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Media and information literacy involves a critical analysis of representations availed by media, digital communications companies, libraries, archives, and museums, etc.: the ways in which individuals, groups, places/communities or even news items of the day are “re-presented” or portrayed in various media and information sources.

MIL involves a critical understanding of the power of representations—of issues, individuals, and communities-and the influence of these representations on the discourse of the day, and on how we see ourselves and others. MIL is about understanding the power of content providers to shape the way we respond to a pandemic or health crisis, the choice we make when we cast a ballot in an election, or the way we think about our identities, communities, and culture.

Len Masterman reminds educators of the importance of the analysis of various content providers, and recognizing all content providers are representational systems. If we are looking at media and digital communications companies as representational systems, then the questions inevitably arise as to who is creating these representations. Who is doing the representing? Who is telling us that this is the way the world is? That their way  of  seeing  is  simply  natural?  Other  questions  emerge.  What  is  the  nature  of  the  world that is being represented? What are its values and dominant assumptions? What are the techniques used to create [its] ‘authenticity’...? How are the media’s and digital communications  companies’  representations  read  and  how  are  they  understood  by  their audiences? How are we, as an audience, positioned by the text? What divergent interpretations exist...? (Adapted from Masterman, 2010). As always, critical analysis in media and information literacy requires that educators and learners explore how representations in all forms can affect our actions and behaviours, our knowledge and understanding, our thoughts and feelings, our sense of self, and our relationship with others. Media and information literacy also has a significant role to play in promoting dialogue, diversity, equity and inclusion, by enabling citizens to create and recognize stories and perspectives that are often not part of mainstream content. In  many  instances,  representations  that  appear  through  various  content providers are based on stereotypes - oversimplified representations that emphasize difference. Because of this oversimplification, an audience is sometimes shown only a few characteristics that may not accurately or fully represent an issue, individual or a group. This kind of narrow focus can often prevent us from recognizing and understanding the richness  and  complexity  that  exist  beyond  the  portrayals.  Gender  biases  are  among  the  most  common  forms  of  stereotypes.  This  is  with  detrimental  impact  as  such  representation leads to almost half the world population being invisible in the media. The Global Media Monitoring Project, the longest running research on this topic, found that “in 2015, women make up only 24% of the persons heard, read about or seen in newspaper, television and radio news, exactly as they did in 2010.” The gap is even more significant in news concerning politicis and government, where women represent only 16% of the people in these stories. In the multicultural landscape that is our global village, part of being media and information literate is being conscious of the ways in which the various content providers present the diversity of individuals, groups and communities that make up the social and cultural fabric of our world.

• Stereotypes in the media and digital communication companies
• The importance of diversity, equity and inclusion in content providers’ representations
• How messages and values can be conveyed through content providers’ representations
• The impact of representation on audiences
• The role of agency in representation
• The role of policy in ensuring diversity, equity and inclusion

• Analysis of content providers’ representations as constructions
• Assessment of the impact of content providers’ representations on audiences
• Assessment of the impact of policy decisions on diversity, equity and inclusion
• Identification of the characteristics of content providers' representations that contribute to diversity in the media

In summary: as discussed earlier in this Curriculum (Part 1) various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested Activities below and others that you may formulate.

• What representations of race, gender or class exist in the content you use, or in the wider online spaces you visit? Would you describe these as stereotypical or diverse representations? How do the visuals or language used reinforce or break stereotypes?
• What gender groups do you see in the media (presence/invisibility), and in what roles (stereotypes)?
• Interview professionals working in libraries, archives, museums, publishing companies etc. Find out if they have policies about gender equality and diversity of content. How do they decide what information they keep, prioritize, promote and publish? Do they have a specific focus on gender equality as a Sustainable Development Goal (SDG 5)?
  • Typical representations of the “other” in content often fall into particular categories, including: the sexualized, the exotic, the dangerous, the humorous, and the pitiful. How common are these representations today? Are there other categories that appear in the content that are not listed here? Are these representations associated with particular gender groups (including, women, men, and LGBTQI+)?
  • How are these portrayals constructed? What are the technical elements that have been chosen? How do they reinforce content?
  • What is the message that is conveyed through these representations? Who benefits if the message is accepted? Who loses?
  • How easy is it to find examples from mainstream or alternative media that break or go against a stereotype and provide more complex portraits of an individual or a group? Search for gender equality, minority groups, and other themes of interest to you. What do you find?
  • To what extent are a variety of voices present in content you use or create? Why might this be the case? What impact do the voices that are present have on particular audiences? What is the impact of the absence of certain voices?
  • What factors do you consider when deciding how to “represent” yourself online or in your own media and digital content creations? How do you determine what factors are important?
  • Describe the characteristics of a media platform that embeds the principles of diversity, equity, inclusion and fair representations of our global village. What are the potential uses and effects of such a platform?

• Essays, reflection and reaction papers to lectures, case studies, audiovisual presentations/viewings
• Participation in group learning activities and discussions
• Production of information-education-communication materials (e.g. posters, brochures, infographics, social media cards, vlogs)
• Textual analysis of content providers for examples of representation
• Development of a model, table, or evaluation instrument to determine who the audience is for specific media representations
• Collage of media messages along with a word-map or Wordle that describes dominant media representations today, as well as the major influences on audiences
• Development of an outline for a content provider that embeds the principles of diversity, equity, inclusion and fair representations of our global village. The plan can also outline the potential uses and effects of such a platform.