Media Literacy & Competencies
Media Literacy
Today's media is facing a drastic increase in the amount of children engaging with media. With technology growing at an increasing rate, digital media has become the choice of engagement for those growing up knowing nothing different. The issue with growing up around digital media is that so many believe they are already literal and competent in understanding the message and character behind the media content. In reality, no one can be fully literal in the digital age as there are so many evolutions and changes happening at once. That is why it is key to take steps in competency no matter what level someone believes themselves to be at.
Renee Hobb's 5 Competencies
Renee Hobbs is an educator dedicated to the field of media literacy education. In her book Digital and Media Literacy: Connecting Culture and Classroom, Hobbs explores the questions "of supporting academic achievement with digital and media by outlining the rationale for engaging these two in 21st-century instruction" (Robinson, J.). This rationale discusses how digital media motivates students in various ways, making digital media a perfect way to reach today's growing learners. However, with how much digital media individuals are faced with on an everyday basis, it is important to understand where the line between fact and fiction is set. This is addressed in what Hobb calls "A Process Model for Digital and Media Literacy". This process model "involves '5 Communication Competencies or Steps'" that can be administered across all media content areas. These five steps include the following:
1. Access: This involves "finding and sharing appropriate and relevant information using media texts and technology tools" (Robinson, J.).
2. Analyze: This involves "using critical thinking to analyze message purpose, target audience, quality, veracity, credibility, point of view, and potential effects or consequences of messaging" (Hobbs, R. (2012).
3. Create: This involves "composing or generating content using creativity and confidence in self-expression, with awareness of purpose, audience, and composition techniques into the world of digital and media" (Hobbs, R.).
4. Reflect: This involves "examining the impact of media messages and technology tools on our thinking and actions in daily life" (Hobbs, R.).
5. Act: This involves "working individually or collaboratively to share knowledge and solve problems in the family, workplace, and the community" (Hobbs, R.).
Image Source: Medium
After taking a look at Hobb's 5 competencies, the two I believe are key to media literacy, both for children and adults, are Analyze and Reflect. To consider one's self literate in any area, analyzing a subject/topic and being able to reflect upon it is crucial to a deeper understanding. These are elements where critical thinking emerges and takes the form of not just competencies, but actual literacy. To be considered literal in anything, we must be able to think critically about the topic at hand.
In general, Hobb's 5 Competencies cover a great base of learning for digital media literacy. Even as an adult, these are instructive tools I would use in my journey through digital media. Hobb's competencies are great instructive measures when considering Marshall McLuhan's saying, "The medium is the message". What is meant by this is that "the content of the medium is a message that can be easily grasped and the character of the medium is another message which can be easily overlooked" (Wikimedia Foundation). However, following Hobb's competencies will aid in grasping this medium character through analysis and reflection.
Personal Reflection
While this topic discusses digital media in length, these levels of competencies and consideration of medium can be used for any topic of research and study. When I worked as a teaching artist, one of the programs we specialized in was the Art Detectives program with the Speed Art Museum. With groups, we would bring out several artifacts that students have to analyze and reflect on their use, material, origin, etc. While this did not have to do with digital literacy, it was good practice in the skills Hobb mentions. It was a practice in media consideration and creative intervention of historical elements. The amazing thing about literacy is that it can cross over to so many different elements. If someone has the tools to discover, there is nothing that is not possible to understand.
Citations
Robinson, J. (n.d.). Digital and Media Literacy Education. Media Education Lab. https://mediaeducationlab.com/digital-and-media-literacy-education
Hobbs, R. (2012). Digital and Media Literacy: Connecting Culture and Classroom. Hawker Brownlow Education.
Wikimedia Foundation. (2023, December 17). The medium is the message. Wikipedia. https://en.wikipedia.org/wiki/The_medium_is_the_message
You bring up an excellent point about how no one will truly know everything there is to know. That's both scary and frustrating but also goes a long way in understanding decision paralysis when it comes to teaching about this. My hope, however, is that those who work with students will continue to keep this concept living. If so, more young people may begin to question media which can help keep the world just a little more authentic.
ReplyDeleteHi there Renee! I enjoyed your explanation of Hobbs' competencies and how they apply to media literacy. That Art Detectives program you talk about sounds wonderful; it may not be digital focused, but the skills people practiced there definitely apply to Hobbs' framework.
ReplyDeleteVery excellent post. I loved your comprehensive analysis of Hobb's 5 competences, especially Analyze and Reflect, which are essential to media literacy for kids and adults. I agree that self-literacy in every profession needs introspection and analysis. Literacy and critical thinking are needed and crucial for literal interpretation.
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