著者

南出 和余

出版者

桃山学院大学

雑誌

桃山学院大学総合研究所紀要 (ISSN:1346048X)

巻号頁・発行日

vol.38, no.3, pp.75-93, 2013-03

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Global society in the information age strongly demands education in media literacy, which means the ability to judge phenomena subjectively and then communicate with others interactively. In response to this demand, since 2008 St. Andrew's University has provided media literacy education as part of the faculty of International and Liberal Arts. This paper describes the author's educational practice for "cross-cultural understanding through filmmaking." The word "media" means an intermediary for transmission and reception of information and communication, and widely ranges from public media to private communications. Needless to say, the medium that symbolizes the information age is the Internet. Not only does it dramatically increase the amount of information and facilitates the data's transmission, the Internet's spread has made it possible for people to access it from both ends of the spectrum. The Internet is also being used to easily transmit linguistic information as well as visual images. Through our own eyes, we have confirmed some of the facts and images we know about global society, yet the majority of the knowledge is obtained through public media. Nonetheless, while the sources of the information we receive has spread globally, the targets we send to are usually of a personal relationship. In this sense, the transmission and reception of information are asymmetrically related. In such a situation, everyday practice limits for students to learn the critical literacy for public media. In this paper, I will introduce my practice of media literacy education from the perspective of visual anthropology on two aspects : interpreting images and learning through video production. The former approach tries to show a series of ethnographic films that were mainly produced with awareness of the relation between filmmaker and informants. To identify the existence of "creator" between subjects on the screen and ourselves watching the film leads students to read the authors' interpretation and messages. The latter approach, video production of a 15-minute documentary film, aims to provide students with structural understanding of fact recognition and expression. These approaches, I believe, can offer students not only the capacity of information processing but also training for planning and self-expression skills.