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芥末堆,一个专注于教育产业信息挖掘与传递的行业内资讯服务媒体平台
何为媒介素养及其培养之道
原文：What is Media Literacy and How should we Teach It?
作者：Tessa Jolls. 译者：马亮 / 2018-04-04
本文系芥末堆与世界教育创新峰会（World Innovation Summit for Education, WISE）合作的专题【媒介素养】的第一篇，探讨究竟何为媒介素养，以及能用何种方式进行媒介素养的培养。本文作者为Tessa Jolls，经芥末堆编译。
内容简介：媒介素养不仅仅是辨别真伪，鉴定信息来源，具有媒介素养的公民还应该能够管理信息，理性消费，有效传播媒体信息。在全球教育体系中，只有媒介素养教育才能帮助青少年奠定终身学习基础，实现学习目标。媒介素养教育需要通过全方位的项目分析学习和网络教学手段来连接各个学科知识体系，通过不断培养解决问题的能力，最终实现培养具有批判性思维的公民这一目标。当前世界教育仍然侧重知识教育，媒介素养教育还有很长的路要走，因此我们需要利用各种手段帮助世界公民培养媒介素养。
令我们这些身在媒介素养教育领域的人士深感欣慰的是，当前，媒介素养概念得到了应有的认可，并且越来越多的相关倡议活动开始出现。即使如此，全球媒介素养教育运动的真正使命和具体特征仍随时有可能被淹没在浑然不觉的一片聒噪之声中。
首先我想澄清，媒介素养不仅仅是辨别真伪，鉴定信息来源，寻找“正确答案”，分辨信息来源究竟是“红”还是“蓝”，打开或者使用最新应用程序，和Alexa 建立联系并了解和使用评级系统；生产有趣的文字，结交1000个“网友”；将学龄前儿童使用媒体的时间控制在一天一小时，或者在近期的几则丑闻上表达愤怒或幸灾乐祸。
具备媒介素养的公民应该擅于处理信息、理性消费、有效传播媒体信息，积极参与线上线下的国际事务。媒介素养教育和党派斗争及意识形态无关。媒介素养教育提供的是一种质疑过程，此过程强调批判性思维、质疑能力和风险管理能力（不仅仅是辨别真伪、鉴定信息来源）。换言之，媒介素养学习过程重在问题探索，但并不给出“标准答案”，答案留给不同的个人和社群去自行寻找。
当下教育体系面临的全球性迫切任务就是帮助青少年奠定一种终身学习基础，它无论何时何地都能完成。而媒介素养教育是能完成这一任务的唯一手段。由于这些教育内容具有普遍性和全球性，教学手段必须具有全球化特点并且超越时空及意识形态的干扰。媒介素养教育符合这一趋势，这也说明它可以成为一项全球性教育活动。
在学校教育背景下，虽然目前媒介素质教育未纳入到今天的学校中，但其应该成为学校教授的所有知识内容和应用能力的基础或者说“软件”。培养媒介素养适用于“读”和“写”能力训练，也适用于对所有学科课程内容的定性和定量分析。鉴于媒介素养适用于所有学科，因此最适用于基于项目的学习和培养解决问题的能力。培养媒介素质能力不能采取单一的方法，而要使用网络教学手段，将所有学科连接起来。这种方法提供了质疑任何学科的途径，还可学习多种词汇，加强跨学科理解和探讨。
若在教育中采取这种方法，可以通过模块化、非线性、体验式的方法学习各种媒介素养的要素、概念和技巧，这和人类大脑工作原理及人类学习机制相似，而不是“工厂流水线模式”。这种学习方法没有那么等级森严，刻板和故步自封。传统课程的教学方法已经过时。在移动端的学习方法需要新的针对教学内容的传播机制，而媒介素养教育这种框架式、模块化学习方法和在移动端的学习方法相一致；同时，这种方法基于证据，易于复制。
通过技术手段及时提供学科内容和搜索服务的便利，媒介素养教育则能提供启发式的学习方式，这种学习方式取决于思维习惯——怀疑探究的习惯，这种习惯适用于批判分析、表达或集体及个人之间的分享。媒介素养让人们的思路跟上了科技发展，即教育“软件”和“硬件”齐头并进。
