Academic journal article Cross - Cultural Communication

Highlighting the Core Values and Establishing a Media Literacy Content System with Chinese Characteristics

Academic journal article Cross - Cultural Communication

Highlighting the Core Values and Establishing a Media Literacy Content System with Chinese Characteristics

Article excerpt

Abstract In the globalization and information age, national media literacy has become an important part of the comprehensive national literacy. Based on the analysis of current existing research on domestic media literacy, this paper proposes that we must break through the research status of imitating every step of the West. We should use the socialist core values as a guide to establish a media literacy content system with Chinese characteristic: Knowledge system, ability system and value system, especially under the view of socialist core values, to establish a media literacy value system with Chinese characteristics and research its communication. We must enhance national media literacy education to improve national media literacy through different categories, different levels and different phases and finally achieve the all-round improvement of national media literacy.

Key words: Media literacy; Media literacy education; Socialist core values


The so-called national media literacy refers to the national literacy to judge the value, significance and role of media information and the effective use and dissemination of information (Li & Dong, 2011). In intensified globalization and the rapid development of information technology today, the national media literacy has become an important part of a comprehensive national literacy. To strengthen national media literacy education and improve national media literacy is important for enhancing national cultural soft power. If citizens have a high media literacy, we can distinguish between the various ideologies and values behind the mass media, discard the false and retain the true and discard the dross and select the essential so that we can uphold and promote healthy and progressive ideas and culture, resist and criticize negative decadent ideas and culture.


Research on media literacy and its education was originated in the United Kingdom. In 1929, London Board of Education published Teachers `Recommendation Manual. The book suggests that teachers conduct "special training to evaluate and resist vulgar movies" for students, which are considered the first illustration of using movies to conduct media literacy education (Hems & Cho, 2003). In 1933, two British scholars, Leavis and Thompson, published a book of literary criticism, Culture and Environment: The Training of Critical Awareness. In this book, they systematically elaborated problems of school introducing media literacy education and proposed a complete set of proposals for the first time (Bu, 1977).

From the current international and domestic research status, research on media literacy focuses on four aspects: the first one is descriptive study of media literacy, which primarily shows the current situation of certain group population's media literacy in a certain period of time and its rheology through content or textual analysis and audience surveys. The second one is explanatory research, which uses communication and education methods to analyze the specific composition, characteristics and motivation of media literacy and the meaning of cultural education, especially the connotation, denotation and historical evolution of media literacy under the western horizon etc.. The third one is countermeasure research from the aspect of structure and function to explore the status, role and strategies of media literacy and its education in civic empowerment, media enlightenment and social development. The fourth one is the research of the practice of media literacy education to select a particular group, according to preset contents and methods, to conduct media literacy training or educational practice, with the content mainly about popular media knowledge and the media usage skill training.

Regarding the domestic studies, they are still inadequate:

Firstly they emphasize media literacy connotation and its education system and concern about the status and results of studies abroad, but they ignore media literacy system with Chinese characteristics, in particular the presenting and dynamic construction of its value system;

Secondly, they emphasize the upgrading of the skills to use media, but fail to grasp the core meaning of the value system of media literacy, and ignore starting from the guide of mainstream value to view the relationship between media literacy education and new media public opinion orientation and harmonious media environment;

Thirdly, they do not place the nation-state media literacy issues under the "globalization" context to view, nor they fully investigate the issues of the construction and dissemination of media literacy value system with Chinese characteristics from the perspective of socialist core values. …

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