Media usage and consumption habits have mutated over time. From the passive “press reader”, through the listening of conventional radio and television as “monologuist” media to the revolution of ICT, social networks and the 3.0 network, totally prone to prosumers. For this reason, understanding the historical context of Information and Media Literacy is essential to demonstrate how the media have mutated and how they interact with consumers.
Is information, content and communication the same thing? Are media skills the same as informational and digital skills? Knowing the concepts and their differences is key to guide us in this theoretical journey. Through a series of resources from international organizations such as UNESCO, the main terms linked to Information and Media Literacy will be explained.
Literacy in education must move towards experiential pedagogy that ensures learning by doing as opposed to restricted knowledge, typical of traditional schooling. Media Literacy and Pedagogy should help students reflect on their own media diet.
Several studies have attempted to rename and define the role of the student in the networked society, considering that his or her role has changed with the development of the Internet. One of the main challenges of Media Literacy is to educate media citizens and prosumers about the influence of mainstream media.