Media Literacy & Radicalization
Renee HobbsProfessor of Communication StudiesDirector, Media
Education LabUniversity of Rhode Island USA@reneehobbs#MandL16
Exploring the Links between Media Literacy, Propaganda and
Radicalization
BRUSSELS 10-11 March 16
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Personal grievances or need for adventureSense of righteousness
about the causeFeelings of personal & political
empowermentActive participation in social networksHigh levels of
poverty & unemploymentRADICALIZATION DEFINED
Personal grievances or need for adventureSense of righteousness
about the causeFeelings of personal & political
empowermentActive participation in social networksHigh levels of
poverty & unemploymentRADICALIZATION DEFINED
Media Literacy as a Civic CompetencyMedia education is an
essential step in the long march towards a truly participatory
democracy, and the democratization of our institutions. Widespread
media literacy is essential if all citizens are to wield power,
make rational decisions, become effective change agents,and have an
effective involvement with the media.
-Len Masterman, 1985
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Questioning All Forms of AuthorityMedia literacy, because it
emphasizes a critique of textual authority, invites students to
identify the cultural codes that structure an authors work,
understand how these codes function as partof a social system, and
disrupt the text through alternative interpretations. In learning
to critically read media messages, citizens are developing the
abilities togather accurate, relevant information about their
society and to question authority (both textual and, by
implication, institutional).
- Renee Hobbs, 1998
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Agents of Social ChangeWhen people have digital and media
literacy competencies, they recognize personal, corporate and
political agendas and are empowered to speak out on behalf of the
missing voices and omitted perspectives in our communities. By
identifying and attempting to solve problems, people use their
powerful voices and their rights under law to improve the
worldaround them.
-Renee Hobbs, 2010
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High levels of apathy and disengagement are accompanied by
increased political polarization
www.mindovermedia.tv
www.mindovermedia.tv
Rate Examples
Crowdsourced Content
Custom Classroom
Gallerieshttp://propaganda.mediaeducationlab.com/browse/terrorism
Propaganda Has an Image Problem
Propaganda can be BeneficialActivists create propaganda to raise
awareness, evoke strong emotions, and inspire people to action.
30-minute documentary was viewed 112 million times in just 7
days between March 6 12, 2012Propadanda & VIRALITY
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Propadanda & VIRALITY
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LEGITIMATINGSOURCES
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What is Propaganda?
Propaganda appears in a variety of formsPropaganda is strategic
and intentionalPropaganda aims to influence attitudes, opinions and
behaviorsPropaganda can be beneficial or harmfulPropaganda may use
truth, half-truths or liesTo be successful, propaganda taps into
our deepest values, fear, hopes and dreams Propaganda uses any
means to accomplish its goal
Techniques of Propaganda ACTIVATE STRONG EMOTIONS ATTACK
OPPONENTS SIMPLIFY INFORMATION & IDEAS RESPOND TO AUDIENCE
NEEDS
REFLECTION
Why is it important to teach about contemporary propaganda?
What new forms of propaganda have emerged in your lifetime?
How did you learn about propaganda when you were in school?
What factors have contributed to the decline of teaching and
learning about propaganda?
In Considering Whether Propaganda is Beneficial or Harmful,
Consider:
Message: What is the nature of the information and ideas being
expressed?Techniques: What symbols and rhetorical strategies are
used to attract attention and activate emotional response? What
makes them effective
Means of Communication & Format: How did the message reach
people and what form does it take?
Environment: Where, when and how may people have encountered the
message? Audience Receptivity: How may people think and feel about
the message and how free they are to accept or reject it?
CONTEXT
New Propaganda
Social Sharing
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Analyzing contemporary propaganda cultivates intellectual
curiosity
Strong FeelingsTaking Action
Strong FeelingsTaking ActionTHINKING& REASONING
Point of View
Key Concepts of Media Literacy
High levels of engagement, critical thinking and empathyinspire
collaborative and creative efforts to reduce inequalities
CONTACT INFORMATION:Renee Hobbs Professor of Communication
StudiesDirector, Media Education LabHarrington School of
Communication & MediaUniversity of Rhode Island USAEmail:
[email protected]: @reneehobbs
LEARN MOREWeb: www.mediaeducationlab.com
REFERENCES
Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An
examination of the historical roots of media literacy.Journal of
Media Literacy Education 6(2), 56 - 67.
Hobbs, R. (2013).The blurring of art, journalism and advocacy:
Confronting 21stcentury propaganda in a world of online
journalism.I/S: A Journal of Law and Policy for the Information
Society 8(3), 625 - 638.
