Session Information
06 SES 02, Current and Future Perspectives on Media Competence, Media-Bildung, and "Literacies"
Symposium
Contribution
Debates on media competence (cf. Baacke 1973, 1996) and media literacy (cf. Hobbs 1998) have been going on now for a few decades. Many concepts have been developed in various disciplines. Moreover, in the German-speaking world the term 'Medienbildung' plays an important role in discourses on issues of media and education, too.
In this context, several reconceptualizations of the term 'literacy' have been made in the last decade. Today, the term is widely used in its plural form referring to a wide range of phenomena such as abilities, competencies, crafts, mind-sets, resources, technologies, affordances, cultures, agency, participation, identity, and related concepts and contexts. Ongoing debates can be characterized both in the sense of convergences and enhancements.
On the one hand, many authors agree that addressing literacy as reading or writing of print is far too limited and more complex approaches beyond traditional perspectives are needed. There seems to be a broad consensus about this. Though, explanatory statements refer to various aspects of new media, cultural, technological, and societal dynamics. In doing so, emphasis is placed on changing modes of communication and mobility, educational needs of life long or workplace learning, the formation of new public and private spheres, or to prevailing characterizations of our societies, for example, as network, media, or knowledge societies.
On the other hand, thinking beyond traditional literacy concepts is proposed in manifold ways. Among them at least two basic groups can be distinguished: (1) "new literacies" in the sense of practical, interpretative, and (un-)critical abilities or skills as related to various phenomenal domains such as computers, multimedia, video game, visuals, networks, enviroments, families, social life, sex life, etc.; (2) "new literacies" as related to communicative practices and new media technologies in terms of multitasking, developing digital fluency, cross-medial navigation or networking in social media contexts; (3) re-thinking literacy concepts in terms of multiliteracies, transliteracies, and multimodality considering an interplay of socio-cultural, technological, and semiotic changes in production and uses of mixed media including collage and other forms.
The symposium brings together scholars from France, Norway, Finland, Estonia, Austria and Canada with different theoretical and institutional backgrounds. It aims at coming to terms with "media competence," "Medienbildung," "media literacy," "new literacies" and "transliteracies" as related to questions of media education and debates on qualification and competence development. Contributions are dealing with empirical explorations and conceptual considerations.
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