As stated in the previous portions of this website, I am a student at Skagit Valley College taking a mass communication learning community! For this week's blog entry, we have focused on media literacy in relation to the current political situation in Iran. Media literacy is the capacity to interpret and use any kind of mediated communication. Media literacy also includes acting, reflecting, and using the power of information and communication to change the world. Media literacy consists of eight components (restated in my own words from the text):
A critical thinking ability that allows for the formation of autonomous judgements regarding media information.
A comprehension of the mass communication process
An understanding of the influence of the media on people and society's methods for studying and debating media messages
Understanding media material as a "text" offers insight into modern culture.
A training of increased enjoyment, comprehension, and appreciation for media materials.
The advancement of effective and responsible production abilities.
The formation of a knowledge of media practitioners' ethical and moral responsibilities
How media literacy is related to the current political climate in Iran can be tied to the Western media's portrayal of Iran, disrupting our ability to fully comprehend the information given. The Iran nuclear program resulted in a widely accepted narrative overtaking facts, and questions arise regarding who sets the news agenda in the case of Iran. Throughout this story of the Iranian nuclear program, the ongoing mischaracterization of the Iranian leadership has sparked the dread of nuclear weapons in the hands of a "crazy man." From this perspective, it is worthwhile to inquire why a potential nuclear Iran intrigued people more than North Korea's already actual nuclear arsenal or that of India and Pakistan, two military adversaries. Dealing with issues like these is essential to developing our media literacy abilities, particularly when news stories cover topics that are outside of our perspective or first-hand knowledge. Because it may lead to improved participation and social reform, media literacy is crucial in connection to all aspects of politics. An example of this fear that was instilled in Americans is a line from a book called Containing and Deterring a Nuclear Iran. The first quote discusses the unacceptability of "nuclear Iran" and how "Iran will reach another threshold by acquiring nuclear weapons—the ability to keep America and its allies in constant fear."
The development of media literacy in Iran has impacted the political development of Iranian society. Media literacy in Iran, as reported by the BBC, is "all broadcasting from Iranian soil is controlled by the state and reflects official ideology," creating a disadvantage for the people of Iran in the content they read and the decisions they make based off of the media they consume. However, online, there are options to override the limitations caused by censorship in Iran. As stated in an essay written by Ehsan Shahghasemi from the University of Tehran, he states that "new communication forms are continuously introduced to our society." Therefore, "one should continually update his media strategy to adjust to the new conditions." Shahghasemi goes on to say that "Iran is a country with a majority Shia population and a government that is religious." Ending the abstract with "Both these conditions have made Iranian society and officials wary of the global flow of text and images into Iranians' homes."
When researching my topic, I believe that I had to use various skills associated with media literacy. Specifically, when using some material that feels biased. The capacity to utilize critical thinking abilities to evaluate the dependability and trustworthiness of news outlets as well as newer pieces of data is referred to as news literacy. News literacy may assist consumers distinguish between truth and misinformation, across news and advertising, from news and opinion, as well as between partiality and impartiality, as stated by an article on news literacy from UAB Libraries. The media, amongst several sources I have accumulated, have ranged from a matter-of-fact undertone, simply presenting information, to including opinion and emotion in the undertone of the article. I believe that in my attempt to research this global topic, I have had to exercise the ability to distinguish emotional from reasoned reactions when responding to the articles I read and the ability to think critically about the media message, no matter the credibility of their sources. Reading these articles can be a bit overwhelming at times, simply because I am aware of the beautiful nature of Iranian society. It can cause me to subconsciously bring my own biases to certain messages, creating some stumbles in my attempt to fully grasp the facts. Separating oneself has proved important in my attempt to understand the political situation in Iran.
Works Cited
American Enterprise Institute. “Containing and Deterring a Nuclear Iran.” American Enterprise Institute - AEI, 6 Dec. 2011, www.aei.org/research-products/working-paper/containing-and-deterring-a-nuclear-iran.
Baran, Stanley. Introduction to Mass Communication: Media Literacy and Culture 10th Edition. 10th ed., McGraw-Hill Education, 2001.
BBC News. “Iran Profile - Media.” BBC News, 15 June 2021, www.bbc.com/news/world-middle-east-14542234.
Lyons, Jonathan. “Media Literacy: The Iran Nuclear Story as a Case Study.” News Decoder, 3 Dec. 2019, news-decoder.com/media-literacy-iran-nuclear.
Shahghasemi, Ehsan. “The Media Literacy Industry in Iran: A Critical Perspective.” Academia, 3 May 2021, www.academia.edu/47934454/The_Media_Literacy_Industry_in_Iran_A_Critical_Perspective.
The University of Alabama at Birmingham. “Research Guides: Media Literacy: News Literacy.” UAB Libraries, 21 July 2022, guides.library.uab.edu/medialiteracy/news#:%7E:text=News%20literacy%20is%20a%20part,are%20often%20mistaken%20for%20journalism).
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