The medium selected to deliver a specific message fall under the general concept of media literacy. It is how we interpret and understand the subliminal messages, unspoken understandings, and nonverbal rules of the digital age in a way that is not only factual, but representative as well. It is far too easy to manipulate data, graphs, and information which often leads to misinformed readers and a misguided population. Those who cannot identify such, nor those that know how to integrate the data presented in a way that is beneficial to their understanding risk spreading such data and contributing to the spread of misinformation. Julie Smith defined this process as the “constant critical questioning of the media we consume” (EDCI 338, 0:08:00).
In the fast-paced, multi-dimensional, and fluid world of the 21st Century, the degree to which we use technology and the media to accomplish daily tasks has increased exponentially with the introduction of the world wide web. In this world, one must “become literate in the understanding of visual images…spot a stereotype, isolate a social cliché, and distinguish facts from propaganda, analysis from banter, and important news from coverage” (“Digital Literary Skills” 1). The extensive and consistently expanding degree of information we are confronted with can be quite difficult to identify, validate, and investigate. Therefore, one must develop the critical thinking skills required to ensure they are do not share inaccurate data, nor that they are misinformed by those using manipulation tactics to change one’s perception. We cannot avoid this influx of information, nor the increasingly digital age for which we currently belong. Therefore, the only option is to learn how to properly understand and apply the data in a way that allows us to safely incorporate it.
Despite the permanence of such information, databases, and technology, many dismiss it out of a fear rooted in the unknown or in unfamiliarity (EDCI 338, 00:10:35). Older generations, in particular, were exposed to such technology at a later age, and while many parents are hungry for knowledge and strive to improve their understanding of such for the safety for their children, it can be difficult for individuals who did not grow up with the technology to embrace it. It is often uncomfortable for individuals to embrace such widespread changes and force themselves to learn the skills required to increase their proficiency in media literacy critical thinking. Further, people are hesitant to be receptive to information that does not validate their point of view. They look for that which reinforces what they already believe to be true.
With the overwhelming amount of information we are exposed to on a daily basis, it is not difficult to find information that validates a specific point of view, especially if the listener already agrees with the point being made; Julie Smith argues, “We rarely hear messages we do not disagree with, and that is by choice and design” (EDCI 338, 00:19:45). The challenge comes from finding factual information that can only be validated by looking through a representative sample of sources on the subject matter. One cannot simply look to biased news sources that only portray a specific viewpoint but must instead search for varied views whereby they can form an opinion or an understanding based on such. As Julie Smith said, “If objective news made money, we would have it” (EDCI 338, 00:20:45). They must look for the factual consensus amongst the varying perspectives of information for this will provide the reader or researcher with the facts from which they may form an opinion.
References:
“EDCI 338 – Media Literacy with Julie Smith.” Youtube, uploaded by Miller, 6 Jun. 2021, https://www.youtube.com/watch?v=57r3-aEnci0. Accessed 12 Nov. 2021.
“4. Digital Literacy Skills.” Class reading.
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