3 MIL Policies and Strategies

Vedabhyas Kundu

1.   The rationale for media and information literacy policies and strategies

Tornero & Varis (2010) argue that the ‘creation of a culture of peace and peaceful understanding between communities and people must be the ultimate value for media literacy’. According to them it means ‘accepting the elementary principle that no one is right without dialogue and there is no peace without freedom and justice’.

Taking this value of media literacy, Ordonez (1995) had said, “We can create experts in information technologies, yet it seems we are unable to improve the capacity for listening, for tolerance, for respecting diversity, for making the most of people’s potential for the social good, or for the spreading of fundamental ethics, without which neither skills nor knowledge will be of any benefit to us.” Here it can be noted that in our contemporary knowledge societies, we are moving to situation of information overload and the citizenry are bombarded by media messages. Notwithstanding the fact that many people may be starved of information, a large number of people who do have access are unable to understand or fathom the wide variety of media messages they are exposed to everyday. All these necessitates that countries develop media and information literacy (MIL) policies and strategies so that all citizens can have access to information, are able to understand the different media messages and overall use these information and messages to participate in the public sphere.

Carlsson (2013) delves on the need of such policies: The knowledge society of today has a tremendous democratic potential, especially for young people. Media, including online media, represent social and cultural resources that can empower people in both their personal development and their development as members of the society. But these potentialities also have implications. Today, when we live our lives both offline and online, it is not always easy to draw a distinct line between life on the web and real life. Hence, the challenge today is to develop policies that balance two somewhat conflicting goals; maximizing the potential of media and new information technologies and minimizing the risks they entail.

So without a focused MIL policy, the digital divide is likely to widen and the gap between those have access to information and media messages and those who do not have access is likely to weaken the democratic process. Also without such a policy another form of disparity could arise- disparity between those who have the competence to explore, understand, reflect, analyze and use information and media messages and those who do not have these competencies. Linked to these competences are the issue of democratic participation and better governance. Developing critical competencies in media and information literacy of citizens is a challenge of the

21st century so that we can take advantage of the different information and communication technologies available with us and contribute to the goals of national development. Hence, this necessitates the need to evolve a national MIL policy.

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2 Why understanding of MIL as a composite concept is necessary?

The contemporary digital society demands that we as citizens develop our understanding and competences on a wide range of issues to be able to negotiate the complexities and demands of the 21st century. In this context, UNESCO talks of different literacies in which an individual is expected to develop her/his competences. These include: news literacy, television literacy, film literacy, computer literacy, Internet literacy, digital literacy and social media literacy. UNESCO (2013) underscores that a MIL policy and strategy ‘needs to build upon a concept of media and information literacy that harmonizes and encapsulates the wide range of literacies’. It underlies that MIL should be understood as a composite concept and aim to encompass knowledge, skills and attitudes which would enable citizens to:

i. Understand the role and functions of media and other information providers in democratic societies.

ii. Understand the conditions under which those functions can be fulfilled.

iii. Recognize and articulate a need for information.

iv. Locate and access relevant information.

v. Critically evaluate information and the content of media and other information providers including those on the Internet in terms of authority, credibility and current purpose.

vi. Extract and organize information and media content.

vii. Synthesize or operate on the ideas abstracted from content.

viii. Ethically and responsibly communicate one’s understanding of created knowledge to an audience or readership in an appropriate form and medium.

ix. Be able to apply ICT skills in order to process information and produce user generated content.

x. Engage with media and other information providers, including those on the Internet, for self expression, freedom of expression, intercultural dialogue and democratic participation.

3 What are the benefits of MIL policies and strategies?

We have so far discussed the rationale of having MIL policies and strategies and the need to understand it as a composite concept. In this section we will try to analyze and understand on what kind of benefits citizens, governments and media & information systems get if there are proper MIL policies and strategies. Let us begin with citizens first.

A) Active and democratic participation: Martinsson (2009) underscores the importance of MIL in a democratic society, “The new technologies promote the participation of the plurality and diversity of opinions, but they also contribute to posing us with major new challenges such as the circulation of unfiltered information, disinformation, copyright issues and manipulation, as well as poor habits in media use. In consequence, we must urgently promote media literacy among citizens so that they can be critical consumers of information capable of effectively contributing to the public discourse. By developing media habits, citizens can protect themselves and others from harmful contents.”

Delving on the areas of critical citizenship, Criticos (2001) observes, “Teaching media literacy facilitates critical citizenship and encourages marginal voices to produce counter discourses. Creative counter narratives that embody the wisdom of regional sustainable practices will be the key to envisioning a sustainable future.”

Taking forward the importance of MIL, Hobbs (2010) says, “When people have digital and media literacy competencies, they recognize personal, corporate and political agendas and are empowered to speak out on behalf of the missing voices and omitted perspectives in our communities.”

