On Media Literacy And Media Literacy Education To Teenagers-From The Perspective Of Mass-Culture Communication

The popular culture has had a profound influence on different levels of social life and turned out to be an indispensable part of our daily life. Mass media is the main communication medium by which popular culture is communicated. Essentially, how to comprehend the functions of mass media in social life relies on the attitudes of the public towards to the mass culture. During the early years in the 20th century the generation of mass-culture had become a hot phenomenon in social life, and mass culture has been one of the fields to which the academic circle attended. It has come a long way since the attitudes towards mass culture changed from rejection to acceptance. In the process of attitudes'transition two different modes of interpreting mass culture came into being, i.e., interpretation of elitism and interpretation of populism. The early bourgeois scholars, being afraid of increasingly awakening of the common people, missing elite culture and disdaining the popular culture carried by mass media, adopted the tactics of media literacy education to confront with popular culture. With the development of mass culture and with emergence of populism, the public has gradually changed their attitudes towards mass media and mass culture. The traditional connotation of media literacy has been greatly enlarged be a new concept that enables the public to improve their abilities of listening, speaking, reading and writing and to get information, to analyze it, to appraise it and to spread it. The media literacy education has already disengaged the past narrow and conservative standpoint. The media literacy education has transited from the paradigm of discrimination to that of analysis and then to that of recurrence. In that case, the media literacy education has become a new concept with rich connotations, possessing the purposes of systematization and multi-levels. According to the status quo that the level of Chinese teenagers'media literacy is low and China is short of media literacy education, the thesis, by means of discovering the connotation of media literacy education, dating back to the development history of it and borrowing the alien experiences of it, discusses three different paradigms in the development of history of media literacy education, i.e., the paradigm of discrimination, paradigm of analysis and paradigm of recurrence, clears up other countries'status quo of media literacy education and reviews the different theories of different experts in the field of media literacy education. Then the thesis, from the view of economy and technology, culture and history and the lack of media literacy education, studies the status quo of media literacy education aiming at Chinese teenagers, seriously analyzes the problems occurred in the development of media literacy education in china and then searches the approaches of improving Chinese teenagers'media literacy by means of data analysis, history research and contrast. Eventually, the thesis, from the two aspects of professional education and non-professional education, concludes that the school, working with family, society, government and media takes measures to better the level of Chinese media literacy education.