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5 - Media and Information Literacy: Intersection and Evolution, a Brief History
- Edited by Stéphane Goldstein
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- Book:
- Informed Societies
- Published by:
- Facet
- Published online:
- 22 February 2020
- Print publication:
- 30 March 2019, pp 89-110
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- Chapter
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Summary
Introduction
This chapter discusses the evolution of the media and information literacy (MIL) concept, and the framework for understanding the ‘intersection’ between media literacy (ML) and information literacy (IL). The aim is to offer a brief history and a general introduction to MIL and the work and actions deployed by UNESCO. The chapter is useful to those who are interested in becoming familiar with this subject. This is a bibliographic and exploratory text, not an indepth study.
Concept evolution: media and information literacy – the historical place of IL and ML
UNESCO created the MIL concept in 2007 by merging two separate terms, stating that MIL ‘… empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producers of information and media content.’ (UNESCO, 2017c; see also Grizzle, 2013). The organisation prefers not to give a classic definition of MIL, focusing instead on delineating the key learning objectives, outcomes or competencies of MIL. The argument here is that it is hard to capture all the essentials of MIL in one short paragraph. Furthermore, when one considers the hundreds of definitions of media literacy and information literacy, with their myriad of entry points and emphases, non-expert stakeholders may be confused (Grizzle, 2013 and Grizzle, 2014a). MIL skills are elements vital to the exercising of human rights, as established by Article 1 of the Universal Declaration of Human Rights, ‘all human beings are born free and equal in dignity and rights …’ (United Nations, 2006). It is a right that is also recognised in the UN Sustainable Development Goals that have a human rights approach, where public information access and other fundamental freedoms are included specifically in target 16.10 (United Nations, 2015). UNESCO has made several great efforts to promote MIL skills as vital elements in the exercise of human rights are several but best summarised in the book Media and Information Literacy: enhancing human rights and countering radicalization and extremism (Grizzle, 2016). MIL skills and their role in democracy, participation and social, economic and political engagement, as well as in personal well-being, have also been a concern for UNESCO.
14 - The impact of information competencies on socio-economic development in Southern Hemisphere economies
- from Part II - Enabling and supporting digital literacies
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- By Jesús Lau, Director, USBI VER Library Universidad Veracruzana, Boca del Río, Veracruz, Mexico
- Edited by Allan Martin, Dan Madigan
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- Book:
- Digital Literacies for Learning
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 30 September 2006, pp 152-161
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Summary
Abstract
This paper discusses the North–South knowledge gap and its relationship to socioeconomic development, information development, education and information literacy. Information development – the information progress of a country – is analysed using indicators of production, storage and demand of recorded information/knowledge. Most concepts are discussed from the point of view of developing countries – nations that basically fall within the Southern Hemisphere. The term ‘developing economies’ is used to group middle-, low- and lowest-income nations that share general characteristics but also have several differences even within their own regions/states. The analysis is simplistic and does not attempt to give a full conceptual scientific explanation of North–South knowledge gaps. The term ‘literacy’ is used to denote the various competencies that citizens are required to master at a basic level. The most familiar meaning of literacy is the one related to basic reading and writing. However, literacy has become a common word to denote elementary skills that are needed by most, if not all, members of society, such as information literacy.
Text originally presented as the Mortenson Distinguished Lecture, at the Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign.
Information development
The development of a nation can be measured according to the dissemination of information because it shows how a country generates and uses knowledge, especially the printed type. Recorded knowledge has a production cycle: authors, inventors and researchers generate information and knowledge in the form of arti-cles, books, texts and patents that are then processed by publishers, database builders, webmasters and electronic media companies. Processed information is, in turn, stored and distributed by bookstores, libraries and other information providers to meet the demand (if the proper competencies to use information are present) of researchers, faculty, students, companies and society in general (see Figure 14.1). It is assumed that citizens need a working knowledge of the social, economic and political activities of their own country to improve their personal, family and business life. If this is true, it is also assumed that information literacy is a crucial set of skills that enables individuals to benefit from the wealth of knowledge available in paper or electronic format, and that these competencies are basically fostered by the country's educational system.