In fact, MIL is seen as a basis for freedom of expression, access to information and quality education.

B) Awareness of ethical responsibilities for global citizenship: UNESCO (2013) notes,”MIL deepens citizens’ understanding of rights of freedom of opinion, expression and communication. It further balances the understanding of these rights with an increasing understanding of personal and organizational ethical responsibilities regarding media, information and communication.”

C)  Enabling diversity, dialogue and tolerance: Tornero & Varis (2010) points out, “If citizens from all over the world improve their communicative capacity, it is quite certain that the strength of their expression and self-presentation before the world will contribute to respecting diversity as well as to considering the other as an equal and a speaker.”

Mahatma Gandhi was a great communicator and the essence of his communication strategies was to always keep the channels of communication open with his opponents; for him they were all his potential friends. This aspect of Gandhi’s approach to communication has been eloquently stated by B R Nanda in his book, In Search of Gandhi, “The truth is that in Gandhi’s philosophy of satyagraha, the enemy was not regarded as an eternal enemy, but a potential friend. It was the duty of the satyagrahis to reason with the adversary, to try to dispel his prejudices, to disarm his suspicions, to appeal to his dormant sense of humanity and justice, and, eventually to try to prick his conscience by inviting suffering at his hands. As Gandhi told a correspondent in April 1939, the satyagrahi’s object was ‘not avoidance of all relationship with the opposing power’, but transformation of the relationship’. In South Africa, Gandhi had negotiated, fought and finally reached an agreement with General Smuts. His parting gift to his antagonist was a pair of sandals which he had himself stitched….In India, through a quarter of a century, Gandhi corresponded with all the Viceroys- Chelmsford, Reading, Irwin, Willingdon and Linlithgow- keeping his lines of communication open even while he engaged them in non-violent battle.”

Using the Gandhian approach to nonviolent communication, MIL policies and strategies can be promoted to facilitate intercultural dialogue, tolerance and cultural understanding.

Next we turn to on how governments can be benefitted from focused MIL policies and strategies:

Firstly, good governance can be promoted by effective MIL policies. Martinsson (2009) notes, “Media literacy can strengthen the public interest to improve socio-political conditions, enable citizens to participate actively in public discussions and deliberations to affect change, and empower citizens to fulfill their rights and obligations. It also contributes to the governance reform agenda by identifying corruption and demanding transparency and accountability. For example, citizens are taking on an increased role as watchdogs the public interest to improve information on events happening on the ground through citizen journalism and blogging.”

The Government of India’s Digital India campaign is a concerted effort to improve governance and bring the common people of the country closer to the Government. The programme was launched on July 1, 2015 by the Prime Minister Shri Narendra Modi.

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The programme is an important step to transform the country into a digitally empowered knowledge economy. It includes projects that aim to ensure that government services are available to citizens electronically and people get benefit of the latest information and communication technology. The vision of Digital India is: a) Digital Infrastructure as a Utility to Every Citizen; b) Governance & Services on Demand; c) Digital Empowerment of Citizens.

(http://www.oneindia.com/feature/what-is-digital-india-programme-explained-1792279.html)

The pillars of Digital India include:

· Broadband Highways

· Universal Access to Phones

· Public Internet Access Programme

· e-Governance – Reforming government through Technology

· e-Kranti – Electronic delivery of services

· Information for All

· Electronics Manufacturing – Target NET ZERO Imports

· IT for Jobs

· Early Harvest Programmes

( http://www.oneindia.com/feature/what-is-digital-india-programme-explained-1792279.html)

(http://www.rapidsofttechnologies.com/blog/index.php/role-indian-it-sector-governments-initiative-digital-india/)

With a goal of India becoming an IT leader by 2019 in the fields of education, health and banking, the Digital India programmes aims to facilitate Wi-Fi in 2.5 lakh schools and all universities in the National Knowledge Network.

MIL can also be an important driver to effect changes in education. According to UNESCO (2013), in the teaching and learning process, MIL ‘equips teachers with enhanced knowledge to empower future citizens.’ It also helps to ‘build a bridge between learning that takes place in a physical classroom space and that which occurs in the digital space.’

Finally, we look at how MIL policies and strategies can contribute to better quality media and information providers.

Grizzle and Wilson (2011) argue that media and information literate society contributes to the development of free, independent and pluralistic media and open information systems thereby improving the quality of information they provide.

