Media Literacy in U.S. Institutions of Higher Education

Art Silverblatt   Frank Baker   Kathleen Tyner   Laura Stuhlman

updated: July 25, 2002

Overview

This survey is designed to identify the breadth and depth of media literacy courses in institutions of higher education across the United States. To this point it has been unclear which U.S. colleges and universities offer media literacy coursework. The objectives of the study are to identify patterns and trends with respect to the media literacy education in U.S. colleges and universities; and provide information which could further the development of the discipline media literacy in institutions of higher education.

Methodology

An electronic survey was developed (survey) and sent to communications, journalism, media, and education departments at community colleges, colleges, and universities throughout the U.S. (final results). Notification of the survey was also posted on the internet at the media literacy listserv (media-l@mnsu.edu). In addition, primary research was conducted on college and university websites, where some results were obtained.

Data Breakdown

I.                    Number of emails sent: 3200

II.                 Number of Responses: 74

III.               Number of Institutions with media literacy curricula: 61

a.       Number offering designated media literacy courses (e.g. Studies in Media Literacy) 34

b.      Number offering  media literacy incorporated into existing classes (e.g. Media and Culture): 27

c.       Number offering programs in media literacy

i.          Bachelors Degree (Emphasis): 1 (Webster University)

i.                     Masters Degree: 5 (Webster University, Appalachian State, New School, Rutgers University, Southern Illinois University-Edwardsville)

ii.                   Doctorate: 3 (New York University, Rutgers University, University of Alabama)

iii.                  Certificate: 3 (Southern Illinois University-Edwardsville, Univ. of Dayton, Univ. of Mass, Boston)

IV.              Discipline/Department  *(some programs fall under more than one department)

a.       Communications: 42 total

1.      Communications-18

2.      Arts and Letters-1

3.      Journalism-8

4.      Journalism and Mass Comm-2

5.      Mass Communications-3

6.      Communication Studies-2

7.      Media Studies-3

8.      Media Arts-1

9.      Broadcast and Electronic Comm. Arts-2

10.  Media, Journalism and Film-1

11.  Communication Humanities-1

12.  Culture and Communication-1

13.  Radio Television Video Film-1

b.      Education: 12 total

1.      Education-8

2.      Curriculum and Instruction-1

3.      Educational Psychology-1

4.      Instructional Technology-1

c.       Other

1.      Language Arts

2.      Computer Science-2

3.      Institute for Pastoral Initiatives

4.      Public and Community Service

5.      Arts and Humanities

6.      Expressive Arts

7.      Interdisciplinary

8.      Comparative Studies

V.                 Types of Institutions offering media literacy curricula

a.       Community College: 5

b.      Colleges and Universities: 56

VI.              States

a.       Alabama-4

b.      Arizona-1

c.       California-3

d.      Connecticut-2

e.       Deleware-1

f.        Illinois-1

g.       Indiana-1

h.       Kansas-1

i.         Kentucky-1

j.        Louisiana-1

k.      Massachusetts-4

l.         Michigan-2

m.     Minnesota-2

n.       Mississippi-1

o.      Missouri-6

p.      Nebraska-2

q.      New Jersey-1

r.        New York-5

s.       North Carolina-3

t.        Ohio-2

u.       Oregon-1

v.       Pennsylvania-1

w.     Tennessee-1

x.       Texas-3

y.       Vermont-2

z.       Virginia-2

aa.   Washington-5

bb.  West Virginia-1

cc.   Wisconsin-1

Data Analysis

The survey results suggest that in U.S. institutions of higher education, media literacy education is still in a formative stage of development.  Currently, 61 schools across the nation offer media literacy curricula.  Media literacy courses are offered in two different formats. Nearly one-third of the schools offer specified media literacy classes (courses that include “Media Literacy” in the course title). Approximately two thirds of the media literacy classes offered by colleges incorporate media literacy principles and theory into other content areas (i.e., courses with titles/designations such as Introduction to Mass Communication).

In addition, degree programs in media literacy are also available (3 undergraduate certificate programs, 1  B.A. Emphasis, 5 M.A. derees, and 3 Doctorate programs).

The survey results reveal several factors that appear to have impeded the development of media literacy education in the U.S. First, media literacy classes are scattered throughout a variety of academic disciplines. Although nearly two thirds of the media literacy courses are housed in the field of communications, the designation of the departments varies widely, reflecting the disjointed nature of media studies in the U.S. (e.g., Media Arts, Communication Humanities, Journalism, Mass Communication, Broadcast and Electronic Communication Arts, Instructional Technology, Arts and Letters). Approximately 20% of media literacy courses currently are offered through education departments. The remaining media literacy class offerings (approximately 15%) are scattered throughout a variety of academic disciplines, including English, computer science, Arts and Humanities, religion, sociology, art, and Public and Community Service. To add to the confusion, some colleges offer media literacy courses in several departments concurrently. Consequently, institutions of higher education have been unable to develop consistent approaches and standards, or establish tenured faculty positions.

In addition, there appears to be considerable confusion within the higher education community about what media literacy is and what makes up a media literacy curriculum. A respondent from the University of Connecticut commented, “Many faculty members don’t understand what Media Literacy is. The administration is supportive but don’t really understand media literacy.”

Further, some faculty members are actively resistant to the discipline of media literacy. A respondent from the University of Hartford commented, “A small number of faculty still cling to the notion that studying media and pop culture is not a serious or worthy academic pursuit. Some faculty is not particularly receptive to what I believe are the more politically challenging aspects of media literacy education.

Some respondents feel that the discipline of media literacy has been disadvantaged because classes are generally offered as electives. A professor at the University of Louisiana at Monroe noted, “Because it is an elective and satisfies no requirements either as a general education course or towards a major, it attracted only 20 students on its first offering…Those students who took the course rated it highly.”    

However, the survey also reveals a number of  encouraging developments. Media literacy education has a broad base in colleges located throughout the United States, which lays a solid foundation for the growth of the discipline. In addition, this increases study opportunities for students.

The fact that media literacy has been integrated into disciplines, such as English and Sociology, also solidifies its value as an academic discipline. Media literacy analysis can help establish meaningful connections between the subject matter and the world outside the classroom

In addition, several schools, including  Morehead State University, Wesley College, and St. Louis Community College have added a  media literacy course to their general education requirement. And, the University of Mississippi approved its Intro to Mass Communications course (which is taught from a media literacy perspective) as one of the courses that fulfill its core requirement of  6 hours of social science requirements. The respondent from Morehead State University commented, “(Media literacy)  has been received very well as a part of general education,  and as many sections as are offered generally fill (50 per section.).”

In addition, some institutions have included media literacy classes as a core requirement for other academic programs. For example, Niagara University requires a course in media literacy in its Communicating for Social Justice program.

Conclusion

            The survey results point to a widespread adoption of media literacy curricula throughout the United States. The information identifies some current impediments to the growth of the field, as well as encouraging developments. It is hoped that this information will contribute to the growth of media literacy in institutions of higher education.

The survey results may also have a number of useful applications. A network of higher education faculty members could be created for sharing information and resources. Interested students could also use this directory when considering where to study media literacy. And faculty in schools not currently offering media literacy courses could use this information as they present their rationales to institute media literacy in their institutions.

     Although 3200 email messages were sent out, it is inevitable that some schools and faculty contact people were overlooked. We apologize and welcome any additional responses, however, because this is an electronic survey, information can be collected and tabulated on an ongoing basis.