Media Literacy, A Training Program?

Students in a media literacy course at the University of Nebraska-Omaha recently took on the task of creating a media-literacy training program for their community. Instead of having typical discussions and lectures about literacy or having students move the class as they wished, they decided to do something about media literacy that would further move it forward in the future of their community.

Through the course of the project, the students targeted the future of world by educating middle- and high-school students about media literacy. To handle the task of educating, the teacher took on the role of advising the college students in the formation of their literacy education program.

The team of students decided in order to educate the younger students, they would first survey them about their media usage, what they liked to watch, play, or listen to, and
their understanding of the media industry. From there they decided the efforts they needed to put into areas of media literacy.

At the completion of the project, the college students felt it was a success and actually decided to move their model into the greater Omaha area. The lesson to be learned from the project is that anyone can take on the magnitude of educating the future of America about media-literacy.

Much like Howard Schneider’s class in New York, the college students reached out to the future of the world by educating a few students about media literacy and an appreciation of media. Looking towards the future it is programs like these that can inspire how we go about spreading appreciation and knowledge of media in the future. As I concluded the last blog post, by educating the population one-by-one about media, we can look forward to a greater informed public in the future. By continuing courses like these, perhaps a trend will be developed across the United States to stress the importance of media literacy in the future.

Tyma, A.W. (2009) Pushing past the walls: Media literacy, the “emancipated” classroom,
and a really severe learning curve. International Journal of Communication, 4, 891-900.

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