On The Social Context And Development Of TV Literacy Education

Since television communicates information through image and sound codes and the audience's decoding will not be restricted by the literacy or the level of education , so it has become the important information resource of modern life after it was born half a century ago.Through the mediation expierence, television provides people the perception and cognition of the world, forms attitude and leads behavior. At the same time, the TV products have various prossibility of being controlled because of its complicated symbol system in the encoding process, so cultivating the audience's TV literacy becomes the core concept of the literacy education.The audience can decode TV actively and be worthy of the name, active audience.The similar terms include: critical receivership skill, critical viewing skill, critical television evaluation skill , which have different name but similar connotation that analyzing multiple agenda of technique, symbolrepresentation ,social and ecnomic effects by skepticism attitude.Where does the critical viewpoint come? I think, since the literacy is not anatural construction but the product of history, we should understand television literacy through assigning the origin of its history, and besides, we should link the local experiences with implementation of the literacy education. The dissertation refers to the process of British and American TV literacy education , explores the relation of social context and the evolution of TV literacy, and puts forwad the focus and possible plans ofChinese TV literacy education.The first part is preface, which introduces the great influence of TV media , current survey for the television literacy research of home and abroad, and the purpose of this thesis.Part II interprets the development of British and American televion literacy theory , which includes the theoretical basis , the social and cultural background and the essence of education.Part III discusses the change of education agenda at different ages.The progress of social technology, ecnomy , politics, culture will propose new requirements of literacy education which compose the fundamental content of literacy education, such as representation, violence and ideology.Part IV is about the new issues of local context, such as globlisation, consumerism and digital technology, which were induced by the present cultural ecological environment and the developmental tendency of TV. I propose education plans reference to the experiences of other county and area.In the epilogue, I will emphasize once more the importance of social context to the TV literacy education and point out the difficultiy for China to put forward the literacy education. Then I wish TV literacy will have a beautiful future through social forces rather than depending formal educational system.