Teaching and learning media literacy in China: The uses of media literacy education

Alice Y L LEE*, Wang Tiande

*Corresponding author for this work

Research output: Chapter in book/report/conference proceedingChapterpeer-review

Abstract

This chapter examines the uses of media literacy education in China through a case study in Zhejiang Province. The Chinese government welcomes media literacy education for cultivating media literate civil servants, media professionals, and citizens, but no educational policy has been formulated to encourage growth in this field. Some universities in China have taken the lead in developing innovative strategies to introduce media literacy curricula into schools. Based on structuration theory, this case study focuses on analyzing how Zhejiang University of Media and Communications and its partnership schools strategically carry out media literacy education (agency effort) under the present sociopolitical system (structure) to meet both their institutional goals and social goals. Findings show that media literacy is used in many ways by different stakeholders at national, university, and school levels. Although the media literacy programs in the study were initiated by the same university, the curricular approaches of the partnership schools are different due to the schools’ varying missions.

Original languageEnglish
Title of host publicationMedia Literacy Education in China
PublisherSpringer Singapore
Pages11-29
Number of pages19
ISBN (Electronic)9789811000454
ISBN (Print)9789811000430
DOIs
Publication statusPublished - 1 Jan 2016

Scopus Subject Areas

  • Social Sciences(all)

User-Defined Keywords

  • Agency analysis
  • Media education
  • Structuration theory
  • University-driven model
  • Use of media literacy

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