Press Release/Broadcasting

- Report of the Study Group on Young People and Media Literacy in the Field of Broadcasting -

The Ministry of Posts and Telecommunications (MPT) has held meetings of the Study Group on Young People and Media Literacy in the Field of Broadcasting chaired by Junichi Hamada, Dean of Graduate School of Interdisciplinary Information Studies, Interfaculty Initiative in Information Studies, the University of Tokyo, since November 1999. After conducting its study, the Study Group compiled a report.

The Study Group examined the concept of media literacy, the ability to function in the media society, and proposed a course of action to improve media literacy based upon research into overseas and domestic studies on this issue.

Based on the course of action set out in the report, MPT will support the media literacy development of educational materials to aid in the spread of media literacy and is planning to publicize these policies to relevant organizations.

What is Media Literacy?

In the media society, where coming into contact with media is essential, media literacy is a skill that citizens need to acquire in order to properly interact and utilize media with confidence. These skills are considered especially important for young people who are in the process of mental and physical development. This report indicates that the following three factors are criteria in media literacy:

(1): Ability to subjectively read and comprehend media content
(2): Ability to access and use media
(3): Ability to communicate through media, especially an interactive communication ability

Attachment 1 outlines the report and Attachment 2 lists the study's participants.

(Attachment 1)

Outline of the Report of the Study Group on Young People and Media Literacy
in the Field of Broadcasting

Progress of this Study and Structure of the Report

In order to examine what measures need to be taken to ensure that young people become media literate in the field of broadcasting, the Ministry of Post and Telecommunications (MPT) established the "Study Group for Young People and Broadcasting" from May to December 1998. Based on the study's recommendations, broadcasters set aside time slots from 5pm to 9pm as viewing times that take into account young audiences in October 1999, and established a "Broadcasting and Young People's Committee" in April 2000, and other activities are being conducted. The Study Group, in addition to the efforts taken by broadcasters, recommended improving the media literacy of audiences, especially of impressionable young people who are in the process of mental and physical development.

To improve media literacy in Japan based upon this recommendation, the "Study Group on Young People and Media Literacy in the Field of Broadcasting" clarified the background as to why media literacy has become the focus of attention and the factors that make up the concept of media literacy (Chapter 1). It has examined what course of action should be taken (Chapter 5) after conducting research on the boosting of media literacy and issues that arise both in other countries and domestically (Chapter 2,3 and 4).

Chapter 1 What is Media Literacy?

(1)

The Citizen and the Media Environment in Modern Society

As information technology develops, the volume and variety of information that people come into contact with in their everyday lives will continue to increase, and it becomes essential to contact with media to fully participate in society ("media society").

There will be a realization that media literacy is essential if one is to fully participate in society. Consequently, the importance of understanding media has increased. It is especially important for impressionable young people, in the process of mental and physical development, to acquire media literacy in order to fully participate in the media society.

(2)

Why Use the Word "Media Literacy"?

A) As noted below, the concept of media literacy commonly accepted in the West is the combination of a number of abilities and no single word or phrase is able to accurately express this concept in Japanese. B) The term "information literacy" is sometimes used, but in a narrow sense this may only mean to have the simple ability to use a computer. Consequently, the Study Group avoided translating the concept into a simple Japanese equivalent or giving a definition and chose instead to use "media literacy". Media literacy is clarified based upon observations of the following factors.

(3)

Factors That Constitute Media Literacy

Media literacy is the ability to function in the media society, and it is an organic synthesis of the following factors.

