School: offer media literacy courses and provide a learning environment for media literacy.
Media literacy education originated in Britain in 1990s, and began to take shape in western countries since 1980s. In recent years, some colleges and universities in China have also started to offer "Media Literacy" courses. Such as Shanghai Jiaotong University, their courses focus on the characteristics of media, the interactive relationship between media and society, the choice of media information, the ability to understand, the ability to question and evaluate, and the ability to create and produce. This course is not only a professional basic course for students majoring in journalism and communication, but also an elective course for all students. Other colleges and universities should also teach these contents to students through various channels. Lectures, discussions and academic reports are all acceptable. Teachers can be professional teaching talents or employees hired from social media or campus media.
In order to cultivate and improve students' ability to analyze and interpret information, case teaching method can be adopted. Through the comprehensive analysis of different reports of the same news event by different media at home and abroad, and through the discovery and analysis of the differences, students can understand why there are such differences, what different choices show and what they hide. This kind of analysis can help students have a more intuitive and emotional understanding of the production and communication process of mass media, and improve their ability to distinguish information, see the information behind information and discover the news behind news.
Colleges and universities should also offer a series of courses related to computers and networks for all students. Make college students fully master the basic knowledge of computer, have the basic quality of creating and disseminating information, and improve the quality of creating and disseminating information.
College media can let some students participate in newspaper publishing and TV news production. At present, many colleges and universities have college student journalists' groups and college student news agencies. Under the guidance of newspaper and TV personnel, these students can participate in interview activities organized by university newspapers and TV stations, write news articles, shoot TV materials and be familiar with editing procedures. In the process of study and practice, I know that the information in the media is specially selected, combined and arranged, which embodies the editor's intention and conveys a certain voice, rather than being purely objective and not necessarily the true presentation of events.
The press corps further radiates this awareness and ability through various practical activities, such as making class tabloids, DV competitions, campus news blogs and so on. Let the students participate in the whole production process, so as to improve the overall practical ability of college students.
How to Improve College Students' Media Literacy
College students: actively improve their media knowledge, media ethics and media ability.
Only when college students realize the importance of media education to themselves can they actively participate in the study and practice of related courses, understand the characteristics of different media, accumulate media literacy knowledge and improve media literacy.
On campus, the media that students contact are mainly the school newspaper, campus radio, campus TV and the Internet. These media have their own communication characteristics. Network news is fast, informative, visited and followed by many people. The publication cycle of the school newspaper is a little longer, the information is a little behind, but the content forms are more diverse. The key is to be more authoritative and can be used as a witness to history. Radio can be heard in many corners of the campus, which is convenient and fast. The content and form can be lively, but it is fleeting. The news of campus TV stations is relatively monotonous, but the pictures can have a strong impact and appeal to the audience. Students should fully understand the characteristics of these media and lay the foundation for better participation.
Media ethics originally refers to the moral concept, code of conduct and moral quality of social responsibility and obligation formed by people engaged in media work, and is a manifestation suitable for media activities in the social professional ethics system. The author believes that the media ethics of college students should include observing information ethics, not making or spreading false news by themselves, and respecting the privacy and rights of others. For example, in blogs, we should establish our own self-discipline mechanism, standardize the content of blogs, cultivate good blog literacy and consciously maintain the network environment.
In order to improve the media ability, we should not only understand the function, ideology and commercial attributes of the media, but also understand the production process of mass communication content through class or self-study, and also actively participate in some activities. For example, participate in media practice activities organized by schools or teachers and actively participate in classroom discussions. Learn to treat the media correctly, use the media, learn to think critically, analyze and accept media information, consciously * * * bad media information, and calmly face the challenges of the information age. So as to learn to use media resources to improve themselves, actively participate in social development, build a harmonious and orderly media ecological environment, and finally realize the perfect combination of people and media.
Beware of the "third person effect" obstacle in media literacy education
The "third-person effect" was first put forward by Davidson, a professor of sociology and journalism at Columbia University, in the article "The Third-person Effect of Communication" published in Public Opinion Quarterly 1983. The "third person effect hypothesis" means that people tend to overestimate the influence of mass communication information on others' attitudes and behaviors. When the audience is exposed to the spread of information, they will expect that the information will have greater influence on others than on themselves. In short, it is "the audience tends to think that the media has great influence on others and little influence on themselves", that is, "overestimate themselves and underestimate others".
On the one hand, the "third person effect" appears because of insufficient cognition or deviation, and more because of the motivation of safeguarding personal interests. Psychological research shows that people have a "self-help" tendency, and many people are unwilling to admit that they are negatively affected by bad information, because it is a kind of "criticism" to themselves, because it means admitting that they lack discrimination and resistance. Because we underestimate the influence of the media on ourselves and relax the critical interpretation of the media content, people may ignore the bad influence of violence, pornography and other media content on their own personality, relax the criticism and power of bad information, be too confident in themselves, and may also make people lose their correct judgment ability. This is the obstacle of "the third person effect" in media literacy education.
The information spread by the media, whether positive or negative, correct or wrong, can only be critically accepted by the receiver through his own rational judgment. Therefore, clarifying the psychological misunderstanding of the "third person effect" and paying attention to the appearance of this phenomenon in the teaching and practice of related courses will play a better role in media literacy education. Related articles: