Media & Information Literacy For Teachers

UNESCO UNAOC

Languages

  • English
    • Français (French)
    • Español (Spanish)
    • Русский (Russian)
    • العربية (Arabic)
  • Home
  • Introduction
  • Modules
    • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
      • Unit 1: Understanding Media and Information Literacy – An Orientation
      • Unit 2: MIL and Civic Participation
      • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
      • Unit 4: MIL, Teaching and Learning
    • Module 2: Understanding the News, Media, and Information Ethics
      • Unit 1: Journalism and Society
      • Unit 2: Freedom, Ethics and Accountability
      • Unit 3: What Makes News – Exploring the Criteria
      • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H
    • Module 3: Representation in Media and Information
      • Unit 1: News Reporting and the Power of the Image
      • Unit 2: Industry Codes on Diversity and Representation
      • Unit 3: Television, Films, Book Publishing
      • Unit 4: Representation and Music Videos
      • Unit 5: Digital Editing and Computer Retouching
    • Module 4: Languages in Media and Information
      • Unit 1: Reading Media and Information Texts
      • Unit 2: The Medium and the Message – Print and Broadcast News
      • Unit 3: Film Genres and Storytelling
      • Unit 4: Camera Shots and Angles – Conveying Meaning
    • Module 5: Advertising
      • Unit 1: Advertising, Revenue and Regulations
      • Unit 2: Public Service Announcements
      • Unit 3: Advertising – the Creative Process
      • Unit 4: Advertising and the Political Arena
      • Unit 5: Transnational Advertising and ‘Superbrands’
    • Module 6: New and Traditional Media
      • Unit 1: From Traditional Media to New Media Technologies
      • Unit 2: Uses of New Media Technologies in Society – Mass and Digital Communications
      • Unit 3: Use of Interactive Multimedia Tools, Including Digital Games in Classrooms
    • Module 7: Internet Opportunities and Challenges
      • Unit 1: Young People in the Virtual World
      • Unit 2: Challenges and Risks in the Virtual World
    • Module 8: Information Literacy and Library Skills
      • Unit 1: Concepts and Applications of Information Literacy
      • Unit 2: Learning Environments and Information Literacy
      • Unit 3: Digital Information Literacy
    • Module 9: Communication, MIL and Learning – a Capstone Module
      • Unit 1: Communication, Teaching and Learning
      • Unit 2: Learning Theories and MIL
      • Unit 3: Managing Change to Foster an Enabling Environment for MIL in Schools
    • Module 10: Audience
    • Module 11: Media, Technology and the Global Village
      • Unit 1: Media Ownership in Today’s Global Village
      • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
      • Unit 3: Commoditization of Information
      • Unit 4: The Rise of Alternative Media
    • Module 12: Freedom of Expression Toolkit
  • Resources
  • Submit a Resource
Home / Modules / Module 11: Media, Technology and the Global Village / Unit 1: Media Ownership in Today’s Global Village

Module 11: Media, Technology and the Global Village

Unit 1: Media Ownership in Today’s Global Village

DURATION: 2 hours

KEY TOPICS

  • The global economy, e-commerce and media ownership
  • Patterns of communication, media ownership and control
  • Private (commercial) media, government-owned or controlled media, and public media organizations, e.g., public broadcasting systems
  • Community media
  • Technology convergence (mass media, telecommunications and computers) and the emergence of media conglomerates
  • Pluralism and concentration (e.g., media chains and cross ownership)
  • Acquisitions, mergers, joint ventures and consortiums
  • Transnationalization (global media corporations)
  • International and national protocols on media ownership
  • Anti-trust laws
  • Foreign ownership limitations
  • Other regulatory policies and mechanisms
  • Media ownership, content development and programming
  • Foreign content vs. local content
  • Outsourcing, offshoring and home sourcing
  • Tensions between editorial independence and ownership interests

LEARNING OBJECTIVES

After completing this unit, teachers will be able to:

  • Describe the different patterns of media ownership and control
  • Discuss the workings of the global economy, and the emergence of new technologies, and how these affect media ownership structures and patterns
  • Assess how media ownership and control affects media policies, processes, content, and transmission
  • Demonstrate how media convergence facilitates new approaches to content (editorial) development (e.g., outsourcing, offshoring and home sourcing)
  • Understand how existing international conventions and national laws/policies shape or regulate media ownership structure

PEDAGOGICAL APPROACHES and ACTIVITIES

Monopolistic ownership of the media, like state control, can pose a significant threat to media diversity and pluralism, and therefore to freedom of expression. Competition regulation is an important part of restricting monopolies as is the professionalism and independence of journalism. Diversity of viewpoints is also helped by a variety of forms of ownership (public, private and not-for-profit), as well as by the availability of different types of media (print, radio, television, Internet, etc.). For discussion: The widest possible dissemination of information from diverse and antagonistic sources is essential to the welfare of people. While separately-owned newspapers and broadcasters generally criticize each other’s content, the concentration of media under common ownership may prevent any kind of mutual criticism and result instead in self-promotion.

CASE STUDIES

CASE STUDIES

Using published stories on how the political and economic interests of media owners have influenced news coverage of specific issues. (Refer to Module 2, Units 2 and 3, for background on news values and the news development process.) They should identify factors that determine the degree of influence or control.

CONTEXTUAL ANALYSIS

CONTEXTUAL ANALYSIS

Identify a national issue extensively covered by different major television stations (privately-owned, government-owned and publicly-owned) and compare and contrast the angles (i.e. particular points of view or perspectives) and treatment (i.e. reporting or manipulation) of news stories. (Refer to Module 2, Units 2 and 3, for background on news values and news development processes.)

Review the editorial policies of school publications in different settings (sectarian vs. nonsectarian, private vs. government-owned, and state vs. local schools) and discover how ownership affects publication management, editorial content, etc.

Review the coverage of CNN and Al Jazeera on a particular topic and particular day and compare and contrast the angles and treatment of news stories.

RESEARCH PROJECT

RESEARCH PROJECT

Conduct a research study on the registered owners of major media organizations (as reflected in relevant government agency) and investigate the links with other business and political interests, if any. Results can be illustrated in a chart.

ASSESSMENT RECOMMENDATIONS

ASSESSMENT RECOMMENDATIONS

  • Research paper on media ownership and control
  • Participation in case studies
  • Written ideas based on contextual analysis exercises
TOPICS FOR FURTHER CONSIDERATION

TOPICS FOR FURTHER CONSIDERATION

Emergence of media-related creative industries:

  • Game development (interactive entertainment software)
  • Electronic publishing
  • Film, video and photography
  • Software and computer services
  • Others
  • Unit 1: Media Ownership in Today’s Global Village
  • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
  • Unit 3: Commoditization of Information
  • Unit 4: The Rise of Alternative Media

Modules

  • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
  • Module 2: Understanding the News, Media, and Information Ethics
  • Module 3: Representation in Media and Information
  • Module 4: Languages in Media and Information
  • Module 5: Advertising
  • Module 6: New and Traditional Media
  • Module 7: Internet Opportunities and Challenges
  • Module 8: Information Literacy and Library Skills
  • Module 10: Audience
  • Module 11: Media, Technology and the Global Village
  • Module 12: Freedom of Expression Toolkit

Copyright © 2025 United Nations Alliance of Civilizations (UNAOC) United Nations Educational, Scientific and Cultural Organization (UNESCO)