English Language as a Promoter of Media Literacy Education

  • Tihomir ŽivićEmail author
  • Tamara Zadravec
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 676)


In a post-literate society, wherein the previous print literacy is augmented to the notion of multi-literacy, media literacy education implies learning and teaching about the media arts to foster the students’ ability to access, analyze, create and evaluate messages in various formats and genres. The paper therefore compares appropriation, collective intelligence, distributed cognition, experiment, judgment, multitasking, negotiation, networking, simulation, performance, play and transmedia navigation in a mother tongue (for example, in Croatian) to English, which de facto is a lingua franca. Hypothetically, language instruction within an expanded media literacy concept facilitates a unified empowering and protective perspective, for it provides for an examination of representational typology to detect censorship, commercialization, copyright breaches, gender and racial stereotypes (for example, sexist expression), propaganda, violence and the Internet privacy infringements (that is, cyberbullying) in the new digital “narratives” or “texts,” too.


Digital narratives Distributed cognition English language instruction Media arts Media literacy education Mother tongue Multiliteracy Post-literate society Representational typology Transmedia navigation 



The authors express their gratitude to the Digital Research Infrastructure for the Arts and Humanities in the Republic of Croatia (DARIAH-HR) for the inspiration and discussion of the paper idea.


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Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.Josip Juraj Strossmayer UniversityOsijekCroatia

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