批判取向的媒體素養之教學途徑

Instruction for Critical Approach on Media Literacy

資訊與通訊科技的發展，改變人類溝通的方式，也改變人類看待自己、他人與世界的方式。傳統著重書面印刷文字識讀能力的素養概念，隨著媒體的進化而改變，需要重新審視其適當性。本文旨在探討媒體素養的層次與能力，進而分析批判性媒體素養之內涵，探討批判性媒體素養的教學途徑，以供國內媒體素養教育之參考。藉由相關文獻的分析，本文發現多數研究者將媒體素養界定為個體近用、分析、評估、與創造各種形式之媒體訊息的能力。媒體素養的層次大致涉及個體能使用各種媒體、願意對媒體內容採取批判取向、能運用媒體科技散播資訊、理解媒體背後的經濟因素、與合法運用各種媒體等層次的媒體運用。至於媒體素養的核心概念則包括建構的產物、形式與內容相互依存、意義是協商的結果、充斥意識型態與價值觀點、追求利益與權力等概念。批判性媒體素養則植基於媒體素養並連結到社會政治議題上，企圖引導學生分析媒體、閱聽者、資訊與權力間的關係，並生產另類媒體文本，以挑戰主流媒體文本、追求社會正義的教育學方法。為了培養學生的批判性媒體素養，本研究提出六項建議：探索自我，了解自己對媒體的需求動機、教導談話模式促進媒體語言的理解、跨越課程疆界培養獨立的論述能力、消融工作與愉悅的二元對立論述、抗拒教育市場化、凸顯媒體背後的權力關係，厚植生產另類媒體的能力。

In this article I explore the levels and abilities of media literacy, analyze the connotation of critical media literacy, probe into the way of critical media literacy instruction, and then I plan to supply reference to domestic media literacy education. This article synthesizes the academic literature on media literacy. Most scholars define media literacy as the abilities to use, analyze, evaluate, and create various forms of media information. The following abilities are involved in different levels of media literacy: to be comfortably using various media, to be willing to adopt critical approach toward media content, to be able to utilize technology to disseminate information, to understand the economic factors which affect the media, and to be aware of the legality of media use. The core concepts of media literacy include that media are constructed, that content and form are related, that meaning comes from negotiation and is full of ideological and value implications, and that people seek profit and power. Critical media literacy is a pedagogy which pursues social justice. It is based on media literacy and linked it to socio-political issues. It attempts to help students analyze the relationships between media, audience, information, and power, and to generate alternative media texts to the mainstream ones. This article proposes six suggestions for cultivating students in critical media literacy: instructing students to probe into themselves and to understand their motivations for the need of media, improving their understanding of media language through the teaching of conventional talk model, improving the ability of independent elaboration in a cross-curriculum scale, diminishing the dual opposition discourse on work and pleasure, resisting the commodification of education, and highlighting the power relations behind the media, in order to empower students with the ability to create alternative media.