MediaȱLiteracyȱinȱtheȱRiskȱSociety:ȱTowardȱaȱRiskȱ ReductionȱStrategyȱ ȱ StephenȱKline,ȱKymȱStewart,ȱ&ȱDavidȱMurphyȱ ȱ ȱ Theȱideaȱofȱmediaȱliteracyȱpromptsȱanȱincreasinglyȱdivisiveȱdebateȱbetweenȱeducatorsȱ whoȱwishȱtoȱprotectȱchildrenȱfromȱtheȱcommercializationȱofȱglobalȱmarketsȱandȱthoseȱ whoȱ challengeȱ criticalȱ mediaȱ studiesȱ asȱ misguided,ȱ outdated,ȱ andȱ ineffective.ȱ Weȱ haveȱ providedȱ aȱ historicalȱ overviewȱ ofȱ changingȱ conceptionsȱ ofȱ mediaȱ literacyȱ asȱ preparationȱ andȱ protectionȱ inȱ marketȱ society,ȱ arguingȱ thatȱ contemporaryȱ concernsȱ aboutȱchildren’sȱfastȱfoodȱmarketingȱandȱsedentaryȱlifestylesȱcallȱforȱnewȱapproachesȱ toȱtheȱeducationȱofȱcitizenȬconsumersȱinȱaȱriskȱsociety.ȱOurȱcaseȱstudyȱdemonstratesȱ thatȱ aȱ mediaȱ educationȱ programmeȱ canȱ provideȱ scaffoldingȱ forȱ children’sȱ criticalȱ thinkingȱaboutȱtheirȱsedentaryȱlifestylesȱandȱmediaȱconsumption.ȱȱȱ ȱ Keyȱ words:ȱȱsedentaryȱ lifestyles,ȱ advertisingȱ literacy,ȱ mediaȱ consumption,ȱ displacementȱeffects.ȱȱ ȱ Laȱnotionȱd’initiationȱauxȱmédiasȱsusciteȱunȱdébatȱdeȱplusȱenȱplusȱaniméȱentre,ȱd’uneȱ part,ȱ lesȱ intervenantsȱ éducatifsȱ quiȱ désirentȱ protégerȱ lesȱ enfantsȱ contreȱ laȱ mondialisationȱ deȱ laȱ cultureȱ commercialeȱ et,ȱ d’autreȱ part,ȱ ceuxȱ pourȱ quiȱ lesȱ étudesȱ critiquesȱ desȱ médiasȱ sontȱ peuȱ judicieuses,ȱ périméesȱ etȱ inefficaces.ȱȱLesȱ auteursȱ présententȱ unȱ survolȱ historiqueȱ deȱ l’évolutionȱ desȱ façonsȱ deȱ voirȱ l’initiationȱ auxȱ médiasȱcommeȱoutilȱdeȱpréparationȱetȱdeȱprotectionȱdansȱuneȱsociétéȱmarchandeȱetȱ soutiennentȱ queȱ lesȱ inquiétudesȱ actuellesȱ auȱ sujetȱ duȱ marketingȱ desȱ repasȬminuteȱ auprèsȱdesȱenfantsȱetȱdesȱmodesȱdeȱvieȱsédentaireȱrequièrentȱdeȱnouvellesȱapprochesȱ deȱl’éducationȱdesȱconsommateursȬcitoyensȱdansȱuneȱsociétéȱàȱrisque.ȱL’étudeȱdeȱcasȱ présentéeȱiciȱdémontreȱqu’unȱprogrammeȱd’initiationȱauxȱmédiasȱpeutȱpermettreȱdeȱ charpenterȱl’espritȱcritiqueȱdesȱenfantsȱauȱsujetȱdeȱleurȱmodeȱdeȱvieȱsédentaireȱetȱdeȱ leurȱconsommationȱdesȱmédias.ȱȱ ȱ Motsȱclésȱ:ȱmodeȱdeȱvieȱsédentaire,ȱlittératieȱenȱmatièreȱdeȱpublicité,ȱconsommationȱ desȱmédias,ȱeffetsȱdeȱdéplacement.ȱȱ ______ȱ ȱ ȱ ȱ

CANADIANȱJOURNALȱOFȱEDUCATIONȱ29,ȱ1ȱ(2006):ȱ131Ȭ153ȱ 132ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ

Sinceȱ massȱ literacyȱ wasȱ firstȱ establishedȱ asȱ oneȱ ofȱ theȱ cornerstonesȱ ofȱ democraticȱsociety,ȱreadingȱandȱwritingȱhaveȱbeenȱtheȱundisputedȱcoreȱ competencesȱtaughtȱinȱprimaryȱclasses,ȱwhereȱtheȱbookȱisȱtheȱprivilegedȱ mediumȱ ofȱ massȱ education.ȱ Yetȱ duringȱ theȱ twentiethȱ century,ȱ theȱ inventionȱ ofȱ massȱ mediaȱ suchȱ asȱ filmsȱ andȱ comicsȱ hasȱ provokedȱ wideningȱdebateȱaboutȱtheȱroleȱofȱelectronicȱmediaȱinȱmassȱeducationȱasȱ researchersȱdocumentedȱthatȱchildrenȱspentȱasȱmuchȱtimeȱwatchingȱTVȱ atȱ homeȱ asȱ theyȱ didȱ inȱ classroomsȱ ofȱ formalȱ learning.ȱ Becauseȱ inȱ aȱ commercialȱ mediaȱ system,ȱ mostȱ programmingȱ wasȱ producedȱ withȱ theȱ sizeȱofȱtheȱaudienceȱratherȱthanȱchildren’sȱeducationȱinȱmind,ȱtelevisionȱ wasȱ theȱ sourceȱ ofȱ anxiousȱ discoursesȱ aboutȱ mesmerizedȱ childrenȱ entrancedȱ byȱ mindlessȱ cartoons,ȱ punctuatedȱ byȱ messagesȱ fromȱ payingȱ sponsorsȱ (Kline,ȱ 1993).ȱ Howeverȱ visuallyȱ attractiveȱ andȱ engaging,ȱ teachersȱinstilledȱwithȱtheȱidealsȱofȱprogressiveȱeducationȱfoundȱitȱeverȱ moreȱdifficultȱtoȱseeȱtheȱbanalȱcartoonsȱandȱcrimeȱdramasȱasȱscaffoldingȱ children’sȱ intellectualȱ development.ȱ Researchersȱ discoveredȱ thatȱ newȱ mediaȱ hadȱ aȱ paradoxicalȱ impactȱ onȱ children’sȱ socialization:ȱȱtelevisionȱ couldȱ bothȱ supportȱ learningȱ andȱ schoolȱ achievementȱ amongȱ brighterȱ middleȬclassȱstudentsȱwhoȱwereȱintellectuallyȱprepared,ȱbutȱalsoȱdistractȱ poorerȱ studentsȱ fromȱ readingȱ andȱ homework,ȱ leadingȱ toȱ aȱ downwardȱ spiralȱ ofȱ academicȱ achievement.ȱ Criticsȱ beganȱ toȱ fearȱ thatȱ massȱ mediaȱ wereȱhavingȱaȱgreaterȱdetrimentalȱimpactȱoutsideȱtheȱclassroom.ȱȱ ȱDuringȱ theȱ 1960s,ȱ Marshallȱ McLuhanȱ provokedȱ aȱ broadȱ debateȱ aboutȱ theȱ newȱ formsȱ ofȱ literacyȱ forgedȱ inȱ electronicallyȱ mediatedȱ cultures.ȱCookȱ(2000)ȱhasȱdocumentedȱtheȱpublicȱdebateȱaboutȱthisȱfirstȱ televisionȱ generationȱ asȱ “electronicȱ mediaȱ togetherȱ withȱ theȱ flowȱ andȱ forcesȱ ofȱ capital”ȱ beganȱ “fomentingȱ aȱ postȬmodernȱ childhoodȱ inseparableȱ fromȱ mediaȱ use”ȱ (p.ȱ 82).ȱ TVȱ becameȱ theȱ contestedȱ culturalȱ zone,ȱasȱ Northȱ Americanȱeducatorsȱ realizedȱ thatȱ theȱ vastȱ wastelandȱ ofȱ massȱ broadcastingȱ mightȱ beȱ cultivatingȱ aȱ spoiledȱ generationȱ ofȱ aggressiveȱcouchȱpotatoes.ȱOnȱoneȱside,ȱtheȱprogressivesȱwereȱoptimisticȱ aboutȱ thisȱ technologicalȱ modernizationȱ ofȱ massȱ educationȱ becauseȱ TVȱ madeȱknowledgeȱaccessibleȱandȱengaging.ȱOnȱtheȱother,ȱtheȱdefendersȱofȱ traditionalȱliterateȱsensibilitiesȱwantedȱtoȱinoculateȱchildrenȱbyȱteachingȱ themȱtoȱcritiqueȱtheȱcrassȱandȱreductiveȱtendenciesȱofȱaȱcommercializedȱ massȱ culture.ȱ Overȱ theȱ years,ȱ theȱ termsȱ usedȱ inȱ thisȱ debateȱ haveȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 133ȱȱȱ changed,ȱ butȱ theȱ centralȱ problemȱ hasȱ remainedȱ theȱ same:ȱ mediaȱ areȱ associatedȱwithȱbothȱpositiveȱandȱnegativeȱaspectsȱofȱsocialization.ȱ Recognizingȱ theȱ limitationsȱ ofȱ commercialȱ TV,ȱ Americanȱ progressivesȱ ralliedȱ publicȱ supportȱ inȱ theȱ USA,ȱ helpingȱ toȱ launchȱ theȱ PublicȱBroadcastȱSystemȱasȱaȱcounterweightȱtoȱmassȱignorance.ȱȱSesameȱ Street,ȱtheȱPBS’sȱflagshipȱprogramme,ȱspecificallyȱsetȱoutȱtoȱgiveȱghettoȱ kidsȱaȱheadȱstartȱinȱacquiringȱliteracyȱandȱnumeracyȱskillsȱbyȱadaptingȱ theȱ techniquesȱ ofȱ commercialȱ media—popularȱ music,ȱ animation,ȱ dynamicȱ formatsȱ ofȱ advertising,ȱ andȱ cleverȱ puppetry—toȱ deliverȱ massȱ literacyȱ intoȱ theȱ home.ȱ Theȱ commercialȱ formatsȱ provedȱ enormouslyȱ attractiveȱtoȱchildrenȱallȱaroundȱtheȱworld,ȱconfirmingȱthatȱcommercialȱ TVȱ canȱ beȱ educational.