42<strong>Comunicar</strong>, <strong>39</strong>, XX, 2012racy could provide a road map of how to stimulatesocial progress, yet it remains in the domain of the richand business or military elites. And on the macrolevels, it remained as one of the key areas where thepost-apartheid government has failed miserably todate. Until the value of education becomes ingrainedin South African culture, the mentality of entitlementwithout effort will prevail until further notice.So far, the South Africa rushed into implementingmedia and information literacy models without assessingand understanding their impacts at the recipientlevel that resulted from not considering the localizationand domestication of their implementation. Thisunplanned incorporation of media and informationliteracy with the curricula is an outcome of the usualmobility restrictions, attitudes towards women, educationand religious influences, especially at the communitylevel where such social constraints are critical.South Africa stands in a dire need for low-costalternatives to conventional education (in terms ofrecurrent and non-recurrent budgetary inputs) thatcould be effective in quickly bringing in curricularreforms. This can be mostly based on print materialsand interfacing or interactive (or contact) sessions, orthe conventional means of curriculum developmentthat might help domestication of the UNESCO modelto fit the local challenges.It is thus strongly recommended to set up alternativeand innovative approaches to improve the mediaand information literacy culture through the orientationof citizens with affordable, appropriate and accessibleoptions of technologies.Practice-based research is also pertinent to attainthe goal, by creating the knowledge, expertise andethics involved as in the case of DC++ to implementdeterring factors to help raise the bar of competenciesof young learners.The pilot study has projected a general trend ofindecision about punishment for copyright infringement,though the majority of the sample linked theeconomic factor not just the direct digital skills neededto follow this educational model.A number of policy recommendations are neededto attain the goal of mass engagement of media andinformation literacy in South Africa:1) Policies should attempt to overcome currentimpediments facing coherence among national policies,by emphasizing its significance in the public agendato provide the requirements, create the suitableenvironment and discuss the possibilities of domesticationor localization.2) Increase effective administration, transparencyand public participation through information sharingwithin each country, including freedom of expressionand support for consumer awareness groups.3) Goal-oriented policies toward educational andworkforce openness and tolerance in order to stimulategreater labor force participation of women, improveeducational and training opportunities for the majorityof the disadvantaged black and colored communities inSouth Africa.4) Stipulate educational access and infrastructureswith a focus on digital literacy at the primary level andresearch creativities.5) Build up strategies that are based on readingand using the database that can help include the marginalgroups after defining and understanding their differencesof race, color and gender related challengesin the South African society.6) Identify connectors in local communities to findsolutions based on understanding and appreciation ofthe differences.But the challenge remains in how to create engagementand community-based leadership in giving highpriority to educational improvement programs andproviding the necessary resources, expertise, skills,motivations and access to succeed in accordance withthe Millennium Development Goals (MDGs). Scarcepublic funds need to be complemented by maximummobilization of private investment, through the establishmentand sustainability of a welcoming environmentfor private initiative and risk-taking that couldboost access by the poor to media and information literacyservices and opportunities.At the end, training around MIL therefore has gothuge potential in enhancing the participation of thegenerations to come in South Africa and other developingsocieties in the information society. Media andinformation literacy remains hanging in the air be -tween hopes of progress and dopes of harsh reality.Notes1 The Digital Access Index (DAI) measures the overall ability of individualsin a country to access and use new ICTs. DAI is built on fourfundamental vectors that impact a country’s ability to access ICTs:infrastructure, affordability, knowledge and quality and actual usageof ICTs. It allows the cross examination of peers through a transparentand globally measurable way of tracking progress towardsimproving access to ICTs.2 The Human Development Index (HDI) is a comparative measureof life expectancy, literacy, education and standards of living forcountries worldwide, by identifying the level of development andmeasuring the impact of economic policies on quality of life.3 Free and open-source, peer-to-peer file-sharing client connects tothe Direct Connect network the rapid proliferation of pee-to-peernetworks has created a new channel for digital sharing.© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 35-43
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