth living in.”
\nGeorge Gerbner, Bell Atlantic Professor of Telecommunication, Temple<\/b> University,
\nPhiladelphia<\/b><\/span><\/p>\n

Media literacy is being able to engage not just with the immediate content of a media text, but also to be able to apply knowledge and understanding of institutional factors that have an impact on shaping the text itself and on the messages and values embedded within the text. Media literacy also involves knowledge and understanding of how different audiences in different times places may interpret the text in different ways. Crucially, the media-literate reader of the text is able to see that his\/her own reading of the text may be at odds with that applied by some or all of the target audience.
\nSource<\/a>: Wayne O’Brien -Media Education Assn, UK<\/strong><\/p>\n

\u201cthe ability to sift through and analyze the messages that inform, entertain and sell to us every day. It\u2019s the ability to bring critical thinking skills to bear on all media\u2014 from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. It\u2019s about asking pertinent questions about what\u2019s there, and noticing what\u2019s not there. And it\u2019s the instinct to question what lies behind media productions\u2014 the motives, the money, the values and the ownership\u2014 and to be aware of how these factors influence content.\u201d
\nMedia Awareness Network<\/strong><\/p>\n

“To be successful in college and in the workplace and to participate effectively in a global society, students are expected to understand the nature of media; to interpret, analyze, and evaluate the \u00a0media messages they encounter daily; and to create media that expresses a point of view and influence others. These skills are relevant to all subject areas…”
\nCollege Board Standards for College Success, English Language Arts, 2006<\/strong><\/p>\n

“The more I grasp the pervasive influence of media on our children, the more I worry \u00a0about the media literacy gap in our nation\u2019s educational curriculum.\u00a0 We need a sustained K-12 media literacy program\u2014something to teach kids not only how to use the media but how the media uses them.\u00a0 Kids need to know how particular messages get crafted and why, what devices are used to hold their attention and what ideas are left out.\u00a0In a culture where media is pervasive and invasive, kids need to think critically about what they see, hear and read.\u00a0 No child\u2019s education can be complete without this.”
\nFCC Commissioner Michael Copps (prepared remarks at June 2006 event<\/a>)<\/strong><\/p>\n

“Media Literacy is the ability to \u2018read\u2019 and understand visual, aural and digital messages. It means having the skills to understand and interact with the media analytically, critically and knowledgeably.”
\n(Burton, Lee 2005, \u2018What is this Media Literacy Thing? Primary and secondary classroom ideas from across Australia,<\/strong>
\n\u00a0in Australian Screen Education Online<\/a>, Autumn 2005, issue 38, pp. 93-98.)<\/strong><\/p>\n

“Media literacy emphasizes the following elements: a critical thinking skill that allows\u00a0audiences to develop independent judgments about media content;\u00a0 an understanding\u00a0of the process of mass communication; an awareness of the impact of media on the\u00a0individual and society; the development of strategies with which to discuss and analyze\u00a0media messages; an awareness of media content as ‘text’ that provides insight into our\u00a0contemporary culture and ourselves; the cultivation of an enhanced enjoyment,\u00a0understanding and appreciation of media content; and in the case of media communicator,\u00a0the ability to produce effective and responsible media messages.”
\n(Art Silverblatt in\u00a0<\/strong>Media Literacy, Keys to Interpreting Media Messages, 2001)<\/strong><\/p>\n

Media literacy is an expanded information and communication skill that is responsive to the changing nature of information in our society. It addresses the skills students need to be taught in school, the competencies citizens must have as we consume information in our homes and living rooms, and the abilities workers must have as we move toward the 21st century and the challenges of a global economy.
\n(Source: Telemedium<\/a>)<\/strong><\/p>\n

Media literacy empowers people to be both critical thinkers and creative producers\u00a0of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages. As\u00a0communication technologies transform society, they impact our understanding\u00a0of ourselves, our communities, and our diverse cultures, making media literacy\u00a0an essential life skill for the 21st century.
\n(The Alliance for A Media Literate America, 2000)\u00a0<\/strong><\/p>\n

Media literacy is concerned with helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students’ understanding and enjoyment of how\u00a0the-media work, how they produce meaning, how they are organized, and how they construct reality.\u00a0Media literacy also aims to provide students with the ability to create media products.
\n( Media Literacy Resource Guide, Ministry of Education Ontario, 1997)<\/strong><\/p>\n

\u201cIt would be a breach of our duties as teachers for us to ignore the rhetorical power of visual forms of media in combination with text and sound\u2026the critical media literacy we need to teach must include evaluation of these media, lest our students fail to see, understand, and learn to harness the persuasive power of visual media.\u201d
\n(Source: http:\/\/english.ttu.edu\/kairos\/2.1\/news\/briefs\/nctevis.html)<\/strong><\/p>\n

Media literacy refers to composing, comprehending, interpreting, analyzing, and appreciating the language \u00a0and texts of…both print and nonprint. The use of media presupposes an expanded definition of ‘text’…print media texts include books, magazines, and newspapers. Nonprint media include photography, recordings, \u00a0radio, film, television, videotape, video games, computers, the performing arts, and virtual reality…constantly interact…(and) all (are) to be experienced, appreciated, and analyzed and created by students.”
\n(SOURCE:\u00a0 NCTE, Commission on Media, Carole Cox, 1994, p.13)<\/strong><\/p>\n

“being illiterate in the processes of any medium (language) leaves one at the mercy of those who control it.”
\nNeil Postman\/Charles Weingartner (Teaching As A Subversive Activity, 1969)<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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