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MLE) Among Tribal Religious/Seminarians (TRS

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MLE) Among Tribal Religious/Seminarians (TRS Marquette University e-Publications@Marquette Dissertations, Theses, and Professional Dissertations (1934 -) Projects Media Competency and Media Literacy Education (MLE) Among Tribal Religious/Seminarians (TRS) Justin Tirkey Marquette University Follow this and additional works at: https://epublications.marquette.edu/dissertations_mu Part of the Communication Commons Recommended Citation Tirkey, Justin, "Media Competency and Media Literacy Education (MLE) Among Tribal Religious/ Seminarians (TRS)" (2021). Dissertations (1934 -). 1083. https://epublications.marquette.edu/dissertations_mu/1083 MEDIA COMPETENCY AND MEDIA LITERACY EDUCATION (MLE) AMONG TRIBAL RELIGIOUS/SEMINARIANS (TRS) by Justin Tirkey, B.A., M.A. A Dissertation to the Faculty of the Graduate School, Marquette University. In Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy Milwaukee, Wisconsin August 2021 ABSTRACT MEDIA COMPETENCY AND MEDIA LITERACY EDUCATION (MLE) AMONG TRIBAL RELIGIOUS/SEMINARIANS (TRS) Justin Tirkey, B.A., M.A. MARQUETTE UNIVERSITY, 2021 The media and technological advances have enormously transformed our lives, including the lives and training of Tribal religious/seminarians in India. The emerging media landscape in the 21st century has also expanded the notion of literacy from reading and writing to being competent in accessing media, becoming creative and critical consumers, and judicious participants in media as responsible and compassionate citizens. This requires inclusion of MLE curriculum for the TRS in their early stage of religious formation. The current quantitative study explored the media competency (media habits, attitude, purpose, and participation) the relationship, and difference among TRS. For this purpose, survey research was conducted with a sample of 265 (98 men, and 167 women TRS) of India. The survey data were analyzed using descriptive and inferential statistics like regression analysis to find out the relationship between variables and one-way ANOVA to examine the difference in the variables. The study revealed a positive association among attitude, purpose, participation, and media habits confirming the research hypothesis. The study also found differences in media habits among the men and women TRS based on their congregation and Province/Diocese. Regarding purpose, it revealed that most of the TRS use social media for entertainment. The study indicated that the TRS have adequate access of traditional and digital media, and their attitude towards MLE program is positive. It also revealed that men TRS are more creative and use social media more than women TRS. The study further indicates that the TRS are ready for a positive change and open for the integration of media literacy education in their religious life training. As the Catholic church has always shown openness to MLE and acknowledged its importance for the TRS in training, it is the right time to incorporate MLE curricula in the training institutions with a pedagogy suited for TRS. On the one hand, it will make the TRS creative and critical media literates, effective teachers, dedicated religious/seminarians, and compassionate guides to contribution to the study of media competency on TRS. A very special thanks to Dr. Carlos for inspiring me to be consistent in searching, learning and serving i ACKNOWLEDGEMENT Justin Tirkey, B.A., M.A. MARQUETTE UNIVERSITY, 2021 I sincerely express my deep gratitude and appreciation to Dr. Sumana Chattopadhyay, the Dissertation Director, for her encouraging support to complete the dissertation. Thanks to Dr. William Thorn, the first Committee Chair, and the Committee members; Dr. Ana C. Garner, and Dr. Theresa Burant, for their insightful advice and feedback. I am also incredibly grateful to the Dean of Graduate School, Dr. Carl Wainscott, the staff members, and the Communication Department Chair, Dr. Kati B. Tusinski, for their guidance and supervision. Thanks to the Ranchi Provincials, Fr. Ajit Kumar Xess, SJ., Fr. Joseph Marianus Kujur, SJ., and Xavier Soreng, SJ., and the members of the entire Ranchi Province for their constant support and encouragement. I extend my special gratitude to Fr. Rectors, Fr. Greg O' Meara, SJ., Fr. Joe Mueller, SJ., Fr. Jeff Label. SJ., of O'Brien Jesuit Residence, graduate companions, the Jesuit community, and the entire Midwest Province for their assistance and guidance. I sincerely acknowledge and appreciate all the Superiors of Jesuits, Seminarians, Brothers of Charity, Daughters of St. Anne, Ursulines, Sisters of Charity of Jesus and Mary, and all the members of 12 other congregations for their kind permission to conduct the survey. Thanks to all the TRS participants for their contribution to the study of media competency on TRS. A very special thanks to Dr. Carlos for inspiring me to be consistent in searching, learning and serving. I express genuine gratitude and honor to my Late father, Fredrick Tirkey, and my Josphine Xalxo for their parental care and family members for their words of encouragement to persevere in the path of learning. ii TABLE OF CONTENTS ACKNOWLEDGEMENT………………………………………………………....i LIST OF TABLES………………………………………………………………...ii LIST OF ABBREVIATION……………………………………………………....x ABBREVIATIONS………………………………………………………………xi CHAPTER ONE: INTRODUCTION 1.1. Introduction….