New Agendas for Media Literacy

Let's assume that media education is already embedded in the learning environment in a ubiquitous way. In the past, media educators sought consensus by isolating the theories, pedagogies, key concepts and skill sets. We debated discipline boundaries, integration strategies and the aims and purposes for media education. We worked for universal, networked access. We saw the integration of media education language into standards-based education models and policy documents as a victory for its acceptance and inclusion. At least by now, most people assume that literacy in a global, mobile, digital world implies more than access to digital tools or the simple mastery of orality and alphabetic texts. And so perhaps what we are really wrestling with here is a different animal entirely, that is, the general malaise and anxiety about the role of free public education in society and our responsibility as media literacy educators to contribute to its redesign and sustainability. In the process, I want to suggest a more open and holistic view of media education as a key support for the redesign of public education.