美国国家公共电台 NPR--Illinois now requires media literacy instruction in its high school curriculum

Illinois now requires media literacy instruction in its high school curriculum

Transcript¹

NPR's Rachel Martin talks to Yonty Friesem of Columbia College Chicago about a new law in Illinois that requires high school students to receive lessons on media literacy.

STEVE INSKEEP, HOST:

An Illinois law went into effect with the start of the school year requiring lessons in media literacy for all high school students. The law is written to allow media literacy to be taught in any subject, from civics to art to PE. Rachel spoke³ with Yonty Friesem, an associate professor of civic² media at Columbia College Chicago, who helped write the bill.

YONTY FRIESEM: The idea is to teach about asking questions of how is it constructed, this message? Who is behind it? What's going on here? And how does it affect me and society? And what's my role in how I'm using media? So it can be in a science experiment, but it can be also in art. It can be talking about civics in social science class.

RACHEL MARTIN, BYLINE⁴: What are the tenets of teaching media literacy?

FRIESEM: So the five are accessing information, how you evaluate different media platforms to better understand the general landscape, the economics and issues regarding trustworthiness and source of information. That's one. The second one is analyzing⁵ and evaluating media messages, how you deconstruct media representation and distinguish facts from opinion. The third one is creating media, how you convey a coherent message. The fourth one is reflecting on media consumption. How do you assess, like, the media effects on yourself but others to trigger emotions and behavior? And the last one, for me, a very important one, as, you know, civic media professor, is the social responsibility in civics.

MARTIN: So it seems obvious to me how important it would be to teach media literacy in the context of a political science course or a civics course. Explain how it works if you are a PE teacher or a science teacher.

FRIESEM: If you want to teach an experiment or you show a chart of an infographic about physical education, it would be important, in addition to teaching the actual subject and what is there, to ask, who created this chart; who created this video; why did they create this video as part of the practice that you do on a daily basis to teach the thing, but also to implement⁶ the media literacy so students are used already to question, like, what's happening here? Like, there was a reason why they created that way and what they omitted. Like, what is missing here? And let's go and do - search about it. So it doesn't jeopardize⁷ the topic. It actually enhance it and make the students more in the center of the inquiry⁸ and learning more about it.

MARTIN: Are high school students responsive to this? I mean, do they get it, or is it tougher for them because they are a generation, different from you or me, who just were born in this context, just constant information coming at them? It's just the air that they breathe.

FRIESEM: I mean, there is some generation gap because of that, but there is also some notion that students are, like, getting into fake news. But we're all. It's not just students. It's not just the youngest. Actually, there's several research that show that it's olders on Facebook, and young people don't use Facebook. So what happens really is that students are aware of privacy issues. They know very well how to create accounts so that their parents won't follow them. Not always they understand the industry, like, economical way that it works and how more engagement is more revenue. And giving your data - they understand part of it. So that's where the educator is coming to really reveal that in a way and to help the students make their own decision.

MARTIN: Have you gotten pushback to any of this?

FRIESEM: Not much. There was here and there. I mean, the fact that it's a mandate⁹ top down is always something that would trigger kind of objection, which - I totally get it. But that was another thing that was saying you're indoctrinating in a certain way of thinking. But that's not being media literate¹⁰, right? If I tell the students, you need to think that way, that's not being media literate because I don't let them ask questions. So there was some pushback. But I think, in general, people understand that everybody needs to have proficiency¹¹ in navigating¹² this media-saturated environment that we live in. And it doesn't matter if you're high school, elementary school, senior citizen, adult. Like...

MARTIN: Right.

FRIESEM: ...Everybody needs it. But at this point, it's a starting point and very innovative¹³ in the country and, in some cases, also in the world, to have this kind of legislation in place.

MARTIN: Yonty Friesem is an associate professor of civic media at Columbia College Chicago.

Thank you so much for talking with us.

FRIESEM: My pleasure. Thank you so much.

(SOUNDBITE OF DOMI AND JD BECK'S "SMILE")

1 transcript   

n.抄本，誊本，副本，肄业证书

参考例句：

• A transcript of the tapes was presented as evidence in court.一份录音带的文字本作为证据被呈交法庭。
• They wouldn't let me have a transcript of the interview.他们拒绝给我一份采访的文字整理稿。

2 civic   

adj.城市的，都市的，市民的，公民的

参考例句：

• I feel it is my civic duty to vote.我认为投票选举是我作为公民的义务。
• The civic leaders helped to forward the project.市政府领导者协助促进工程的进展。

3 spoke   

n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说

参考例句：

• They sourced the spoke nuts from our company.他们的轮辐螺帽是从我们公司获得的。
• The spokes of a wheel are the bars that connect the outer ring to the centre.辐条是轮子上连接外圈与中心的条棒。

4 byline   

n.署名；v.署名

参考例句：

• His byline was absent as well.他的署名也不见了。
• We wish to thank the author of this article which carries no byline.我们要感谢这篇文章的那位没有署名的作者。

5 analyzing   

v.分析；分析( analyze的现在分词 )；分解；解释；对…进行心理分析n.分析

参考例句：

• Analyzing the date of some socialist countries presents even greater problem s. 分析某些社会主义国家的统计数据，暴露出的问题甚至更大。 来自辞典例句
• He undoubtedly was not far off the mark in analyzing its predictions. 当然，他对其预测所作的分析倒也八九不离十。 来自辞典例句

6 implement   

n.(pl.)工具，器具；vt.实行，实施，执行

参考例句：

• Don't undertake a project unless you can implement it.不要承担一项计划，除非你能完成这项计划。
• The best implement for digging a garden is a spade.在花园里挖土的最好工具是铁锹。

7 jeopardize   

vt.危及，损害

参考例句：

• Overworking can jeopardize your health.工作过量可能会危及你的健康。
• If you are rude to the boss it may jeopardize your chances of success.如果你对上司无礼，那就可能断送你成功的机会。

8 inquiry   

n.打听，询问，调查，查问

参考例句：

• Many parents have been pressing for an inquiry into the problem.许多家长迫切要求调查这个问题。
• The field of inquiry has narrowed down to five persons.调查的范围已经缩小到只剩5个人了。

9 mandate   

n.托管地；命令，指示

参考例句：

• The President had a clear mandate to end the war.总统得到明确的授权结束那场战争。
• The General Election gave him no such mandate.大选并未授予他这种权力。

10 literate   

n.学者；adj.精通文学的，受过教育的

参考例句：

• Only a few of the nation's peasants are literate.这个国家的农民中只有少数人能识字。
• A literate person can get knowledge through reading many books.一个受过教育的人可以通过读书而获得知识。

11 proficiency   

n.精通，熟练，精练

参考例句：

• He plied his trade and gained proficiency in it.他勤习手艺，技术渐渐达到了十分娴熟的地步。
• How do you think of your proficiency in written and spoken English?你认为你的书面英语和口语熟练程度如何？

12 navigating   

v.给（船舶、飞机等）引航，导航( navigate的现在分词 )；（从海上、空中等）横越；横渡；飞跃

参考例句：

• These can also be very useful when navigating time-based documents, such as video and audio. 它对于和时间有关的文档非常有用，比如视频和音频文档。 来自About Face 3交互设计精髓
• Vehicles slowed to a crawl on city roads, navigating slushy snow. 汽车在市区路上行驶缓慢，穿越泥泞的雪地。 来自互联网

13 innovative   

adj.革新的，新颖的，富有革新精神的

参考例句：

• Discover an innovative way of marketing.发现一个创新的营销方式。
• He was one of the most creative and innovative engineers of his generation.他是他那代人当中最富创造性与革新精神的工程师之一。