4 Development of MIL policies

Though policies related to the encouragement and development of MIL could be different in the context of different countries and communities, UNESCO (2013) call for some common assumptions. These include:

• MIL implementation could be successful where different stakeholders share a vision and work collaboratively to achieve it through sharing knowledge and resources.
• MIL programmes should be responsive to the availability of existing and emerging media and information technologies so that citizens can fully benefit from their use to actively participate in their societies.
• The development of MIL is fundamental to nation building, economic development, and the protection of human rights and for meeting the challenges of cultural and linguistic diversity. In this context, it would be worthwhile to note the perspectives of Kumar (2007) who links media literacy education to national development for developing countries like India. He says, “The primary goals of media education are thus the conscientization, empowerment and liberation of the community and of society as a whole. Its concerns are the promotion of equality, social justice, democracy, freedom, human dignity and a more humane society. The methods or strategies it employs are dialogue, reflection and action.” He argues the need for media education for citizenship and democracy’.

UNESCO lists the following elements for development of MIL policies. These include:

i. Creating a vision for media and information literacy and its role and purpose;

ii. Encouraging consensus on the vision through identifying incentives and opportunities for partnerships and collaborations;

iii. Identifying the challenges facing stakeholders aiming to implement MIL programmes;

iv. Identifying incentive-based policy directions for MIL;

v. Identifying the knowledge, attitudes and skills required for the implementation of MIL;

vi. Allotting the resources required to implement MIL;

vii. Providing direction for an action plan;

viii. Monitoring and evaluation of MIL implementation.

According to UNESCO ‘policy statements should be supported by the belief that MIL is essential for taking advantage of the democratic, social, educational, economic, cultural, health and sustainability opportunities provided by media, memory institutions and other information providers including those on the Internet.

5 Developing strategies for MIL

Policies could be developed and implemented but there could always be gaps on the actual impact of such policies. These gaps can be bridged by strategies. UNESCO uses the following definition of MIL strategies:

MIL strategies are the patterns or plans that integrate broad development goals, policies and sequences of actions or concrete interventions into a cohesive whole. A well formed MIL strategy should be based on consensus of all stakeholders (actors and beneficiaries) and help to marshal and allocate available resources to chart a clear trajectory towards the desired outcomes, based on local realities and taking into considerations, shortcomings and anticipated changes in the environment.

UNESCO argues on the need for proper MIL strategies as ‘such development will enhance the process of creating knowledge-driven, inclusive, pluralistic, democratic and open societies. The need to evolve an all inclusive strategy and to engage stakeholders to buy into a systematic effort aimed at understanding media and information literacy is compelling. Developing practical MIL strategies, informed by the realities of each clime, is important to achieve development goals’.

A general conceptual framework for MIL strategy has been put together for member countries. The goals of the framework for MIL strategy is to:

• Help citizens understand the deeper significance of information, media and being informed, assist people in using information efficiently, critically and ethically.
• Help media practitioners, librarians, teachers, other professions, bloggers and citizens in general to be constructive information disseminators.
• Assist librarians, archivists, teachers, and other professionals to be more involved and creative in the production of knowledge.
• Assist citizens to be actively involved in the enterprise of knowledge production.
• Assist in deepening democracy and strengthening institutions and governance.
• Encourage a comprehensive and harmonized approach to the design, planning and implementation of MIL programmes.

6 Summary

Without a focused MIL policy and strategy, not only the digital divide is likely to widen but it would also give rise to another set of disparities between those who has competencies to explore, analyze and use information and those who do not have these competencies. To negotiate the complexities and demands of the 21st century, it is important for citizens to understand MIL as a composite concept encapsulating all areas of literacies.

The benefits of MIL policies for citizens include: promotion of active and democratic participation, awareness of ethical responsibilities for global citizenship and enabling diversity, dialogue and tolerance. Governments can benefit from MIL policies by promoting good governance. The initiative of the Government of India for Digital India is one such significant example. MIL policies and strategies can benefit media and information providers by development of free, independent and pluralistic media and open information systems.

7  References

•  Carlsson, Ulla (2013). Preface in Media and Information Literacy; Policy and Strategy Guidelines; UNESCO; 2013.
• Criticos, Costas (2001). Media Education for a Critical Citizenry in South Africa In Robert Kubey (ed.) Media Literacy in an Information Age; New Brunswick; NJ: Transaction.
• Grizzle, A & Wilson, C. (2011). Media and Information Literacy Curriculum for Teachers, UNESCO; Paris, France.
• Hobbs, Renee (2010). Digital and Media Literacy: A Plan of Action; A white paper on the digital and media literacy’ Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy; The Aspen Institute.
• Kumar, K J. (2007). Media Education, Regulation and Public Policy in India; Paper presented at the UNESCO Paris Conference on Media Education.
• Martinsson, Joanna (2009). The Role of Media Literacy in the Governance Reform Agenda. World Bank, CommGAP Discussion Papers.
• Ordonez, Victor (2005) in The Progress of Nations, UNICEF; retrieved at: http://www.unicef.or/pon95
• Yadav, Anubhuti ( 2011) “Media Studies in School Curriculum : Obstacles, Challenges and Possibilities”, Journal of Indian Education, NCERT, 2011, pg 93