Abstract
Media literacy (ML) theory and practice have been challenged over the last few years in response to media digitalization, internalization, and convergence (see e.g. Jenkins et al. 2009; Hoechsmann and Poyntz 2012).
In the light of these events and debates, some lean toward the argument that media education (ME) is no longer needed and that ML is an archaic concept that should be discarded or consumed by other "new" literacies, such as transliteracy (Frau-Meigs 2012), digital literacy (Ferrari 2012), digital competence (European Commission 2018a), or coding literacy (Vee 2017). Yet, at the same time, ML is being identified as a crucial tool in the battle against online "fake news," "disinformation," and "post-truth" (European Commission 2018b).
The overall aim of this chapter, therefore, is to reflect on the potential role of the fake news and disinformation debates in European policymakers' attitudes toward ML and ME while using the example of the Czech Republic. The chapter explores selected EU official documents considering fake news and links them to recent ME and literacy developments and changes in the Czech Republic.
In addition to the document analysis, the chapter draws upon qualitative data gathered through participant observations and interviews conducted during the national project The Senate Seminar Series on Media Literacy (2017-2018) and the Media Literacy Public Hearing in the Senate (2018) (both organized by the chapter authors). Within the Seminar Series and the Public Hearing, the representatives of four Ministries (Ministry of Education, Youth and Sports (MEYS); Ministry of Culture; Ministry of Interior; and Ministry of Labour and Social Affairs) and diverse NGOs, public schools, educators, students, librarians, researchers, and national media councils discussed the concept of ML and the future of ME in the country.
First, the decline in attention being paid to ML and ME in contrast to the increased focus on digital literacy and competence in the country is discussed. The chapter then looks at the changes in this trend and the renewed interest in ML and education in the light of hybrid threats, specifically fake news and disinformation.
The third part questions the potential impacts of these developments on ME reconceptualization, while the conclusion summarizes both their potentially beneficial as well as risky impacts on ME policy and practice.