) Ability to subjectively read and comprehend media content
- Ability to understand the various characteristics of media conveying information
- Ability to analyze, evaluate and critically examine in a social context, and select information conveyed by media
  
  *
  "media" in the above sense means various things such as;
  
  i)
  Means and materials for transmitting information,
  ii)
  Medium to record and preserve information,
  iii)
  Information or messages distributed on media
  
  *
  In Japanese, the word "critical" is generally used in a negative sense toward its object, however, in the Study it is used in the sense of making an appraisal, with a sense of being neither negative or positive inherent in the word.
) Ability to access and use media
- Ability to select, operate and actively make use of media apparatus
) Ability to communicate through media, especially an interactive communication ability

*
In the media society, it is necessary to have the ability to express one's own ideas through media in a way that the recipient can understand.

Chapter 2 Steps Taken to Boost Media Literacy in Other Countries

Many countries have introduced some form of media literacy education into their educational curriculum.
Broadcasters contribute programs and teaching materials related to media literacy education. Broadcasting Authorities also contribute subsidies and provide information etc. to groups such as civic organizations.
NPO also contributes to spreading media literacy education.

Chart 1	System and Activities Related to Media Literacy Education in Other Countries

Country	System and activities related to Media Literacy Education
United Kingdom	Introduction of media literacy education in elementary and secondary education aimed at understanding and analyzing media content mainly as part of the language arts. A cross-ministerial "Media Education Strategy Committee" has been established and is scheduled to announce a basic government policy for media literacy education in the summer of 2000.
Germany	Every region has introduced teacher training for media literacy education. Regional broadcasting authorities have implemented research concerning media literacy education, and support program production undertaken by citizens.
France	Discussion concerning the relationship between the media and public opinion is a compulsory part of the elementary education curriculum. Public broadcaster La Cinquieme in cooperation with Le Centre National de Documantation Pedagogique (CNDP), periodically broadcast programs on media literacy.
Canada	From the autumn of 1999, every province was required to set up a media literacy education program. (Mainly in the language arts) The Canadian Radio-television and Telecommunications Commission (CRTC) supports the production of programs by community groups.
United States	Most states have adopted media literacy education into their teaching guidelines. (Mainly in the language arts) The Public Broadcasting System (PBS) and the National Cable Television Association (NCTA) produce and broadcast programs concerning media literacy.
Australia	Media literacy education has been introduced as part of the language arts, the arts, and technology education within the common state curriculum. The Australian Broadcasting Authority (ABA) promotes media literacy education by hosting international conferences and publishing information periodicals related to media literacy education.

Chapter 3 Steps Taken to Boost Media Literacy in Japan

Recently, cases taken up by government and researchers focusing on the importance of media literacy have increased.
While there are many cases of education using broadcasting media and education for practical use of computers, education for understanding media, excluding a few advanced cases, has not yet been genuinely addressed.

Chart 2	System and Activities Related to Media Literacy Education in Each Sector

Sector	System and Activities Related to Media Literacy Education
Government	Reports submitted by some councils contain statements concerning the importance of "media literacy". However, while no specific steps are evident, MPT and the Ministry of Education are studying what direction to take. Recently, local government activities holding media literacy courses for citizens are increasing.
School Education	In each curriculum and "Period of Integrated Study"¹ active use of computers and the Internet is planed. Furthermore, systematic development of the "ability to handle information" at each school level is being planned through the subject of industrial arts and home making in junior high school and, the subject of "information" which is planned to be introduced in high school from 2003. However, excluding a few advanced cases, an increase in activities concerning media literacy is not evident.
Mass Media	In recent years, broadcasters, in addition to producing programs on media literacy for elementary schools and programs that present examples of media literacy in other advanced countries such as Canada, are acting to create self-verification programs and programs that reflect viewer opinion. There are also examples of stations taking up internal research. The Newspaper Foundation for Education and Culture is undertaking the Newspaper in Education (NIE) program, an educational activity where teachers and students use newspapers as a study material in schools.
NPO	Citizen groups are undertaking an analysis of broadcasting programs and activities such as translating overseas documents concerning media literacy. In addition, teachers are taking the initiative to make practical efforts such as exchanging information concerning practical media literacy curriculum.
Researchers	While lectures on media literacy in the universities have increased in recent years, there are still only a few universities that conduct these activities. Media literacy related educational materials have been published since 1996 and have increased over the last two to three years. Additionally, large-scale projects by the National Institute for Educational Research Japan and others continue to conduct research.

