Vol. 11 No. 1 (2020): MEDIA EDUCATION – Studi, ricerche e buone pratiche

Promoting media literacy learning - a comparison of various media literacy models

Daniela Cornelia Stix
University of Cologne, Germany
Tessa Jolls
Center for Media Literacy, USA

Published 2020-06-26


  • media literacy models,
  • teaching media literacy,
  • promoting media literacy learning,
  • media literacy education,
  • media literacy competencies


With our paper we analyze four renowned media literacy models from Germany, UK and USA to derive, through comparisons, the necessary core competencies which apply to all professions and that are valid across disciplines. In the results, as key-competencies, we identified critical analysis as essential to be able to act as self-determined individuals in so called mediatized societies. Further results show that media literacy learning can be developed in formal learning settings, as well as in non-formal and in informal learning settings that complement each other. Media literacy promotion is therefore a cross-disciplinary task for all kinds of professionals in the educational and social systems. With referring to the concept of mediatization, we also show the deep social impact of media on people’s lives and explain why it is helpful to see media literacy learning as part of lifelong learning. We finally conclude, that the terms «teaching media literacy» and «media literacy education» are no longer applicable. Instead, we highly recommend the terms «promoting media literacy» and «media literacy learning». By seeing media literacy learning as a cross-disciplinary task and as a process of lifelong learning, our findings can help to unify discussions about media literacy on a global level.