ȱ Yetȱ assessmentsȱ ofȱ thisȱ pedagogicalȱ innovationȱ indicatedȱ theȱ limitsȱ ofȱ TVȱ asȱ aȱ massȱ educator.ȱ Familiesȱ whoȱ alreadyȱ supportedȱ theirȱ children’sȱ educationȱ confirmedȱ thatȱ preȬschoolȱ TVȱ programmesȱcouldȱprovideȱaȱboostȱtoȱliteracyȱskillsȱ(Anderson,ȱHuston,ȱ Wright,ȱ &ȱ Collins,ȱ 1998).ȱ Butȱ withoutȱ parentalȱ supportȱ andȱ encouragement,ȱ childrenȱ receivedȱ fewȱ positiveȱ benefitsȱ fromȱ watchingȱ Sesameȱ Street,ȱ particularlyȱ amongȱ theȱ mostȱ deprivedȱ familiesȱ (Lesser,ȱ 1974).ȱ Theȱ findingsȱ suggestedȱ thatȱ thoseȱ whoȱ watchedȱ commercialȱ TVȱ mostȱdidȱpoorlyȱatȱschool.ȱResearchersȱfoundȱnoȱeasyȱtechnologicalȱfixesȱ forȱtheȱproblemsȱofȱmassȱeducation.ȱȱ PEDAGOGIESȱOFȱRESISTANCEȱ Britishȱeducatorsȱwereȱmoreȱwaryȱofȱtheȱriseȱofȱmassȱmediatedȱcultureȱ thanȱthoseȱinȱNorthȱAmericaȱ(Alvermannȱ&ȱHagood,ȱ2000).ȱPointingȱtoȱ theȱenormousȱpopularityȱofȱtheȱcinemaȱandȱcomics,ȱLeavisȱandȱThomsonȱ (1933)ȱproposedȱaȱprophylacticȱculturalȱpedagogyȱthatȱwouldȱteachȱtheȱ massesȱ toȱ betterȱ discriminateȱ culturalȱ tastesȱ andȱ resistȱ theȱ commercialȱ rhetoricȱofȱpopularȱculture.ȱȱInspiredȱbyȱLeavis,ȱmanyȱBritishȱeducatorsȱ believedȱthatȱculturalȱliteracyȱwasȱtheȱbestȱdefenceȱagainstȱtheȱincursionsȱ ofȱcommercializedȱculture.ȱȱ Althoughȱcommercialȱtelevisionȱexpandedȱrapidlyȱinȱtheȱ1950sȱinȱtheȱ UK,ȱ Britishȱ policyȱ makersȱ establishedȱ qualityȱ standardsȱ inȱ theȱ publicȱ interestȱandȱmandatedȱtheȱBritishȱBroadcastingȱCorporationȱ(BBC)ȱasȱanȱ educationalȱ broadcasterȱ toȱ preventȱ aȱ culturalȱ wasteland.ȱȱBritishȱ educatorȱ Richardȱ Hoggartȱ (1959)ȱ arguedȱ thatȱ defendingȱ literacyȱ calledȱ 134ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ forȱaȱbroaderȱrethinkingȱofȱpublicȱeducation.ȱȱHeȱrecognizedȱthatȱmanyȱ highbrowȱworksȱofȱpoetryȱandȱproseȱonȱtheȱcurriculumȱservedȱonlyȱtoȱ marginalizeȱandȱdemeanȱworkingȱclassȱstudents.ȱȱBecauseȱtheȱlevellingȱ aspirationsȱ ofȱ theȱ massȱ literacyȱ movementȱ requiredȱ aȱ broaderȱ culturalȱ pedagogyȱ toȱ “replaceȱ theȱ snobbishnessȱ ofȱ traditionalȱ educators”ȱ heȱ arguedȱ forȱ aȱ criticalȱ culturalȱ pedagogyȱ thatȱ stronglyȱ opposedȱ theȱ trivialization,ȱ theȱ fragmentationȱ andȱ theȱ opinionationȱ encouragedȱ byȱ popularȱproviders”ȱ(p.ȱ321).ȱȱ Hoggart’sȱ(1959)ȱadvocacyȱforȱcriticalȱculturalȱstudiesȱprovidedȱtheȱ impetusȱ forȱ mediaȱ literacyȱ pedagogyȱ inȱ Britain.ȱ Theȱ ideaȱ ofȱ aȱ democratizingȱ potentialȱ forȱ criticalȱ culturalȱ studiesȱ inspiredȱ manyȱ teachersȱwhoȱpractisedȱanalyzingȱpopularȱmusic,ȱmovies,ȱandȱtelevisionȱ withȱ studentsȱ toȱ teachȱ themȱ toȱ understandȱ differencesȱ betweenȱ theȱ progressiveȱ andȱ regressiveȱ dimensionsȱ ofȱ culturalȱ ideology.ȱ Britishȱ mediaȱstudiesȱadvocateȱLenȱMastermanȱconsolidatedȱtheseȱideasȱintoȱaȱ formalȱ criticalȱ pedagogyȱ whichȱ taughtȱ “ideologicalȱ deconstruction”ȱ toȱ protectȱ youngerȱ studentsȱ fromȱ commercialȱ manipulationȱ (Masterman,ȱ 1985).ȱ Hisȱ criticalȱ mediaȱ educationȱ curriculumȱ calledȱ forȱ theȱ empowermentȱ ofȱ studentsȱ throughȱ aȱ demystificationȱ ofȱ popularȱ texts,ȱ especiallyȱnewsȱandȱadvertising.ȱHisȱpedagogyȱusedȱliterary,ȱideological,ȱ andȱ semioticȱ analysisȱ toȱ encourageȱ aȱ reflectiveȱ questioningȱ stanceȱ towardsȱ theȱ formsȱ andȱ contentsȱ ofȱ printȱ andȱ electronicȱ media.ȱ Masterman’sȱ criticalȱ pedagogyȱ hasȱ influencedȱ teachersȱ aroundȱ theȱ world,ȱ butȱ especiallyȱ inȱ Canadaȱ whereȱ thisȱ pedagogyȱ helpedȱ launchȱ mediaȱ educationȱ amongȱ Ontarioȱ andȱ Britishȱ Columbiaȱ teachersȱ (Anderson,ȱDuncan,ȱ&ȱPungente,ȱ2004).ȱ Manyȱteachersȱfoundȱthatȱmediaȱstudiesȱprovidedȱexcellentȱleverageȱ forȱ broadeningȱ theȱ scopeȱ ofȱ theȱ Englishȱ curriculumȱ beyondȱ theȱ greatȱ works.ȱTheȱBritishȱFilmȱInstituteȱ(BFI)ȱtookȱtheȱleadȱinȱaȱbroaderȱviewȱofȱ culturalȱ criticism,ȱ promotingȱ filmȱ studiesȱ throughȱ aȱ schoolsȱ outreachȱ initiativeȱthatȱtaughtȱfilmȱasȱparallelȱculturalȱtext.ȱTheyȱdevelopedȱcourseȱ materialsȱ focusedȱ onȱ theȱ appreciationȱ ofȱ filmicȱ languageȱ toȱ promoteȱ visualȱliteracyȱskills.ȱȱRecognizingȱtheȱimportanceȱofȱfilmȱandȱtelevisionȱ asȱ buildingȱ blocksȱ ofȱ youth,ȱ theseȱ initiativesȱ engagedȱ throughȱ desireȱ ratherȱ thanȱ condemnȱ children’sȱ tasteȱ asȱ vulgarȱ andȱ unsophisticated.ȱ Ratherȱ thanȱ condemningȱ rockȱ videos,ȱ advertising,ȱ andȱ sitcomsȱ asȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 135ȱȱȱ debasedȱ forms,ȱ theyȱ usedȱ themȱ toȱ engageȱ studentsȱ withȱ learningȱ theȱ visualȱgrammarsȱofȱmedia.ȱ PRAGMATICȱPEDAGOGIESȱANDȱDIGITALȱPANICSȱ Theȱ criticalȱ pedagogyȱ ofȱ mediaȱ studiesȱ gainedȱ acceptanceȱ inȱ Northȱ America,ȱwhereȱtheȱlimitationsȱofȱtheȱPBSȱasȱanȱeducationalȱforceȱwereȱ becomingȱapparent.ȱTheȱParentȬTeachersȱAssociation,ȱwhoȱlobbiedȱforȱaȱ schoolȬbasedȱ initiativeȱ toȱ countermandȱ theȱ effectsȱ ofȱ commercialȱ televisionȱonȱchildren,ȱpersuadedȱtheȱUSȱOfficeȱofȱEducationȱtoȱlaunchȱaȱ researchȱandȱdevelopmentȱinitiativeȱinȱ1978.ȱThisȱinitiativeȱsupportedȱtheȱ ideaȱofȱteachingȱcriticalȱtelevisionȱviewingȱskillsȱinȱtheȱschools,ȱenablingȱ studentsȱtoȱmakeȱjudiciousȱuseȱofȱtheirȱviewingȱtime.ȱTheȱUSȱOfficeȱofȱ Educationȱ recommendedȱ aȱ nationalȱ curriculumȱ toȱ enhanceȱ students’ȱ understandingȱ ofȱ commercials,ȱ theirȱ abilityȱ toȱ distinguishȱ factȱ fromȱ fiction,ȱtheȱrecognitionȱofȱcompetingȱpointsȱofȱviewȱinȱprogrammes,ȱanȱ understandingȱ ofȱ theȱ styleȱ andȱ formatsȱ inȱ publicȱ affairsȱ programming,ȱ andȱ theȱ abilityȱ toȱ understandȱ theȱ relationshipȱ betweenȱ televisionȱ andȱ printedȱmaterialsȱ(LloydȬKolkin,ȱWheeler,ȱ&ȱStrand,ȱ1980).ȱȱ Inȱ theȱ earlyȱ 1980s,ȱ however,ȱ Presidentȱ Reagan’sȱ deregulationȱ ofȱ communicationsȱ putȱ aȱ haltȱ toȱ mediaȱ educationȱ effortsȱ inȱ theȱ USA.ȱȱ Ironically,ȱ theȱ deregulationȱ ofȱ children’sȱ TVȱ alsoȱ intensifiedȱ anxietiesȱ aboutȱtheȱwideningȱgulfȱbetweenȱtheȱcivilizingȱvaluesȱfosteredȱinȱschoolsȱ andȱ theȱ selfȬindulgenceȱ andȱ aggressionȱ promotedȱ byȱ theȱ massȱ entertainment.