Newly established in accordance with new Course of Study (in effect nationally for elementary and junior high schools from 2002, and implementled gradually for high schools beginning with 2003 first year students). The current curriculum framework will be expanded to allow each schoool to conceive and design their own courses in addition to the national curriculum.

Chapter 4 Issues and Problems Associated with Media Literacy Efforts

(1) The Recognition Level of Media Literacy

The "ability to utilize computers" has rapidly recognized, and in recent years computer installation and internet access in schools are progressing. However, regarding the "ability to read and comprehend information", especially for visual media, there are many teachers and parents who recognize a limitation and a prohibition as an instruction for TV viewing, and some point out that the character of interaction with media is weak.

(2) Placement within Curriculum

School education in Japan, from the perspective of developing the "ablility to handle information", developing an ability to critically read and comprehend information, to communicate by utilizing media and develop ones own creativity is planned. However, from the perspective of educating citizens to live in the media society, this includes a complete media literacy education program in addition to mastering IT skills.

(3) Establishing a Practical Approach in Japan

Currently, advanced efforts and experiments of implementation based on actual cases from overseas countries are in a situation of trial and error. At this point, sharing the results of these experiments and the points where improvement is needed have not been sufficient. Consequently, it is necessary to share this information and establish a practical approach and to create video or other educational materials in view of media conditions in Japan.

(4) Active Learning Approaches

To acquire media literacy, it is not sufficient to learn in passive approach simply through class instruction. Taking an active perspective; to think and learn actively will be significant on ones learning. However, due to the present social system; not necessarily set high value on activeness and independency along with teacher lead passive approach classes, little has been accumulated in terms of active learning approaches.

(5) Insufficient Cooperation between Persons Concerned

Relating to the diffusion of media literacy, participation of persons concerned in various fields such as persons who have practical knowledge and skills, citizen's groups, researchers etc., is indispensable. However, cooperation between these persons concerned and groups is not sufficient.

Chapter 5 Expanding Media Literacy

(1) Basic Perspectives Concerning Media Literacy

A) Media literacy as the ability of young people to function in the media society

Taking into account the positive benefits which media have and the right of young people to access information, it is unthinkable to separate young from media, except those of obviously harmful. It is necessary to nurture dynamic young people by teaching them how to sort through the good and bad from the media jumble and how to be skillful in its use.

B) Active learning

In the coming media society, more than simply accumulating knowledge, an active learning approach is necessary to know where and what kind of information can be found and how to make the best use of the information by utilizing media. The ability to understand the basics of this approach is media literacy. To achieve active learning it is necessary to take it beyond the field of school education, it must also be encouraged and valued throughout all society.

C) A lifetime of self-enlightenment

Media literacy is the means to participate in the media society and is a skill that citizens of all ages should acquire.

D) The role of mass media, especially in broadcasting

Within the interaction of the diverse viewpoints of the public, mass media can raise its creativity for an even more diverse and rich broadcasting culture. A contribution by mass media to the public's acquisition of media literacy is linked to building and preserving a sound relationship between the two.

(2) Efforts to Expand Media Literacy

A) Cultivating awareness and establishing the basic principles of media literacy

In Japan, there is still insufficient awareness of the importance of media literacy. Consequently, first it is necessary to widely convey the concept of media literacy to the nation's citizens.
To achieve this, an even more thorough effort concerning media literacy by citizen's groups, researchers and broadcasters, and getting national consensus are desired.
Moreover, overseas countries that are actively introducing media literacy address a practical and concrete course based upon a set of deeply defined basic principles. It is also necessary for Japan to establish basic principles conforming to Japanese society and media. The sharing and exchange of information is indispensable to achieve this.
Consequently, this study group conducted detailed studies of both domestic and overseas data concerning media literacy and compiled the results for publication. It is expected that persons concerned will gather and analyze a broad array of information and thus contribute to the formation of a basic set of principles for Japan.
Additionally, it is necessary to hold workshops to promote the exchange of information between media literacy practitioners and researchers, to develop a methodology based on a practical approach and advance basic research.

