Exploring the Links between Media Literacy, Propaganda and Radicalization
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Professor Renee Hobbs discusses the relationship between media literacy, propaganda, and radicalization, emphasizing the need for citizens to critically engage with media to empower their voices and drive social change. The document highlights the importance of teaching about propaganda, its techniques, and the contemporary challenges surrounding media consumption. By fostering digital and media literacy, individuals can better navigate complex information landscapes and work towards a participatory democracy.
Exploring the Links between Media Literacy, Propaganda and Radicalization
- 1. Renee Hobbs Professor of Communication Studies Director, Media Education Lab University of Rhode Island USA @reneehobbs #MandL16 Exploring the Links between Media Literacy, Propaganda and Radicalization BRUSSELS 10-11 March 16
- 3. Personal grievances or need for adventure Sense of righteousness about the cause Feelings of personal & political empowerment Active participation in social networks High levels of poverty & unemployment RADICALIZATION DEFINED
- 5. Personal grievances or need for adventure Sense of righteousness about the cause Feelings of personal & political empowerment Active participation in social networks High levels of poverty & unemployment RADICALIZATION DEFINED
- 6. Media Literacy as a Civic Competency Media education is an essential step in the long march towards a truly participatory democracy, and the democratization of our institutions. Widespread media literacy is essential if all citizens are to wield power, make rational decisions, become effective change agents, and have an effective involvement with the media. -Len Masterman, 1985
- 7. Questioning All Forms of Authority Media literacy, because it emphasizes a critique of textual authority, invites students to identify the cultural codes that structure an author’s work, understand how these codes function as part of a social system, and disrupt the text through alternative interpretations. In learning to critically read media messages, citizens are developing the abilities to gather accurate, relevant information about their society and to question authority (both textual and, by implication, institutional). - Renee Hobbs, 1998
- 8. Agents of Social Change 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. By identifying and attempting to solve problems, people use their powerful voices and their rights under law to improve the world around them. -Renee Hobbs, 2010
- 9. High levels of apathy and disengagement are accompanied by increased political polarization
- 12. Rate Examples
- 18. Custom Classroom Galleries http://propaganda.mediaeducationlab.com/browse/terrorism
- 19. Propaganda Has an Image Problem
- 22. Propaganda can be Beneficial Activists create propaganda to raise awareness, evoke strong emotions, and inspire people to action.
- 23. 30-minute documentary was viewed 112 million times in just 7 days between March 6 – 12, 2012 Propadanda& VIRALITY
- 28. What is Propaganda? • Propaganda appears in a variety of forms • Propaganda is strategic and intentional • Propaganda aims to influence attitudes, opinions and behaviors • Propaganda can be beneficial or harmful • Propaganda may use truth, half-truths or lies • To be successful, propaganda taps into our deepest values, fear, hopes and dreams • Propaganda uses any means to accomplish its goal
- 29. Techniques of Propaganda ACTIVATE STRONG EMOTIONS ATTACK OPPONENTS SIMPLIFY INFORMATION & IDEAS RESPOND TO AUDIENCE NEEDS
- 30. REFLECTION Why is it important to teach about contemporary propaganda? What new forms of propaganda have emerged in your lifetime? How did you learn about propaganda when you were in school? What factors have contributed to the decline of teaching and learning about propaganda?
- 32. In Considering Whether Propaganda is Beneficial or Harmful, Consider: Message: What is the nature of the information and ideas being expressed? Techniques: What symbols and rhetorical strategies are used to attract attention and activate emotional response? What makes them effective Means of Communication & Format: How did the message reach people and what form does it take? Environment: Where, when and how may people have encountered the message? Audience Receptivity: How may people think and feel about the message and how free they are to accept or reject it? CONTEXT
- 40. Strong Feelings Taking Action THINKING & REASONING
- 41. PointofView
- 42. Key Concepts of Media Literacy
- 43. High levels of engagement, critical thinking and empathy inspire collaborative and creative efforts to reduce inequalities
- 44. CONTACT INFORMATION: Renee Hobbs Professor of Communication Studies Director, Media Education Lab Harrington School of Communication & Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: @reneehobbs LEARN MORE Web: www.mediaeducationlab.com REFERENCES Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 - 67. Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 - 638.