……………………………………………………………….1 1.2. Background….………………………………………………………………..5 1.2.1 Who are Tribals or “Adivasis?” ……………………………………5 1.2.2 Some special characteristics of Tribal peoples….…………………..7 1.2.2.1 Interrelatedness and harmonious life……………………...8 1.2.2.2 Space-centered spirituality………………………………...9 1.2.2.3 Land as sacred and co-creator…………………………......9 1.2.2.4 Community centeredness………………………………...10 1.2.2.5 Women as equal partners………………………………...10 1.2.2.6 Need-based., not greed-based economy…….……………11 1.2.2.7 No dichotomy between sacred and secular……………....11 1.2.2.8 Tribal God, creation and unity…………………………...12 1.2.2.9 Ideology behind Tribal institutions………………………13 1.2.2.10 Some other values and principles………………………13 1.2.3 Tribals in Jharkhand……………………………………………….15 iii 1.2.4 Literacy and education level……………………………………….16 1.2.5 Catholic Church and education…………………………….………18 1.2.6 Church in Ranchi Jharkhand……………………………….………20 1.3. Meaning of MLE………………………………………………………….…21 1.3.1 Use of ‘Media literacy’ and ‘Media Education’…………………...22 1.3.2 Who are critical media literates?.......................................................23 1.3.3 Bloom’s taxonomy and critical MLE……………………………...25 1.4. Some Misconceptions about MLE…………………………………………..27 1.5. Goal of MLE………………………………………………………………...29 1.6. Vision of MLE………………………………………………………………30 1.7 Approaches of MLE………………………………………………………….30 1.7.1 Protectionist approach……………………………………………...30 1.7.2 Media art education approach…………………………………...…31 1.7.3 Media literacy movement approach……………………………….31 1.7.4 Critical media literacy approach…………………………………...32 1.8. Application of MLE: Different fields……………………………………….33 1.8.1 Teacher student training and MLE………………………………...33 1.8.2 Health Issues and MLE…………………………………………….34 1.8.3 Critical thinking and MLE…………………………………………35 1.8.4 Behavior change and MLE………………………………………...36 1.9. Church Documents and MLE……………………………………………….38 1.9.1 Church’s apprehension……………………………………………..39 1.9.2 Church guideline for media use……………………………………39 iv 1.9.3 Media and formation of priests…………………………………….40 1.9.4 Media for service…………………………………………………..40 1.9.5 Media the birthright of people……………………………………..41 1.9.6 Church and films…………………………………………………...41 1.9.7 Media for mission………………………………………………….42 1.9.8 Media and training of media personnel……………………………43 1.9.9 Guideline for the training of future priests………………………...43 1.9.10 World communication day and Pope’s messages…………….…..44 1.10. Practice of MLE……………………………………………………………45 1.10.1 USA Catholic Church and MLE………………………………….45 1.10.2 Media and FABC…………………………………………………47 1.10.3 Media and CBCI………………………………………………….48 1.10.4 Church in India and MLE………………………………………...49 1.10.5 Media and Tribal Church in Jharkhand…………………………..51 1.11. Orality and Tribal Community…………………………………………….52 1.11.1 Orality and MLE………………………………………………….54 CHAPTER TWO: REVIEW OF LITERATURE 2.1. Perspectives of MLE………………………………………………………..57 2.1.1 Conceptual perspective………………………………………….…57 2.1.2 Aesthetic perspective………………………………………………58 2.1.3 Cultural studies perspective……………………………………… 59 2.1.4 Psychological information-process perspective……………………60 v 2.2. Aspects of Mass Media Phenomena………………………………………...61 2.2.1 Media industries................................................................................61 2.2.2 Media messages................................................................................62 2.2.3 Media audience.................................................................................64 2.2.4 Media effects……………………………………………………….66 2.3. Key Concepts of MLE………………………………………………………68 2.3.1 All media are constructions………………………………………..68 2.3.2 The media construct reality………………………………………...69 2.3.3 Audiences negotiate meaning in media……………………………69 2.3.4 Media messages have commercial implications…………………...70 2.3.5 Media messages contain ideological and value messages…………70 2.3.6 Media messages contain social and political implications.………..71 2.3.7 Form and content are closely related in media messages………….72 2.3.8 Each medium has a unique aesthetic form..……………………….72 2.4. Theoretical Foundation……………………………………………………..73 2.4.1 Media effect point of view…………………………………………74 Cultivation Analysis Theory (CAT) George Gerbner (1919-2005)
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