B) Fostering an environment for applying media literacy
(a) Developing media literacy educational materials

It is necessary to develop educational materials appropriate for Japanese society and media or for users in all age groups.
Because the production of media contents plays a significant role in the process of acquiring media literacy, it is important to provide facilities where the work of broadcasters can be experienced.

(b) Promoting media literacy education as part of school education

As mentioned earlier, even awareness of media literacy in Japan is unsatisfactory and its immediate introduction is expected to pose some problems. Consequently, hereafter, it is proposed to accumulate practices in each subject and Period of Integrated Study and then spread it widely, and to support the efforts of schools by introducing media literacy education in publications such as by the Ministry of Education.

Japan lacks opportunities for systematic learning concerning the teaching methods of media - visual media particularly. It is expected that specialized research institutions, such as the National Institute of Multimedia Education, will undertake training to raise the level of instructor media skills, and an environment for the lifelong study of media literacy will be created such as opening a course in the University of the Air.

(d) Expanding opportunities for interaction between broadcasters and audiences

While a subjective and active approach is necessary to acquire media literacy, audiences tend to be passive toward the broadcasting media. Consequently, it is necessary to establish opportunities for dynamic interaction between broadcasters and their audiences, such as opportunities where young people can contribute their opinion.
Broadcasters have already set up third-party organizations such as the Broadcast and Human Rights / Other Related Rights Organization (BRO) and the Broadcasting and Young People's Committee to respond to opinions and complaints from audiences. In the future, these organizations are expected to play a leading role as conduits between broadcasters and audiences.
Additionally, it is expected that "Media Watchdogs", playing a significant role in overseas countries, will take some part in relaying the opinions of audiences to media producers in Japan.

(Attachment 2)

Members of the Study Group on Young People and Media Literacy in the Field of Broadcasting

[Chairperson]	Junichi Hamada	Dean,Graduate School of Interdisciplinary Information Studies,Interfaculty Initiative in Information Studies, The University of Tokyo
[Vice Chairperson]	Kanji Akahori	Professor, Graduate School of Decision Science and Technology, Tokyo Institute of Technology
	Mitsuo Udagawa	Managing Director and Secretary-General, National Federation of Kodomo-Kai
	Naoki Ogi	Head, "Niji" Clinical Education Research Center
	Yoshihiro Oto	Associate Professor, Department of Journalism, Faculty of Literature, Sophia University
	Junichi Konno	Teacher of Mathematics, Toho Girls' Junior and Senior High School
	Hiroo Saga	Professor, National Institute of Multimedia Education
	Midori Suzuki	Chairperson, Forum for Citizens' Television and Media (Professor, Faculty of Social Sciences, Ritsumeikan University)
	Masatoshi Tazawa	Deputy Director-General, Tokyo Broadcasting System Inc.
	Jun Nakazawa	Professor, Faculty of Education, Chiba University
	Fumihiko Ninomiya	Associate Director-General, Japan Broadcasting Corporation
	Takaaki Hattori	Professor, College of Social Science, Rikkyo University
	Iwane Matsui	Chairperson, National Congress of Parents and Teachers Association of Japan
	Kakuko Miyata	Professor, Faculty of Sociology, Meiji Gakuin University
	Michiko Yamaguchi	Vice Chairperson and Secretary-General, National Federation of Study Group for Broadcast Education (Principal, Musashino Sakurano Elementary School)
	Ryou Watanabe	Director, Department of International Education, National Institute for Educational Research

As of June 2000