Media Literacy and the Effect of Socialization by Christine W. Trültzsch-Wijnen

Author:Christine W. Trültzsch-Wijnen
Language: eng
Format: epub
ISBN: 9783030563608
Publisher: Springer International Publishing

If, however, young people are to turn potentially negative experiences into positive ones and learn from them, they need a critical and self-determined approach to media, acquired by building up their media literacy.

The protection of young people from violence, maltreatment and neglect (Article 19) can likewise only be regulated externally to a limited extent in relation to the Internet: here, too, the actions of the children and young people themselves have to be examined. In order to prevent cyberbullying, hate speech, happy slapping and other such behaviours among minors, they must be given the skills to reflect on their own media activities, with regard to the reach of the Internet, its public and long-lasting nature and its (internal) dynamics (Lampert et al. 2011, p. 279), as well as thinking about the associated consequences, intended and unintended. To ensure that victims of such actions can get help to overcome and process their negative experiences and to allow prompt external intervention if necessary, young people must be informed about where they can turn with their experiences; this should also be regarded as part of media literacy.

Articles 34, 35 and 36 of the UN Convention on the Rights of the Child are concerned with protection from sexual abuse, measures against abduction and child trafficking and protection from other forms of exploitation. These crimes are pursued, or the attempt is made to prevent them, through laws and the corresponding national and international implementation. Especially important in terms of the Internet are the (easy and fast) dissemination of child pornography, sexual grooming and sexual attacks resulting from carelessly published private data (e.g. addresses). Although these offences must primarily be combatted by the state, such crimes can be reduced by means of (sex) education. Such education can be part of the promotion of media literacy, for example, if these potential dangers are pointed out in the context of privacy management and a critical approach to unknown contacts.

Besides rights to protection, the UN Convention on the Rights of the Child (United Nations 1989) also includes the right to participation, which is expressed particularly in Articles 13 (freedom of expression and information), 14 (freedom of thought, conscience and religion) and 15 (freedom of association and assembly). In addition, Article 12 (consideration of the will of the child) stipulates that young people have the right to freely express their views in all matters affecting them and that due weight must be given to the views of children and young people in accordance with their age and maturity. These rights also take on a special significance in the light of developments in information and communication technology. In order to be able to play an active role in society and freely express their views, using the possibilities offered by information and communication technology, and in order to be able to meet others and exchange views with them, online and offline, young people need certain abilities and skills. They need the ability to ‘see through’ media and critically evaluate them, to reflect on their reach, their long-lasting and public nature and their (internal) dynamics (Lampert et al.

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