Code of Best PraCtiCes in fair Use for Media LiteraCy edUCation
lessons designed to expose the mechanics o how language, images, sound, music,and graphic design operate as symbolic orms or transmitting meanings to exercisesdesigned to reinorce these understandings through hands-on media making.Media literacy education distinctively eatures the analytical attitude that teachersand learners, working together, adopt toward the media objects they study. Theoundation o eective media analysis is the recognition that:
• all media messages are constructed• each medium has different characteristics and strengths and a unique language
• media messages are produced for particular purposes• all media messages contain embedded values and points of view • people use their individual skills, beliefs, and experiences to construct their own
meanings rom media messages
• media and media messages can inuence beliefs, attitudes, values, behaviors,
and the democratic processMaking media and sharing it with listeners, readers, and viewers is essential tothe development o critical thinking and communication skills. Feedback deepens
reection on one’s own editorial and creative choices and helps students grasp
the power o communication.
use oF media in education vs. media LiteracY education
Teachers have always used texts, now including audiovisual and digital material,to convey acts and inormation. From time to time, the school is also a venue orentertainment, as when a flm is screened to reward the class. These activities, however,are not media literacy education. Rather thantransorming the media material in question,they use that content or essentially the samepurposes or which it originally was intended—to instruct or to entertain. In many or evenmost cases, o course, these uses o media willnot have signifcant copyright implications,either because the content in question has beenlicensed or because it is covered by one o the
Media literacy educationcan fourish only witha robust understandingo air use.