比如在2017年秋季，加利福尼亚州立大学北岭分校和媒介素养中心（Center for Media Literacy）合作开展了一个媒体教育社区参与项目，该项目通过以多样性为主题的新闻课程，给学生们教授媒介素养基本知识，同时要求学生们借助多元化媒体呈现来学习。学生们在学习媒介素养基本知识的同时，使用多种社交媒体如照片墙（Instagram）、脸谱网（Facebook）、推特（Twitter）等,制作视频上传到Vimeo 和 YouTube上；此外，他们还会在校园里举行新闻论坛，参与“新闻快闪工作室”（pop-up newsroom）的工作。他们用这种“学中做”和“做中学”的方式，并且通过媒介素养学习方式，在完成工作的同时了解自己与媒体之间的关系。大部分学生称，之前从未上过媒介素养课，这是对当前媒介素养教育现状的一个实时评论。
859年，世界上第一所大学在摩洛哥菲斯市成立，意大利博罗尼亚大学（University of Bologna）随后于1088年成立。自那时起，教育体制便围绕知识内容进行设计，将教育重心从知识内容转向过程技能无疑是困难重重。但今天，尽管知识种类繁多，获取方式便利，知识内容仍旧是通过传统教学方式传播，被当做是珍稀品，而媒介素养等过程技能却鲜有教授。
所有公民都需具有获取、分析、评价和传播各种形式、线上线下信息的能力。今天，媒体舆论的力量真正地掌握在所有公民手中。人们想要质疑的自由，想要表达观点，通过民主程序当家作主。人们还想通过教育手段、教育政策、教育实践和教育体制来获得支持。
泰莎·乔尔斯（Tessa Jolls）是媒介素养中心主席兼执行总监，她自1999年起担任此职务。她还创立了媒介素养联合会（Consortium for Media Literacy）——开展相关研究并出版新闻月刊的非营利性组织。自担任媒介素养中心主席以来，泰莎·乔尔斯重点工作是加强对外合作，展示如何在学校和社区中实施媒介素养教育项目。通过演讲、写作、咨询，课程体系开发、项目研究、出版著作及传播新的课程和培训材料等方式，泰莎·乔尔斯为全球媒介素养教育发展作出了积极的贡献。此外，乔尔斯女士还荣获媒介素养联盟（Gateway Media Literacy Partners）颁发的国际媒介素养奖（International Media Literacy Award），为奖励其对媒介素养的贡献，美国国家电视媒体委员会（National Telemedia Council）授予她杰西麦肯斯奖（Jesse McCanse Award）。
2017年，乔尔斯女士还主导发起了两项重要倡议，一是建立了全球媒体和信息素养伙伴关系联盟(GAPMIL)北美分会（North American Sub-Chapter for the Global Alliance for Partnerships in Media and Information Literacy），这是一项联合国教科文组织提出的倡议。二是组织成立了数字媒介素养工作组（Digital and Media Literacy Working Group），通过儿童银幕教育倡议（Children and Screens Initiative）组建，该倡议推动《儿科学》杂志上发表了一篇相关论文，专门推荐针对该领域的相关学术研究及政策支持。
在提出这些倡议过程中，为响应媒介素养教育周活动，乔尔斯女士在2016年还组织了Commit 2 MediaLit！比赛。2015年，为了表彰乔尔斯女士在媒体和信息素养跨文化对话（Media and Information Literacy and Intercultural Dialogue）工作中的杰出贡献，以及她和联合国文明联盟(UNAOC)的良好合作，联合国教科文组织发起的GAPMIL组织授予她全球媒体和信息素养奖（Global Media and Information Literacy Award）。2013年，乔尔斯女士因对媒介素养领域的特殊贡献，荣获美国国家电视媒体委员会（National Telemedia Council）颁发的杰西麦肯斯奖（Jesse McCanse Award）。
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本翻译仅作了解之用，并非用于学术研究或商业决策。芥末堆海外翻译社群的小伙伴们力求将关键理念与思想更广泛地传播至中文区域，故部分表达可能与原文有所差异。如需使用，可查证附后的原文。
Home > What is Media Literacy and How Should We Teach it?