ȱDeregulation,ȱtherefore,ȱintensifiedȱpublicȱanxietiesȱaboutȱ children’sȱ vulnerabilityȱ inȱ anȱ increasinglyȱ unregulatedȱ commercialȱ world.ȱDeclaringȱthatȱtheȱculturalȱepistemologyȱcreatedȱbyȱmassȱmediaȱisȱ “notȱ onlyȱ inferiorȱ toȱ printȱ basedȱ epistemologyȱ butȱ isȱ dangerousȱ andȱ absurdist,”ȱ Neilȱ Postmanȱ warnedȱ “thatȱ theȱ uncontrolledȱ growthȱ ofȱ technologyȱ destroysȱ theȱ vitalȱ sourcesȱ ofȱ ourȱ humanity.ȱ Itȱ createsȱ aȱ cultureȱ withoutȱ aȱ moralȱ foundation.ȱ Itȱ underminesȱ certainȱ mentalȱ processesȱ andȱ socialȱ relationsȱ thatȱ makeȱ humanȱ lifeȱ worthȱ living”ȱ (Postman,ȱ 1993,ȱ p.ȱ xiii).ȱ Heȱ remainedȱ fundamentallyȱ opposedȱ toȱ educatorsȱ makingȱ anyȱ accommodationȱ withȱ TVȱ orȱ computers,ȱ orȱ acceptingȱtheȱimplicitȱculturalȱvaluesȱthatȱadvocatesȱofȱpopularȱcultureȱ broughtȱintoȱtheȱclassroom.ȱȱ 136ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ

Notȱ everyoneȱ drewȱ theirȱ linesȱ inȱ theȱ sandȱ aroundȱ theȱ traditionalȱ literacyȱcurriculum.ȱDuringȱtheȱ1990sȱonȱaȱstateȬbyȬstateȱbasisȱ(Scharrer,ȱ 2002,ȱ p.ȱ 354)ȱ Northȱ Americanȱ mediaȱ educatorsȱ beganȱ revivingȱ earlierȱ mediaȱ literacyȱ preceptsȱ byȱ updatingȱ theirȱ pedagogiesȱ beyondȱ deconstructionȱ skillsȱ (McCannon,ȱ 2002).ȱ Mediaȱ literacy,ȱ definedȱ asȱ criticalȱanalysis,ȱprovedȱaȱremarkablyȱ“bigȱtent,”ȱencompassingȱdifferentȱ interestsȱincludingȱreligiousȱgroups,ȱleftȬwingȱscholars,ȱpopularȱcultureȱ educators,ȱcomputerȱtechnologyȱadvocates,ȱhealthȱpromoters,ȱandȱsocialȱ marketersȱandȱadvertisers.ȱȱȱ Inȱ theȱ earlyȱ 1980s,ȱ theȱ progressives’ȱ hopesȱ forȱ mediaȱ educationȱ ralliedȱ aroundȱ children’sȱ growingȱ fascinationȱ withȱ aȱ newȱ medium:ȱȱ computers.ȱȱEnthusiastsȱ proclaimedȱ thatȱ evenȱ whileȱ playingȱ computerȱ games,ȱchildrenȱwereȱsolvingȱproblems,ȱgainingȱcontrolȱoverȱtheirȱlives,ȱ andȱfeelingȱgoodȱaboutȱthemselves,ȱwhileȱacquiringȱoperationalȱskillsȱforȱ theȱ automatedȱ andȱ computerizedȱ workplacesȱ ofȱ theȱ future.ȱȱManyȱ teachersȱwelcomedȱtheȱcomputerizationȱofȱtheȱclassroom,ȱbelievingȱthisȱ technologyȱ cultivatedȱ activeȱ engagementȱ inȱ learning.ȱ Inȱ 1994,ȱ ViceȬ Presidentȱ Goreȱ sketchedȱ outȱ theȱ USȱ government’sȱ plansȱ toȱ makeȱ computerȱliteracyȱaȱnationalȱgoalȱ(Tapscott,ȱ1998).ȱDigitalȱgurusȱforesawȱ anȱ enlightenmentȱ revivalȱ programmedȱ intoȱ theȱ computerȱ chips,ȱ promisingȱ thatȱ interactiveȱ technologyȱ wouldȱ enhanceȱ youngȱ people’sȱ abilityȱ toȱ learn.ȱ Culturalȱ studiesȱ scholarsȱ likeȱ Henryȱ Jenkinsȱ (2004)ȱ becameȱ enthusiasticȱ advocatesȱ forȱ thisȱ pragmaticȱ perspectiveȱ onȱ theȱ newlyȱ wiredȱ school,ȱ arguingȱ thatȱ computersȱ laidȱ theȱ foundationȱ forȱ digitalȱ mediaȱ literaciesȱ thatȱ fosteredȱ skillsȱandȱ competenciesȱ neededȱ inȱ theȱcurrentȱmediaȱenvironment.ȱ Theȱ scopeȱ ofȱ theȱ debatesȱ aboutȱ multipleȱ criticalȱ literaciesȱ hasȱ broadenedȱ (Warnick,ȱ 2002).ȱ Overȱ theȱ lastȱ decade,ȱ schoolsȱ acrossȱ Northȱ Americaȱwereȱwiredȱintoȱtheȱcommercializedȱbackboneȱofȱtheȱnetworkedȱ society.ȱ Theȱ hopeȱ thatȱ thisȱ newȱ technologyȱ wouldȱ betterȱ prepareȱ studentsȱ forȱ theȱ informationȱ ageȱ propelledȱ thisȱ frenziedȱ upgradingȱ ofȱ classroomȱ technologies.ȱ Mediaȱ educationȱ cameȱ toȱ beȱ associatedȱ withȱ competencesȱandȱskillsȱofȱmediaȱuse,ȱratherȱthanȱtheȱcriticalȱawarenessȱofȱ communicatedȱvaluesȱ(Jenkins,ȱ2004).ȱȱ Theȱ digitalȱ revolutionȱ renewedȱ theȱ progressives’ȱ hopesȱ forȱ democraticȱ educationȱ byȱ makingȱ trainingȱ inȱ operationalȱ competencesȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 137ȱȱȱ andȱmultiȬliteraciesȱtheȱriteȱofȱpassageȱintoȱfutureȱlabourȱmarketsȱ(Newȱ Londonȱ Group,ȱ 1996).ȱȱHowever,ȱ childrenȱ needȱ moreȱ thanȱ operationalȱ skillsȱtoȱsurviveȱinȱtoday’sȱunregulatedȱonȬlineȱenvironmentsȱwhereȱviralȱ marketing,ȱ cyberȬstalkers,ȱ spammers,ȱ hackers,ȱ andȱ pornographersȱ rubȱ shouldersȱ withȱ childrenȱ (Mediaȱ Awarenessȱ Network,ȱ 2001).ȱ ȱ Likeȱ TV,ȱ commercialȱwebȱsitesȱandȱvideoȱgamesȱareȱnotȱdesignedȱasȱeducational,ȱ butȱ ratherȱ entertainmentȱ sourcesȱ (Kline,ȱ 2003).ȱ Manyȱ teachersȱ sympathizedȱ withȱ Postman’sȱ hopeȱ ofȱ bufferingȱ studentsȱ againstȱ theȱ moreȱdehumanizingȱaspectsȱofȱourȱculture,ȱdrivenȱbyȱtechnology,ȱmassȱ media,ȱ andȱ consumerȱ capitalism,ȱ andȱ nowȱ believeȱ thatȱ mediaȱ literacyȱ initiativesȱ canȱ provideȱ anȱ intellectualȱ prophylacticȱ againstȱ theȱ overwhelmingȱencroachmentȱofȱcommercialȱvaluesȱandȱsensibilities.ȱȱ Mostȱ contemporaryȱ mediaȱ educatorsȱ haveȱ respondedȱ toȱ thisȱ challenge,ȱ committedȱ toȱ theȱ ideaȱ thatȱ preparationȱ forȱ citizenshipȱ inȱ anȱ informationȱ societyȱ canȱ noȱ longerȱ beȱ “viewedȱ exclusivelyȱ inȱ termsȱ ofȱ keepingȱchildrenȱawayȱfromȱcertainȱcontent,ȱorȱviceȱversa,ȱbutȱisȱalsoȱaȱ questionȱ ofȱ ‘strengtheningȱ childrenȱ inȱ theirȱ roleȱ asȱ criticalȱ consumersȱ (andȱ producers)ȱofȱtheȱmultipleȱmedia’”ȱ(Carlsson,ȱ2003,ȱp.ȱ8).ȱȱ AȱPEDAGOGYȱDIVIDEDȱ Notingȱ aȱ wideningȱ riftȱ betweenȱ theȱ preparationistȱ progressivesȱ andȱ protectionistȱ criticsȱ withinȱ theȱ mediaȱ literacyȱ movement,ȱ Reneeȱ Hobbsȱ (1998)ȱchastisesȱthisȱfractiousȱcoalitionȱforȱbeingȱincapableȱofȱdefining,ȱletȱ aloneȱ agreeingȱ to,ȱ aȱ unifiedȱ approachȱ toȱ mediaȱ pedagogy.ȱ Ratherȱ thanȱ resolvingȱ theirȱ differencesȱ orȱ establishingȱ sharedȱ goals,ȱ sheȱ notesȱ aȱ tendencyȱtoȱcircleȱtheȱwagonsȱandȱshootȱinwards.ȱDavidȱBuckingham’sȱ (2003)ȱrecentȱbookȱisȱaȱprimeȱexample,ȱlaunchingȱaȱscathingȱattackȱonȱtheȱ protectionistȱideologyȱandȱtheirȱrhetoricȱofȱdemocraticȱcitizenshipȱuponȱ whichȱ applicationsȱ inȱ theȱ classroomȱ areȱ oftenȱ basedȱ andȱ whichȱ manyȱ criticalȱ mediaȱ educatorsȱ espouse.ȱ Buckinghamȱ dismissedȱ theȱ criticalȱ literaciesȱapproachȱasȱnothingȱmoreȱthanȱaȱmoralȱpanicȱthatȱwronglyȱseesȱ mediaȱasȱhavingȱanȱenormouslyȱpowerfulȱ(andȱalmostȱentirelyȱnegative)ȱ influenceȱ andȱ whichȱ thereforeȱ censorsȱ children’sȱ tasteȱ andȱ preferencesȱ becauseȱ childrenȱ areȱ vulnerableȱ toȱ manipulation.