Comunicar 39-ingles - Revista Comunicar

92Comunicar, 39, XX, 20121. The importance and meaning of media literacyresourcesIn recent years, media education has risen to thetop of the agenda of major international organizations.«Media literacy is a paramount goal of the EU’s publicpolicy» was a statement of intent that launch a seriesof action programs, as emphasized at the time (Reding,2009) by the then European Commissioner for theinformation society and media. UNESCO, in particular,has been developing initiatives to define consistentindicators of «media and information literacy» (Grizzle,2011). On a local level these trends represent a significantstimulus, while encouraging private initiatives toexplore a horizon of meaning and map framing; yetthese initiatives in themselves are not enough to pro -duce successful actions and projects. They require,among other things, incentive plans and inspiringresources for their development.Since at least the 1970s, the definitions of mediaeducation have clearly distinguished it from other conceptsrelated to «educational media» or «educationaluse of media». For example, in 1973, the UNESCOlinkedInternational Council of Cinema and Televisiondefined media education as «the study, teaching andlearning of modern means of communication andexpression, defined as a specific and autonomousdomain of knowledge, both in theory and in pedagogicalpractice». The Council also pointed out that thisarea cannot be confused with the «use [of the media]as an auxiliary for teaching and learning in other fieldsof knowledge such as mathematics, science or geography»(UNESCO, 1984: 7).The same could also be said for ICT and theirplace in a communication and educational landscapethat has changed greatly in recent decades. But this isnot to say that media education does not require toolsand resources developed with accuracy and interest.In the case of the media, the diversity of means, languageand gender, together with their role in theexpression and enunciation of contemporary life, providean inexhaustible fountain of resources, making themedia a necessary and unavoidable study subject anda space propitious for expression and communicationbetween individuals and groups.However, it is important to consider that the productionand use of resources is only one of the dimensionsof the development of initiatives and programs inthis area. Teacher training, intervention in the field,scientific research and the definition and implementationof policies are other dimensions which have to beconsidered, independently or in relationship to eachother.Once the dimension of resources has been contextualized,it is necessary to clarify the understandingwe have of them. Contrary to current ideas, it seemsreductive to confine the concept of resources to supportmaterials, action guides and economic aspects.Certainly these dimensions are necessary, but in ourview they are not enough. In this context, the humandimension represents a touchstone and sign pointing tothe direction that the media education plan can take.In what sense can we, and should we, considerthe human factor as a resource? In three dimensions:a) Networks of knowledge, in relationships andprojects that welcome the contributions, competences,knowledge skills of each member of the network, bethey a person or an institution.b) Organizations as resources, their objectives,organization, action plans, their moments and importantevents. For example, a school can be understoodas a space of relationships that promotes (or inhibits)the action.c) The enunciation and circulation of testimonies,reflections, statements and goals formulated by differentactors that are sources of inspiration, and thatcould enhance collaboration.Adopting such a perspective thus opens up surprisinghorizons with regard to resources. It also somehowrelativizes a recurrent discourse about the «lack ofconditions» which, in some cases, is merely an excusefor inaction. In reality, all actors directly or indirectlyinvolved in media education are potentially –and literally–producers of resources, while also being nodesof a vast network of people and institutions 1 .Although the media are not prodigal when reportingon what they do and on scrutinizing their ownrole in society (as opposed to what they do for otherentities), what they publish and broadcast providesmaterial of primary importance for media education.The same is true for self-regulatory bodies such asombudsmen, and hetero-regulatory bodies like themedia regulatory authorities. In both cases, they aresources of rich material for reflection and analysis. Inaddition, several companies and media groups, somefor altruistic reasons, others for more commercial motivations,have also launched projects and initiativesrelated to media literacy. Official programs –fromgovernments, international organizations, NGOs,etc.– are often a source of useful and effective material(which does not mean that they should not be subjectedto critical analysis). In this sense, academic worksresulting from studies and research are increasinglyaccessible through national and transnational repositories,and can be a very important resource because of© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 91-99