Although we in the media literacy field are delighted that we are receiving long-overdue recognition and movement towards more implementation of media literacy initiatives, the true mission and character of the global media literacy movement is in danger of being drowned out with uninformed noise.
Let me be clear: media literacy is NOT just: fact checking, verifying sources of information, having the “right” answers,” being able to label whether a source is “red or blue,” accessing or using the latest app, being able to interact with Alexa, knowing the ratings systems and using them, creating amusing texts, having 1,000 “friends”, limiting media usage to one hour per day for preschoolers, or all about being able to express feelings of rage or glee at the latest scandals.
A media literate citizen is a competent information manager, a wise consumer, an effective media producer, and an active, involved participant in the world, online and off. Media literacy education is nonpartisan and non-ideological. Media literacy pedagogy provides a process of inquiry that leads to skepticism, questioning and risk management (not just fact checking or checking sources!). In other words, a media literacy process explores the questions, but does NOT give “the answers.” Answers are for individuals and communities to decide.
Media literacy education is uniquely suited to the global imperative faced by the education system today: to prepare youth for anywhere, anytime learning on a lifelong basis. Because of the ubiquity of content and the global nature of life, education approaches must be universal to transcend boundaries of time, space and ideology. Media literacy meets this imperative, which explains why it is a global movement.
In a school setting, media literacy education should be – but currently isn’t in schools today -- the “enterprise software” that underlies the entire intellectual content or “applications” that a school offers. Media literacy inquiry processes apply to “reading” and “writing,” all subjects, through both qualitative and quantitative assessment and evaluation of content. Because media literacy applies to all subjects, it is ideal for project-based learning and problem solving in a holistic way – it is not a “siloed” approach, but a “networked” approach that ties disciplines together. It provides a consistent way to interrogate any subject, and a vocabulary that allows for mutual understanding and discussion across disciplines.
With this systems approach to education, various media literacy elements or concepts or skills can be learned in a modular, experiential, non-linear way, which is more in tune with how we are seeing that the brain works and that people actually learn. It is not a “factory model.” This approach is less hierarchical, less rigid, less “lock-step.” Traditional curricula are an outdated way to teach and learn. The modular, framework-based way that media literacy education works is attuned to mobile learning that demands a new structure for delivery of education content; also, this way is evidence-based and replicable.
With the power of technology to readily provide subject content/search, media literacy provides a heuristically-driven way to learn that depends upon habits of mind – habits of skeptical inquiry that apply to either critically analyzing or expressing and sharing individually or collectively. Media literacy provides a mindset to go with the headsets – the education “software” to go with the “hardware.”
An example: Last fall (2017), California State University/Northridge partnered with the Center for Media Literacy in a media literacy/community engagement program through a journalism class, focused on diversity, that taught students media literacy basics while calling them to activism regarding diversity and media representations. Students learned media literacy basics while using various forms of social media: Instagram, Facebook, Twitter; they created videos that were uploaded to Vimeo and YouTube; they held news forums on campus and participated in a pop-up newsroom. They learned by doing and through doing, but their work was informed by an understanding of their relationship with media, through media literacy. Most students reported that they had never had a media literacy lesson prior to participating in the class, which is a real-time commentary on the state of media literacy education today.
This change in emphasis from teaching content knowledge to process skills is difficult in an education system that has been organized around content knowledge since the first university was founded in 859 in Fez, Morrocco (followed by the University of Bologna, Italy in 1088). But today, content is easily available and plentiful – although it is still being taught and valued as scarce – and process skills like media literacy are scarcely taught.
All citizens need the skills to access, analyze, evaluate, create and participate with media messages in all their forms, online and offline. Today, the power of media rests – literally – in the hands of all citizens. They need the freedom to question, to express their views and to decide for themselves or through democratic processes. And they need support through education approaches, policies, practices and systems to learn to do so.
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