ȱ Heȱ goesȱ onȱ toȱ characterizeȱ theȱ workȱ ofȱ theseȱ criticalȱ mediaȱ educatorsȱ asȱ aȱ typeȱ ofȱ ideologicalȱ manipulationȱ thatȱ submitsȱ mediaȱ “toȱ aȱ formȱ ofȱ ‘criticalȱ 138ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ analysis’ȱ whichȱ doesȱ littleȱ moreȱ thanȱ commandȱ obedienceȱ andȱ assent”ȱ (p.ȱ171).ȱHeȱconcludesȱbyȱclaimingȱthatȱsuchȱaȱheavyȬhandedȱapproachȱ mustȱ inevitablyȱ failȱ becauseȱ itȱ condemnsȱ whatȱ childrenȱ love.ȱ Heȱ advocatesȱ theȱ culturalȱ studiesȱ alternativeȱ thatȱ stressesȱ readerlyȱ competencesȱ andȱ creativeȱ selfȬexpressionȱ asȱ theȱ preferredȱ learningȱ outcomesȱofȱtheȱmediaȱstudiesȱcurriculum.ȱȱ AlthoughȱBuckinghamȱoffersȱsomeȱusefulȱobservationsȱaboutȱhowȱaȱ Vygotskianȱ approachȱ canȱ guideȱ mediaȱ educatorsȱ toȱ scaffoldȱ activeȱ learningȱthroughȱ“creativeȱengagements”ȱinȱtheȱclassroom,ȱhisȱsweepingȱ dismissalȱ ofȱ criticalȱ pedagogyȱ mayȱ seemȱ oddȱ toȱ educatorsȱ inȱ theȱ Canadianȱ mediaȱ literacyȱ movement.ȱ Toȱ narrowȱ theȱ preparationistȱ agendaȱ fromȱ informedȱ andȱ responsibleȱ choicesȱ toȱ operationalȱ competencesȱ acceptsȱ aȱ highlyȱ reductiveȱ viewȱ ofȱ theȱ goalsȱ ofȱ mediaȱ education.ȱManyȱteachersȱwillȱbeȱunhappyȱwithȱthisȱneoȬliberalȱviewȱofȱ theirȱ roleȱ inȱpromotingȱ democraticȱ citizenshipȱ becauseȱ jobȱ trainingȱ hasȱ triumphedȱoverȱcriticalȱjudgementȱasȱtheȱcoreȱlearningȱobjectives.ȱȱMoreȱ problematically,ȱBuckingham’sȱdismissalȱofȱcriticalȱpedagogiesȱasȱaȱformȱ ofȱ ideologicalȱ indoctrinationȱ totallyȱ misrepresentsȱ contemporaryȱ Canadianȱ practiceȱ whereȱ manyȱ thoughtfulȱ teachersȱ provokeȱ selfȬ reflectionȱ andȱ fosterȱ informedȱ judgmentsȱ inȱ theirȱ students.ȱ Asȱ Brownȱ (1998)ȱ pointsȱ out,ȱ mediaȱ teachersȱ aroundȱ theȱ worldȱ (exceptȱ perhapsȱ inȱ theȱUK)ȱ“avoidȱindoctrinatingȱwithȱtheirȱownȱopinionsȱandȱconclusions,ȱ butȱ rather,ȱ trainȱ studentsȱ inȱ theȱ processȱ ofȱ selectiveȱ discrimination,ȱ analyticalȱ observationȱ andȱ reasonedȱ assessmentȱ basedȱ onȱ factualȱ dataȱ judgedȱaccordingȱtoȱmeaningfulȱcriteria”ȱ(p.ȱ49).ȱ Perhapsȱ mostȱ troublingȱ isȱ Buckingham’sȱ insistenceȱ thatȱ criticalȱ mediaȱeducationȱhasȱbeenȱlargelyȱmotivatedȱbyȱanȱunwarrantedȱbeliefȱinȱ theȱ corruptingȱ influenceȱ ofȱ mediaȱ andȱ aȱ correlativeȱ desireȱ toȱ policeȱ children’sȱ tasteȱ andȱ morality.ȱ Althoughȱ theȱ publicȱ oftenȱ overstatesȱ orȱ misunderstandsȱ theȱ media’sȱ effects,ȱ educatorsȱ cannotȱ concludeȱ thatȱ children’sȱ livesȱ remainȱ untouchedȱ byȱ theȱ commercializedȱ world.ȱ Ifȱ mediaȱwereȱonlyȱaȱmatterȱofȱtaste—andȱchildrenȱwereȱalreadyȱcompetentȱ usersȱofȱmediaȱ(particularlyȱcomparedȱwithȱtheirȱparents),ȱthereȱwouldȱ beȱlittleȱjustificationȱforȱeducatingȱaboutȱmedia.ȱTeachersȱcouldȱallȱgetȱonȱ withȱ teachingȱ historyȱ asȱ suggestedȱ byȱ Postman.ȱȱWhatȱ Buckinghamȱ refusesȱ toȱ acknowledgeȱ isȱ thatȱ aȱ growingȱ bodyȱ ofȱ evidenceȱ suggestsȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 139ȱȱȱ importantȱlifestyleȱrisksȱareȱassociatedȱwithȱheavyȱmediaȱconsumption:ȱȱ aggressiveȱ andȱ antiȬsocialȱ behavior,ȱ obesityȱ andȱ eatingȱ disorders,ȱ depressionȱ andȱ lowȱ selfȬesteem,ȱ orȱ lowerȱ educationalȱ achievementȱ (Kline,ȱ 2005a).ȱ Becauseȱ ofȱ theseȱ concerns,ȱ Canadianȱ mediaȱ educationȱ effortsȱhaveȱlargelyȱreȬfocusedȱonȱprovidingȱinformationȱandȱskillsȱthatȱ helpȱ studentsȱ makeȱ healthyȱ andȱ sociallyȱ responsibleȱ lifestyleȱ choices,ȱ includingȱmediaȱuse.ȱ TOWARDSȱAȱLIFESTYLEȱRISKȱPEDAGOGYȱȱ ȱWeȱ thinkȱ Buckingham’sȱ sweepingȱ claimȱ mustȱ beȱ challenged,ȱ hisȱ assertionȱthatȱtheȱ“missionaryȱrhetoricȱofȱpublicȱschoolingȱ–ȱitsȱclaimȱtoȱ ‘emancipate’ȱstudentsȱfromȱpower,ȱandȱtransformȱthemȱintoȱautonomousȱ socialȱ agentsȱ byȱ makingȱ themȱ intoȱ criticalȱ viewersȱ hasȱ notȱ worked”ȱ (Buckingham,ȱ2003,ȱp.ȱ16).ȱRecentȱevaluativeȱstudiesȱofȱmediaȱeducationȱ researchersȱ addressingȱ theȱ admittedlyȱ complexȱ tasksȱ ofȱ assessingȱ theȱ learningȱoutcomesȱofȱmediaȱliteracyȱprogrammesȱhaveȱfoundȱimportantȱ benefitsȱ fromȱ mediaȱ literacyȱ interventionsȱ (Emeryȱ &ȱ McCabe,ȱ 2003;ȱ Hobbs,ȱ1999;ȱScharrer,ȱ2002).ȱMoreoverȱanȱencouragingȱbodyȱofȱevidenceȱ indicatesȱthatȱmediaȱliteracyȱinitiativesȱtoȱhelpȱstudentsȱmakeȱinformedȱ andȱresponsibleȱlifestyleȱchoicesȱaboutȱriskyȱproductsȱsuchȱasȱcigarettesȱ andȱ alcoholȱ areȱ alsoȱ highlyȱ effectiveȱ (Bradford,ȱ 2001;ȱ Pechmann,ȱ 1997;ȱ Verkaikȱ &ȱ Gathercoal,ȱ 2001).ȱȱHalfȱ asȱ manyȱ Canadianȱ youthȱ smokeȱ asȱ Britishȱ youth,ȱ perhapsȱ promptedȱ byȱ theȱ proactiveȱ useȱ ofȱ mediaȱ toȱ educateȱ youngȱ peopleȱ aboutȱ theȱ healthȱ risksȱ ofȱ tobacco.ȱ Althoughȱ noȱ definitiveȱ solutionȱ exists,ȱ aȱ growingȱ bodyȱ ofȱ evidenceȱ alsoȱ showsȱ thatȱ criticalȱ mediaȱ educationȱ canȱ scaffoldȱ studentsȱ toȱ makeȱ criticalȱ judgementsȱ ofȱ promotionalȱ materialȱ andȱ consumptionȱ choicesȱ andȱ provokeȱbetterȱmanagementȱofȱtheirȱleisureȱtime.ȱForȱexampleȱinȱaȱrecentȱ studyȱinȱBritain,ȱhealthȱeducatorsȱdemonstratedȱthatȱaȱmediaȱeducationȱ programmeȱ couldȱ “inoculate”ȱ childrenȱ againstȱ theȱ marketingȱ ofȱ “fizzyȱ drinks”ȱ(James,ȱThomas,ȱCavan,ȱ&ȱKerr,ȱ2004).ȱ Aȱ considerableȱ bodyȱ ofȱ researchȱ inȱ Canadaȱ (Andersen,ȱ 2000;ȱ Tremblayȱ&ȱWillms,ȱ2003)ȱandȱtheȱUSAȱ(Gortmakerȱetȱal.,ȱ1996;ȱTucker,ȱ 1986;ȱ Vanderwater,ȱ Shim,ȱ &ȱ Caplovitz,ȱ 2004)ȱ showsȱ thatȱ heavyȱ mediaȱ consumptionȱ isȱ associatedȱ notȱ onlyȱ withȱ obesityȱ inȱ children,ȱ butȱ withȱ lowerȱ activityȱ levelsȱ andȱ greaterȱ intakeȱ ofȱ energyȱ denseȱ foods.ȱ 140ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ

