Media Literacy Empowerment in Korea and Malaysia
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In 2013, UNESCO reports on the conceptual relationship of information literacy and media literacy in knowledge societies, and recommends the training of 21st. century competencies for all citizens, so that they develop the ability to participate in the future knowledge societies, improve their livelihoods, and strive for social equality and information right. The purpose of this paper is to analyse the media-related programmes and courses offered to foster media literacy empowerment in the higher education institutions of the Republic of Korea and Malaysia by using an ‘Input-Process-Output framework’ adapted from the key competencies highlighted by UNESCO. Based on comparative analysis of media-related studies and primary data collected from the targeted universities, this paper opts for an exploratory study on the public and private universities that offer degree programmes with media-related courses. In total, the sample covers 66 universities of which 45 universities are in the Republic of Korea and 21 universities in Malaysia. After comparative analyses from different university curricula, this paper discusses the similarities and differences and identifies the programmes and courses in order to highlights the competencies that foster media literacy empowerment.
Abstract
In 2013, UNESCO reports on the conceptual relationship of information literacy and media literacy in knowledge societies, and recommends the training of 21st. century competencies for all citizens, so that they develop the ability to participate in the future knowledge societies, improve their livelihoods, and strive for social equality and information right. The purpose of this paper is to analyse the media-related programmes and courses offered to foster media literacy empowerment in the higher education institutions of the Republic of Korea and Malaysia by using an ‘Input-Process-Output framework’ adapted from the key competencies highlighted by UNESCO. Based on comparative analysis of media-related studies and primary data collected from the targeted universities, this paper opts for an exploratory study on the public and private universities that offer degree programmes with media-related courses. In total, the sample covers 66 universities of which 45 universities are in the Republic of Korea and 21 universities in Malaysia. After comparative analyses from different university curricula, this paper discusses the similarities and differences and identifies the programmes and courses in order to highlights the competencies that foster media literacy empowerment.
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