Recognizingȱ theȱ pivotalȱ roleȱ thatȱ televisionȱ andȱ videoȱ gamesȱ playȱ inȱ childrenȇsȱ lives,ȱ Robinsonȱ (2000)ȱ andȱ Robinson,ȱ Wilde,ȱ Navracruz,ȱ Haydel,ȱandȱVaradyȱ(2001)ȱnotedȱhowȱlittleȱhealthȱeducationȱeffortȱhasȱ beenȱ directedȱ atȱ reducingȱ theȱ knownȱ risksȱ associatedȱ withȱ mediaȱ useȱ comparedȱ withȱ drugs,ȱ alcohol,ȱ andȱ smokingȱ risks.ȱȱRobinsonȱ andȱ colleaguesȱreasonedȱthatȱifȱheavyȱmediaȱconsumptionȱhasȱbeenȱshownȱtoȱ increaseȱtheȱrisksȱofȱobesityȱandȱantiȬsocialȱbehaviourȱinȱsomeȱchildren,ȱ thenȱinterventionsȱthatȱreducedȱmediaȱconsumptionȱshouldȱlessenȱthoseȱ risks.ȱHisȱteamȱdevelopedȱanȱinȬschoolȱinterventionȱforȱyoungȱchildrenȱ inȱgradesȱ3ȱandȱ4,ȱwhichȱcommunicated,ȱoverȱ18ȱweeks,ȱaboutȱvariousȱ healthȱrisks,ȱpromotedȱstudents’ȱtimeȱbudgetingȱandȱselectiveȱviewing,ȱ andȱrestrictingȱtheirȱtotalȱuseȱofȱtechnologyȱ(films,ȱTV,ȱandȱvideoȱgames).ȱ Theȱ researchȱ comparedȱ studentsȱ inȱ experimentalȱ andȱ controlȱ schools,ȱ findingȱthatȱatȱtheȱendȱofȱthisȱeightȬmonthȱstudy,ȱchildrenȱwhoȱreceivedȱ theȱmediaȱeducationȱprogrammeȱhadȱreducedȱtheirȱTVȱviewingȱbyȱaboutȱ oneȬthirdȱ(Robinsonȱetȱal.,ȱ2001).ȱȱ Theȱ experimentalȱ schoolȱ experiencedȱ aȱ 25ȱ perȱ centȱ reductionȱ inȱ aggressiveȱ behavioursȱ andȱ halfȱ asȱ muchȱ verballyȱ aggressiveȱ behaviourȱ suchȱasȱteasing,ȱthreatening,ȱorȱtauntingȱpeersȱonȱtheȱplaygroundȱwhenȱ comparedȱ withȱ studentsȱ atȱ theȱ controlȱ school.ȱ Bothȱ boysȱ andȱ girlsȱ benefitedȱ fromȱ theȱ interventionȱ curriculum,ȱ andȱ theȱ mostȱ aggressiveȱ students,ȱ accordingȱ toȱ theȱ study,ȱ experiencedȱ theȱ greatestȱ dropȱ inȱ combativeness.ȱ Studentsȱ inȱ theȱ treatmentȱ schoolȱ alsoȱ showedȱ reducedȱ riskȱ ofȱ obesityȱ (measuredȱ byȱ BMIȱ andȱ skinȱ fold)ȱ whenȱ comparedȱ withȱ thoseȱ inȱ theȱ control,ȱ althoughȱ noȱ evidenceȱ occurredȱ ofȱ greaterȱ activeȱ leisure.ȱ Theȱ controlledȱ experimentȱ revealedȱ notȱ onlyȱ thatȱ theȱ mediaȱ educationȱ significantlyȱ reducedȱ mediaȱ consumption,ȱ butȱ thatȱ ratesȱ ofȱ weightȱgainȱwereȱsignificantlyȱslowerȱwhenȱcomparedȱtoȱcontrolȱschools.ȱ Robinsonȱ andȱ colleaguesȱ suggestȱ thatȱ lowerȱ ratesȱ ofȱ BMIȱ growthȱ areȱ associatedȱmostlyȱwithȱtheȱlowerȱnumberȱofȱmealsȱeatenȱinȱfrontȱofȱtheȱ televisionȱ setȱ inȱ theȱ treatmentȱ school.ȱ Robinsonȱ andȱ colleaguesȱ confirmedȱthatȱreducedȱtelevisionȱviewingȱcouldȱbeȱanȱimportantȱpartȱofȱ aȱschoolȬbasedȱpreventionȱstrategyȱforȱcounteractingȱobesityȱinȱchildren.ȱȱ Inȱshort,ȱthisȱstudyȱdemonstratedȱthatȱtargetingȱmediaȱuseȱinȱtheȱprimaryȱ classroomȱ providedȱ aȱ viableȱ wayȱ ofȱ interveningȱ inȱ theȱ clusterȱ ofȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 141ȱȱȱ interrelatedȱ developmentalȱ mediaȬriskȱ factorsȱ associatedȱ withȱ aȱ sedentaryȱlifestyleȱandȱfastȱfoodȱculture.ȱȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱ Robinsonȱandȱcolleaguesȱsuggestȱthatȱinȱaȱcommercializedȱmarketplace,ȱ mediaȱ literacyȱ programmesȱ canȱ reduceȱ risksȱ associatedȱ withȱ children’sȱ mediaȱ useȱ andȱ bolsterȱ healthierȱ lifestyleȱ choices.ȱ Weȱ stronglyȱ disagreeȱ withȱ Postman,ȱ therefore,ȱ thatȱ mediaȱ educatorsȱ shouldȱ counterȱ theȱ impactsȱofȱcommercializedȱpopularȱcultureȱbyȱbarricadingȱtheȱdoorsȱofȱ theȱschools.ȱWeȱalsoȱagreeȱwithȱBuckinghamȱthatȱchildrenȱareȱdynamicȱ culturalȱ agents.ȱȱAnȱ ideologicalȱ deconstructionistȱ pedagogy,ȱ therefore,ȱ willȱbeȱofȱlittleȱuseȱinȱcounteractingȱtheȱconstantȱinformalȱlearningȱthatȱ takesȱ placeȱ outsideȱ schools.ȱ However,ȱ youngȱ people’sȱ growingȱ engagementȱ withȱ mediaȱ doesȱ notȱ warrantȱ aȱ retreatȱ fromȱ criticalȱ pedagogy,ȱbutȱratherȱaȱreworkingȱofȱitȱinȱtheȱcontextȱofȱaȱriskȱsociety.ȱȱȱȱ Youthȱ areȱ highlyȱ engagedȱ inȱ constructingȱ theirȱ ownȱ identitiesȱ andȱ assertingȱ theirȱ ownȱ tastes.ȱ Theyȱ doȱ so,ȱ notȱ inȱ contextsȱ ofȱ theirȱ ownȱ making,ȱbutȱratherȱinȱaȱhighlyȱcommercializedȱglobalȱmarketplaceȱthatȱ producesȱ systemicȱ environmentalȱ andȱ lifestyleȱ risksȱ (Kline,ȱ 2005b).ȱ Asȱ theȱ obesityȱ epidemicȱ hasȱ recentlyȱ madeȱ abundantlyȱ clear,ȱ mediaȱ useȱ itselfȱisȱnotȱsimplyȱaȱmatterȱofȱidentityȱconstructionȱandȱtaste,ȱbutȱratherȱ oneȱ ofȱ promotingȱ unhealthyȱ foodȱ choicesȱ andȱ consolidatingȱ sedentaryȱ lifestylesȱ(Kline,ȱ2005b).ȱFromȱtheȱpointȱofȱviewȱofȱschools,ȱstudentsȱareȱ activeȱagentsȱinȱaȱprocessȱofȱgainingȱbothȱpowerȱandȱresponsibilityȱforȱ theirȱ ownȱ wellȱ beingȱ inȱ aȱ democraticȱ society.ȱ Theȱ objectiveȱ ofȱ mediaȱ literacy,ȱtherefore,ȱmustȱnowȱincludeȱtheȱgoalȱofȱpreparingȱstudentsȱforȱ citizenshipȱinȱaȱriskyȱconsumerȱsociety.ȱȱȱ Inȱ Westernȱ culture,ȱ childrenȱ andȱ adolescentsȱ clearlyȱ enjoyȱ greaterȱ scopeȱ toȱ activelyȱ constructȱ theirȱ identitiesȱ bothȱ byȱ choosingȱ theirȱ pleasuresȱ andȱ experiencingȱ risks.ȱ Butȱ thisȱ doesȱ notȱ meanȱ theyȱ areȱ uncritical.ȱInȱresponse,ȱweȱdevelopedȱourȱriskȱcommunicationȱstrategyȱasȱ aȱkindȱofȱculturalȱjudoȱthatȱrecognizedȱthatȱchildrenȱcomeȱintoȱclassroomsȱ notȱ onlyȱ immersedȱ inȱ mediaȱ cultureȱ butȱ alsoȱ exposedȱ toȱ theȱ criticalȱ conceptsȱ thatȱ circulateȱ throughȱ mediaȱ (includingȱ advertisingȱ isȱ deceptive,ȱplayȱshouldȱbeȱfair,ȱjunkȱfoodȱisȱbadȱforȱyou,ȱandȱTVȱcanȱbeȱaȱ wasteȱ ofȱ time).ȱ Becauseȱ childrenȱ andȱ youthȱ learnȱ muchȱ ofȱ thisȱ criticalȱ 142ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ repertoireȱ inȱ theȱ familyȱ andȱ peerȱ groups,ȱ ourȱ riskȱ reductionȱ pedagogyȱ builtȱonȱtheȱfrailȱscaffoldingȱofȱtheirȱownȱcriticalȱreflectionsȱbyȱengagingȱ themȱinȱdiscussionsȱofȱtheȱroleȱmediaȱplayedȱinȱtheirȱlives.ȱȱRatherȱthanȱ condemnȱ mattersȱ ofȱ personalȱ tasteȱ andȱ preference,ȱ ourȱ criticalȱ literacyȱ approachȱengagedȱstudentsȱinȱdiscussingȱtheirȱlifestyles,ȱaskingȱthemȱtoȱ reflectȱ onȱ theirȱ mediaȱ useȱ habits,ȱ helpingȱ themȱ createȱ alternativeȱ opportunitiesȱforȱleisure,ȱandȱchallengingȱthemȱtoȱtakeȱresponsibilityȱforȱ theirȱlifestyleȱchoices.ȱȱ CASEȱSTUDY:ȱAȱCANADIANȱMEDIAȱRISKȱREDUCTIONȱSTRATEGYȱ Inȱ whatȱ follows,ȱ weȱ outlineȱ researchȱ thatȱ demonstratesȱ thatȱ mediaȱ literacyȱ interventionȱ canȱ effectivelyȱ promoteȱ children’sȱ skillsȱ andȱ knowledgeȱ toȱ copeȱ withȱ theȱ lifestyleȱ risksȱ associatedȱ withȱ mediaȱ consumption.ȱȱOurȱ projectȱ transposedȱ Robinsonȱ etȱ al’sȱ (2001)ȱ riskȱ reductionȱlogicȱintoȱaȱpedagogyȱweȱcallȱculturalȱjudo.ȱȱWhereasȱRobinsonȱ andȱcolleaguesȱreliedȱonȱaȱtimeȬlimitingȱtechnologyȱtoȱreduceȱchildren’sȱ mediaȱ consumption,ȱ weȱ designedȱ aȱ seriesȱ ofȱ classroomȱ exercisesȱ toȱ supportȱ voluntaryȱ reductionȱ ofȱ mediaȱ useȱ throughȱ criticalȱ reflection.ȱ Whereȱ Robinsonȱ usedȱ aȱ standardȱ healthȱ informationȱ model,ȱ weȱ reinforcedȱtheȱscaffoldingȱthatȱsupportsȱandȱconsolidatesȱyoungȱpeople’sȱ criticalȱ thinkingȱ aboutȱ theirȱ ownȱ lifestyleȱ choices.ȱ Whereȱ Robinson’sȱ programmeȱ focusedȱ onȱ classroomȱ lectures,ȱ weȱ emphasizedȱ aȱ communityȬbasedȱ approachȱ thatȱ involvedȱ families,ȱ peers,ȱ andȱ teachersȱ asȱprotectiveȱfactorsȱinȱtheȱchild’sȱlifestyleȱdecisionmaking.ȱȱ Methodȱ ȱInȱtheȱspringȱofȱ2003,ȱweȱundertookȱaȱformativeȱcaseȱstudyȱevaluationȱofȱ ourȱ communityȬbased,ȱ media,ȱ riskȬreductionȱ strategyȱ inȱ fourȱ Northȱ Vancouverȱ primaryȱ schools.ȱȱTheȱ Mediaȱ Analysisȱ Laboratoryȱ atȱ Simonȱ FraserȱUniversityȱdevelopedȱandȱdeliveredȱthisȱmediaȱpedagogyȱfocusedȱ onȱ improvingȱ schoolȱ safetyȱ forȱ elementaryȱ students.ȱ Ourȱ overallȱ objectiveȱ wasȱ toȱ design,ȱ conduct,ȱ andȱ evaluateȱ aȱ mediaȱ educationȱ programmeȱ toȱ makeȱ primaryȱ schoolȱ childrenȱ (andȱ theirȱ parents)ȱ moreȱ awareȱofȱtheȱriskȱfactorsȱassociatedȱwithȱheavyȱmediaȱconsumptionȱandȱ moreȱ willingȱ toȱ participateȱ inȱ aȱ mediaȱ reductionȱ weekȱ challenge.ȱ Weȱ basedȱ ourȱ evaluationȱ onȱ comparingȱ mediaȱ use,ȱ activityȱ levels,ȱ andȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 143ȱȱȱ attitudesȱofȱchildrenȱbeforeȱandȱafterȱtheȱsixȬweekȱmediaȱriskȱreductionȱ intervention.ȱThereȱwereȱnoȱcontrolȱgroupsȱandȱallȱchildrenȱinȱtheȱchosenȱ classesȱparticipatedȱinȱtheȱmediaȱliteracyȱexercises.ȱ

Participantsȱ Participantsȱ inȱ thisȱ caseȱ studyȱ consistedȱ ofȱ aȱ totalȱ ofȱ 178ȱ elementaryȱ students,ȱ 91ȱ maleȱ studentsȱ andȱ 87ȱ femaleȱ students.ȱ Weȱ selectedȱ theȱ studentsȱfromȱeightȱclassesȱinȱfourȱdifferentȱschoolsȱinȱNorthȱVancouver,ȱ involvingȱ eightȱ classesȱ rangingȱ fromȱ gradeȱ 2ȱ toȱ gradeȱ 6.ȱ Althoughȱ samplingȱwasȱsomewhatȱrandom,ȱtheȱparticipatingȱschoolsȱwereȱvariedȱ inȱ theirȱ socioȬeconomicȱ status.ȱ Weȱ choseȱ youngȱ childrenȱ forȱ thisȱ studyȱ forȱ theȱ followingȱ reasons:ȱ abilityȱ ofȱ parentsȱ toȱ monitorȱ homeȱ media,ȱ parentalȱ involvementȱ inȱ schoolȬbasedȱ projectsȱ tendsȱ toȱ beȱ high,ȱ andȱ researchȱ hasȱ shownȱ thatȱ earlyȱ sedentaryȱ lifestyleȱ patternsȱ mayȱ leadȱ toȱ lifeȬlongȱhealthȱproblemsȱ(Dietzȱ&ȱGortmaker,ȱ2001).ȱȱ Becauseȱweȱwantedȱtoȱsupport,ȱandȱnotȱbully,ȱchildrenȱintoȱmakingȱ informedȱ lifestyleȱ choices,ȱ andȱ toȱ seeȱ whatȱ happenedȱ toȱ theirȱ leisureȱ whenȱ theyȱ voluntarilyȱ reducedȱ theirȱ dependencyȱ onȱ mediaȱ entertainment,ȱweȱcoachedȱteachersȱnotȱtoȱblameȱchildrenȱforȱwhateverȱ choicesȱ theyȱ made.ȱ Weȱ developedȱ andȱ implementedȱ ourȱ criticalȱ mediaȱ literacyȱprogrammeȱwithȱtheȱclassroomȱteachersȱtoȱweaveȱtheȱdiscussionȱ ofȱlifestyleȱrisksȱintoȱnormalȱclassȱactivities.ȱȱApplyingȱourȱculturalȱjudoȱ approach,ȱweȱaugmentedȱeachȱclassroomȱlessonȱwithȱcreativeȱactivitiesȱ focusedȱ onȱ makingȱ theȱ threeȱ momentsȱ ofȱ criticalȱ learningȱ moreȱ accessible:ȱ reflectionȱ focusingȱ onȱ students’ȱ examinationȱ ofȱ theȱ risksȱ associatedȱ withȱ theirȱ ownȱ mediaȱ useȱ andȱ preferences;ȱ deconstructionȱ basedȱ onȱ exercisesȱ toȱ exposeȱ theȱ criticalȱ conceptsȱ thatȱ childrenȱ useȱ inȱ understandingȱ bothȱ theȱ benefitsȱ andȱ risksȱ ofȱ mediaȱȱ(junkȱ food,ȱ couchȱ potatoes,ȱ fairȱ play,ȱ addiction);ȱ andȱ reconstructionȱ basedȱ onȱ creativeȱ engagementȱinȱstrategiesȱforȱchangingȱlifestylesȱthroughȱdesigningȱandȱ articulatingȱalternatives.ȱȱ TheȱCurriculumȱ Reflection.ȱȱOurȱ researchȱ showedȱ thatȱ manyȱ childrenȱ freelyȱ admitȱ thatȱ theyȱhaveȱdevelopedȱpatternsȱofȱdependenceȱonȱmedia.ȱWeȱalsoȱshowedȱ thatȱtheseȱactivitiesȱwereȱnotȱalwaysȱtheȱmostȱpreferredȱleisureȱchoicesȱ 144ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ availableȱ toȱ children.ȱ Rather,ȱ weȱ foundȱ thatȱ complexȱ circumstancesȱ inȱ youngȱ people’sȱ livesȱ makeȱ mediaȱ consumptionȱ theȱ easyȱ solutionȱ toȱ boredomȱ andȱ loneliness,ȱ e.g.,ȱ reportingȱ thatȱ TVȱ andȱ videoȱ gamesȱ areȱ preferredȱ solitaryȱ activities,ȱ butȱ playedȱ onlyȱ whenȱ socialȱ activitiesȱ likeȱ friendsȱandȱplayȱareȱnotȱreadilyȱatȱhand.ȱBecauseȱtheȱchildrenȱwatchedȱ TVȱandȱplayedȱvideoȱgamesȱwhenȱtheyȱhadȱtimeȱtoȱkillȱandȱwhenȱtheyȱ hadȱlittleȱsupervision,ȱweȱidentifiedȱandȱtalkedȱaboutȱtheȱdevelopmentȱofȱ patternsȱ ofȱ mediaȱ use,ȱ includingȱ preferredȱ genreȱ andȱ programmeȱ preferences.ȱ Deconstruction.ȱȱFutureȱcitizensȱneedȱtoȱknowȱnotȱonlyȱhowȱtoȱreadȱ andȱwriteȱinȱvariousȱmedia,ȱbutȱalsoȱtoȱunderstandȱtheȱcontextualȱfactorsȱ thatȱ influenceȱ howȱ informationȱ becomesȱ distortedȱ orȱ biased.ȱȱManyȱ mediaȱ educatorsȱ workingȱ withȱ teens,ȱ therefore,ȱ focusȱ onȱ newsȱ andȱ publicȱ affairsȱ discoursesȱ asȱ theȱ pillarsȱ ofȱ criticalȱ literacyȱ programmes,ȱ helpingȱthemȱunderstandȱtheȱwaysȱpoliticalȱinformationȱgetsȱconstructedȱ andȱ usedȱ inȱ theȱ contemporaryȱ world.ȱ Butȱ consumerȱ socializationȱ researchȱ revealsȱ that,ȱ althoughȱ youngȱ childrenȱ (6Ȭ11ȱ years)ȱ haveȱ acquiredȱ financialȱ power,ȱ theyȱ haveȱ ratherȱ limitedȱ knowledgeȱ ofȱ theȱ mediatedȱ marketplace.ȱ Althoughȱ industryȱ advocatesȱ portrayȱ themȱ asȱ possessingȱ advertisingȱ savvy,ȱ manyȱ childrenȱ neitherȱ understandȱ theȱ intentȱ ofȱ advertisingȱ norȱ theȱ institutionsȱ thatȱ shapeȱ commercializedȱ programmingȱ (Buijzenȱ &ȱ Valkenburg,ȱ 2000).ȱȱAlthoughȱ theyȱ canȱ sayȱ ifȱ theyȱlikeȱanȱadȱorȱnot,ȱfewȱadolescentsȱfullyȱcomprehendȱtheȱcomplexlyȱ layeredȱironyȱdesignedȱintoȱmarketingȱmessagesȱ(O’Donahueȱ&ȱTynan,ȱ 1998).ȱȱEvenȱmarketersȱadmitȱthatȱkidsȱareȱ“clearlyȱinfluenced,ȱabsorbingȱ detailȱ toȱ useȱ inȱ persuadingȱ theirȱ parentsȱ toȱ buy”ȱ (Duff,ȱ 2004,ȱ p.ȱ 49)ȱ withoutȱ evaluatingȱ theȱ products.ȱȱWithȱ synergisticȱ crossȱ marketing,ȱ productȱ placements,ȱ webȱ marketing,ȱ andȱ programmeȱ lengthȱ commercials,ȱitȱisȱhardlyȱsurprisingȱthatȱfewȱyoungȱchildrenȱcanȱexplainȱ theȱ differenceȱ betweenȱ programmingȱ andȱ advertisingȱ contentȱ (Livingstone,ȱ 2003).ȱ Weȱ seeȱ aȱ need,ȱ therefore,ȱ toȱ developȱ children’sȱ understandingȱ ofȱ theȱ commercializedȱ worldȱ inȱ waysȱ thatȱ wouldȱ notȱ denyȱtheirȱpleasureȱinȱwatchingȱcartoonsȱorȱplayingȱwithȱtoysȱandȱvideoȱ games.ȱ Weȱ createdȱ aȱ numberȱ ofȱ playfulȱ learningȱ experiencesȱ throughȱ whichȱstudentsȱbecameȱacquaintedȱwithȱbasicȱmarketingȱandȱadvertisingȱ techniquesȱ suchȱ asȱ branding,ȱ productȱ placements,ȱ andȱ celebrityȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 145ȱȱȱ endorsements.ȱȱAdditionally,ȱ weȱ usedȱ roleȬplayȱ scenariosȱ andȱ blueȱ screenȱ specialȱ effectsȱ toȱ engageȱ themȱ inȱ criticalȱ thinkingȱ aboutȱ mediaȱ creation.ȱȱThisȱ supportedȱ classroomȱ discussionȱ ofȱ heroesȱ andȱ heroinesȱ andȱbullyȬvictimȱscenariosȱwithȱaȱcomparisonȱofȱonȬscreenȱandȱoffȬscreenȱ conflictȱandȱtheȱresolutionsȱmostȱoftenȱemployed.ȱȱ Reconstruction.ȱȱBecauseȱ mediaȱ areȱ anȱ importantȱ focalȱ pointȱ inȱ children’sȱculture,ȱweȱdecidedȱnotȱtoȱdenyȱtheirȱpleasureȱinȱwatchingȱTV,ȱ computerȱmessaging,ȱorȱplayingȱcomputerȱgames,ȱorȱtoȱcondemnȱmediaȱ withoutȱreason.ȱChildren’sȱdecisionsȱtoȱalterȱlifestylesȱmustȱbeȱvoluntary.ȱ Basedȱonȱexperienceȱwithȱsmokingȱreduction,ȱweȱalsoȱsuspectedȱthatȱifȱ adultsȱ condemnȱ children’sȱ pleasuresȱ outȱ ofȱ hand,ȱ childrenȱ wouldȱ perceiveȱ themȱ asȱ prohibitingȱ somethingȱ thatȱ isȱ fun.ȱ Toȱ changeȱ peerȱ interactions,ȱtherefore,ȱweȱneededȱnotȱonlyȱtoȱmakeȱtheȱrisksȱknownȱbutȱ alsoȱtoȱmakeȱtheȱalternatives,ȱifȱnotȱcool,ȱthenȱatȱleastȱacceptableȱchoicesȱ withinȱpeerȱrelations.ȱToȱchangeȱpeerȱinteractions,ȱweȱsetȱoutȱtoȱexploreȱ whyȱandȱwhenȱchildrenȱareȱdissatisfiedȱwithȱmedia,ȱencouragingȱthemȱ toȱ imagineȱ alternativesȱ collectivelyȱ thatȱ areȱ equallyȱ enjoyableȱ andȱ satisfying.ȱ Theȱ projectȱ alsoȱ setȱ outȱ toȱ challengeȱ childrenȱ toȱ takeȱ moreȱ controlȱofȱtheirȱfreeȱtimeȱbyȱaskingȱtheȱquestion,ȱ“Whatȱwouldȱyouȱdoȱifȱ youȱ turnedȱ offȱ TV,ȱ videoȱ games,ȱ andȱ PCsȱ forȱ aȱ wholeȱ week?”ȱ Weȱ followedȱtheseȱsessionsȱwithȱaȱweekȬlongȱpreparationȱforȱtheȱ“TuneȱOutȱ theȱ Screenȱ Challenge”ȱ inȱ whichȱ studentsȱ workedȱ onȱ waysȱ ofȱ encouragingȱ otherȱ studentsȱ toȱ takeȱ partȱ inȱ theȱ Tuneȱ Outȱ Challenge,ȱ withoutȱaskingȱthemȱtoȱgiveȱupȱthoseȱactivitiesȱthatȱtheyȱtrulyȱvaluedȱorȱ choseȱnotȱtoȱchange.ȱȱTheirȱcreativeȱproductionsȱincludedȱposters,ȱvideoȱ commercials,ȱ skits,ȱ songs,ȱ andȱ stories.ȱ Mostȱ importantly,ȱ theȱ studentsȱ wereȱ givenȱ aȱ choiceȱ asȱ toȱ theȱ levelȱ ofȱ participationȱ inȱ Tuneȱ Outȱ Challenge:ȱ coldȱ turkeyȱ (noȱ mediaȱ useȱ forȱ oneȱ week),ȱ controlledȱ useȱ (decreaseȱmediaȱtime),ȱorȱnotȱparticipating.ȱȱȱ StudyȱProceduresȱandȱMeasuresȱ TheȱresearchȱprojectȱbeganȱandȱendedȱwithȱtheȱinȬclassȱmeasurementȱofȱ students’ȱmediaȱuse,ȱleisureȱhabits,ȱandȱpreferences.ȱAfterȱtheȱinitialȱdataȱ gathering,ȱ theȱ projectȱ team1ȱ deliveredȱ theȱ mediaȱ riskȱ educationȱ lessonsȱ overȱaȱsixȬweekȱperiodȱinȱoneȱtoȱtwoȱhourȱsessionsȱthatȱteachersȱfollowedȱ withȱsubsequentȱlessons.ȱEachȱweek’sȱdataȱwereȱcollected,ȱrecorded,ȱthenȱ 146ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ returnedȱ toȱ theȱ students.ȱ Followingȱ theȱ sixthȱ lesson,ȱ weȱ distributedȱ mediaȱandȱleisureȱsurveysȱandȱstudentsȱsignedȱtheȱTuneȱOutȱtheȱScreenȱ contractȱ whereȱ theyȱ explainedȱ whyȱ theyȱ optedȱ forȱ aȱ coldȱ turkey,ȱ controlledȱuse,ȱorȱnoȱchangeȱapproach.ȱWeȱconductedȱfollowȬupȱparentȬ childȱ interviewsȱ inȱ theȱ families’ȱ homes,ȱ askingȱ aboutȱ successesȱ andȱ failuresȱ duringȱ tuneȱ outȱ week.ȱ Usingȱ aȱ statisticalȱ program,ȱ SPSS,ȱ weȱ enteredȱ andȱ analyzedȱ timeȱ spentȱ beforeȱ andȱ duringȱ tuneȱ outȱ week.ȱ Becauseȱ ofȱ theȱ extentȱ ofȱ theȱ project,ȱ weȱ provideȱ onlyȱ aȱ summaryȱ ofȱ resultsȱinȱtheȱfollowingȱsection.2ȱ RESULTSȱ AccessȱandȱParentalȱConcernsȱ Fromȱ priorȱ research,ȱ itȱ wasȱ clearȱ thatȱ childrenȱ developedȱ theirȱ mediaȱ consumptionȱ habitsȱ withinȱ aȱ familyȱ powerȱ dynamic,ȱ inȱ whichȱ parentsȱ modelȱandȱnegotiateȱlimitsȱtoȱmediaȱconsumptionȱasȱpartȱofȱtheȱfamilyȱ solutionȱtoȱaȱbusyȱlife.ȱForȱexample,ȱparentsȱoftenȱresolveȱconflictsȱoverȱ whatȱ toȱ watchȱ byȱ givingȱ childrenȱ accessȱ toȱ theirȱ ownȱ TVȱ inȱ theirȱ bedrooms.ȱȱThisȱstudyȱshowedȱthatȱ25ȱperȱcentȱofȱtheȱstudentsȱhadȱtheirȱ ownȱ TVȱ orȱ computer.ȱ Manyȱ parentsȱ didȱ notȱ knowȱ whatȱ orȱ howȱ longȱ theirȱ childrenȱ wereȱ watchingȱ andȱ playing,ȱ andȱ childrenȱ revealedȱ theyȱ hadȱ alreadyȱ developedȱ strategiesȱ forȱ avoidingȱ andȱ deceivingȱ parentsȱ aboutȱtheirȱmediaȱuse;ȱ48ȱperȱcentȱofȱtheȱboysȱandȱ25ȱperȱcentȱofȱtheȱgirlsȱ admittedȱthatȱtheyȱsometimesȱcheatȱandȱwatchȱtelevisionȱwhenȱtheyȱareȱ notȱ permittedȱ toȱ doȱ so—aȱ practice,ȱ whichȱ forȱ theȱ boys,ȱ increasesȱ withȱ age.ȱ Althoughȱtheȱmajorityȱofȱparentsȱhadȱconcernsȱaboutȱtheirȱchildren’sȱ excessiveȱmediaȱuse,ȱfewerȱthanȱ40ȱperȱcentȱofȱchildrenȱsaidȱtheirȱparentsȱ establishedȱ rulesȱ concerningȱ theȱ timeȱ theyȱ couldȱ watchȱ orȱ playȱ videoȱ games.ȱ Theyȱ alsoȱ reportedȱ fewerȱ rulesȱ andȱ regulationsȱ forȱ videoȱ gameȱ playingȱwithȱ93ȱperȱcentȱofȱboysȱandȱ88ȱperȱcentȱofȱgirlsȱreportingȱtheyȱ didȱnotȱhaveȱrulesȱrelatingȱtoȱtheȱcontentȱofȱtheirȱvideoȱgameȱplay.ȱȱ TuneȱOutȱtheȱScreenȱChallengeȱ Weȱ foundȱ thatȱ bothȱ parentsȱ andȱ childrenȱ enthusiasticallyȱ acceptedȱ theȱ TuneȱOutȱChallengeȱasȱaȱworkableȱalternativeȱwithinȱtheȱfamily.ȱFurtherȱ evidenceȱ gatheredȱ fromȱ theȱ familiesȱ revealedȱ thatȱ theȱ contractȱ processȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 147ȱȱȱ wasȱimportantȱforȱtheȱsuccessȱofȱtheȱchallenge.ȱAnalysisȱshowedȱthatȱtheȱ controlledȱ use3ȱ strategyȱ wasȱ farȱ moreȱ popularȱ amongȱ theȱ youngerȱ students,ȱwhereasȱtheȱcoldȱturkeyȱstrategyȱwasȱchosenȱbyȱ82ȱperȱcentȱofȱ theȱ olderȱ studentsȱ whoȱ seemedȱ toȱ takeȱ upȱ theȱ challengeȱ moreȱ enthusiastically.ȱ Weȱ notedȱ thatȱ thoseȱ refusingȱ toȱ takeȱ theȱ Tuneȱ Outȱ Challengeȱ wereȱ disproportionatelyȱ boysȱ (83%)ȱ andȱ alsoȱ wereȱ farȱ moreȱ likelyȱtoȱbeȱfromȱgradeȱ2ȱandȱ3.ȱȱOfȱtheȱ121ȱstudentsȱwhoȱkeptȱaȱrecordȱofȱ tuneȱoutȱweekȱactivities,ȱ60ȱperȱcentȱreportedȱgettingȱthroughȱtheȱwholeȱ weekȱ withoutȱ usingȱ screenȱ entertainment4.ȱ Girlsȱ wereȱ slightlyȱ moreȱ enthusiasticȱ(62%ȱvs.ȱ54%ȱforȱboys),ȱandȱolderȱboysȱ(gradesȱ4Ȭ6)ȱwereȱfarȱ moreȱsuccessfulȱthanȱyoungerȱboysȱ(63%ȱcomparedȱwithȱ41%ȱofȱyoungerȱ boys).ȱTheȱoppositeȱwasȱtrueȱforȱyoungerȱgirls,ȱwithȱ65ȱperȱcentȱ(gradesȱ 2Ȭ3)ȱremainingȱmediaȱfreeȱcomparedȱwithȱ59ȱperȱcentȱofȱolderȱgirls.ȱȱ Theȱnetȱeffectȱwasȱthatȱstudentsȱgainedȱ100ȱminutesȱaȱdayȱofȱleisureȱ timeȱ fromȱ reducingȱ theirȱ dependencyȱ onȱ screenȱ entertainmentȱ duringȱ tuneȱoutȱweek5ȱȱ(seeȱTableȱ1).ȱȱ ȱ Tableȱ1.ȱMinutesȱspentȱwithȱmediaȱandȱleisureȱactivitiesȱduringȱTuneȱOutȱWeekȱ ȱ Coldȱturkeyȱ Controlledȱ Optȱoutȱ groupȱ useȱgroupȱ Groupȱ ȱ Timeȱ spentȱ withȱ 5ȱminutesȱ 22ȱminutesȱ 27ȱminutesȱ mediaȱȱ Timeȱ spentȱ inȱ 109ȱminutesȱ 90ȱminutesȱ 97ȱminutesȱ leisureȱactivitiesȱ ȱ Basedȱonȱtheirȱweeklongȱactivityȱdiaries,ȱtheȱevidenceȱshowedȱthatȱ studentsȱ compensatedȱ theȱ 80ȱ perȱ centȱ reductionȱ inȱ screenȱ useȱ byȱ spendingȱ moreȱ timeȱ readingȱ andȱ engagingȱ inȱ activeȱ playȱ ratherȱ thanȱ passiveȱleisureȱ(seeȱTableȱ2.).ȱȱ ȱ Tableȱ2.ȱSummariesȱofȱTuneȱOutȱWeekȱDiariesȱActivitiesȱ Resultsȱfromȱ65ȱTuneȱoutȱweekȱdiaries*ȱ Sports/outdoorȱplayȱ 34%ȱ Indoorȱplay/hobbiesȱ 19%ȱ 148ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ

Eatingȱ 15%ȱ Homeworkȱ 14%ȱ Mediaȱ 8%ȱ Readingȱ 6%ȱ Resting/veggingȱoutȱ 2%ȱ ȱ *Sleeping,ȱ travelȱ andȱ selfȬmaintenanceȱ timeȱ wereȱ excludedȱ fromȱ thisȱ analysis.ȱ CONCLUSIONȱ “Theȱpurposeȱofȱpublicȱeducationȱisȱtoȱgiveȱeveryȱchildȱinȱtheȱprovinceȱ suchȱknowledgeȱasȱwillȱfitȱhimȱ[orȱher]ȱtoȱbecomeȱaȱusefulȱandȱintelligentȱ citizen.”ȱTheȱSchoolȱActȱofȱBritishȱColumbiaȱofȱ1872ȱ ȱ Weȱhaveȱarguedȱthatȱlifestyleȱriskȱeducationȱshouldȱbeȱpartȱofȱstudents’ȱ mediaȱeducationȱifȱtheyȱareȱ“toȱbecomeȱaȱusefulȱandȱintelligentȱcitizen.”ȱ Toȱmakeȱresponsibleȱconsumerȱchoices,ȱtoday’sȱcitizensȬinȬtrainingȱneedȱ toȱbeȱawareȱofȱtheȱbenefitsȱandȱtheȱrisksȱassociatedȱwithȱallȱconsumptionȱ practices,ȱ includingȱ theȱ useȱ ofȱ media.ȱ Currently,ȱ neitherȱ theȱ commercializedȱ mediaȱ systemȱ norȱ theȱ schoolsȱ providesȱ suchȱ information.ȱ Howȱ thenȱ canȱ childrenȱ beȱ expectedȱ toȱ actȱ asȱ rationalȱ andȱ responsibleȱ consumersȱ ifȱ theyȱ doȱ notȱ haveȱ theȱ informationȱ orȱ theȱ cognitiveȱ skillsȱ toȱ makeȱ responsibleȱ andȱ healthyȱ lifestyleȱ choices?ȱ Weȱ thinkȱthatȱtheȱresultsȱofȱthisȱstudyȱareȱencouraging.ȱStudentsȱsupportedȱ inȱtheȱdevelopmentȱofȱcriticalȱskillsȱandȱknowledgeȱdecidedȱonȱtheirȱownȱ toȱmakeȱhealthyȱandȱresponsibleȱdecisionsȱaboutȱtheirȱmediaȬdependentȱ leisure.ȱȱ Thisȱ projectȱ suggestsȱ thatȱ consumerȱ literacyȱ canȱ counteractȱ theȱ promotionalȱcontextȱofȱunhealthyȱlifestylesȱwhereȱbillionsȱofȱdollarsȱareȱ spentȱpromotingȱenergyȬdenseȱfoodsȱtoȱchildrenȱandȱveryȱlittleȱisȱspentȱ withȱ equalȱ vigourȱ toȱ communicateȱ theȱ risksȱ associatedȱ withȱ sedentaryȱ lifestyles.ȱ Thisȱ pilotȱ studyȱ suggestsȱ thatȱ aȱ schoolȬbasedȱ riskȱ communicationȱinitiativeȱthatȱfocusesȱonȱmediaȱeducationȱcanȱeffectivelyȱ supplementȱ publicȱ healthȱ policiesȱ directedȱ atȱ forestallingȱ theȱ obesityȱ epidemic.ȱ Furthermore,ȱ itȱ canȱ focusȱ attentionȱ onȱ consumerȱ andȱ mediaȱ educationȱ asȱ aȱ vitalȱ partȱ ofȱ citizenshipȱ trainingȱ byȱ ensuringȱ thatȱ allȱ MEDIAȱLITERACYȱINȱTHEȱRISKȱSOCIETYȱȱ 149ȱȱȱ childrenȱgrowȱupȱknowingȱtheȱlongȬtermȱhealthȱrisksȱinȱourȱriskȱsociety:ȱȱ whetherȱitȱisȱmediaȱuse,ȱsmoking,ȱdrugȱtaking,ȱorȱdietaryȱchoices.ȱ Weȱ believeȱ aȱ creativeȱ criticalȱ mediaȱ pedagogyȱ canȱ alsoȱ provideȱ anȱ appropriateȱ andȱ effectiveȱ wayȱ ofȱ respondingȱ toȱ theȱ wideningȱ gulfȱ betweenȱ homeȱ andȱ schoolȱ microȬcultures.ȱ Asȱ weȱ haveȱ arguedȱ inȱ thisȱ article,ȱ evenȱ ifȱ childrenȱ areȱ mediaȱ savvy,ȱ theȱ biasȱ ofȱ commercialȱ broadcastingȱ leavesȱ themȱ littleȱ informedȱ aboutȱ theȱ longȬtermȱ risksȱ associatedȱ withȱ theirȱ lifestyleȱ choices.ȱ Theȱ stateȱ needsȱ toȱ reconsiderȱ itsȱ approachȱ toȱ preparingȱ youngȱ consumersȱ toȱ beȱ riskȱ literateȱ inȱ theȱ mediatedȱ marketplace,ȱ notȱ becauseȱ theyȱ areȱ manipulated,ȱ butȱ becauseȱ theyȱ areȱ inadequatelyȱ informedȱ ofȱ theȱ risks.ȱ Notȱ onlyȱ shouldȱ mediaȱ literacyȱinformȱchildrenȱaboutȱtheȱrisksȱassociatedȱwithȱtheirȱdailyȱleisureȱ choices,ȱbutȱitȱshouldȱalsoȱhelpȱthemȱbecomeȱmoreȱawareȱofȱtheȱroleȱthatȱ promotionalȱ mediaȱ playȱ inȱ theirȱ lives.ȱ Mediaȱ literacyȱ canȱ beȱ theȱ beginningȱ ofȱ talkingȱ moreȱ productivelyȱ aboutȱ theȱ problemsȱ ofȱ theȱ postmodernȱ childȱ caughtȱ betweenȱ expandingȱ zonesȱ ofȱ leisureȱ andȱ theȱ impendingȱexpectationsȱofȱresponsibility.ȱ

ACKNOWLEDGEMENTSȱȱ

Theȱ Crimeȱ Preventionȱ Communityȱ Mobilizationȱ Fundȱ ofȱ Canadaȱ providedȱ fundingȱforȱthisȱresearch.ȱ ȱ NOTESȱ 1ȱResearchȱteamȱincludedȱSFUȱresearchersȱandȱtheȱclassroomȱteachers.ȱ 2ȱ Aȱ fullȱ reportȱ ofȱ theȱ researchȱ resultsȱ isȱ availableȱ onlineȱ atȱ http://www.sfu.ca/mediaȬlab/risk.ȱ 3ȱOfȱthoseȱwhoȱadoptedȱaȱ“controlledȱuse”ȱapproach,ȱ56ȱperȱcentȱchoseȱ toȱallotȱthemselvesȱaȱtimeȱlimitȱ(averageȱ1ȱhour)ȱwhileȱ44ȱperȱcentȱchoseȱtoȱonlyȱ watchȱtheirȱfavouriteȱprogrammes.ȱ 4ȱScreenȱmediaȱisȱdefinedȱasȱTV/VCR,ȱcomputers,ȱandȱcomputer/videoȱ games.ȱ 5ȱWeȱestimatedȱtheȱ“displacementȱeffect”ȱbyȱsubtractingȱtheȱamountȱofȱ timeȱ spentȱ usingȱ mediaȱ inȱ tuneȱ outȱ weekȱ fromȱ thatȱ recordedȱ beforeȱ theȱ programme.ȱ ȱ ȱ

ȱ 150ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱSTEPHENȱKLINE,ȱKYMȱSTEWART,ȱ&ȱDAVIDȱMURPHYȱ

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