Developing media and information literacy competencies: a case study in rural schools in Yunnan Province, China

Abstract

ABSTRACT Applying a skills-based approach to media and information literacy (MIL), this study explores the MIL competencies of teachers in multi-ethnic schools in Yunnan Province, China. A focus group approach was used. Results showed: (1) teachers have limited access to media and information technologies; (2) teachers do not show much of an understanding of the principles and theories of media and information technology; (3) teachers lack basic knowledge and technology proficiency to evaluate and critically analyze media; (4) content creation is limited. MIL competencies are limited by a variety of cultural, structural, organizational, and technological constraints. It has suggested the government to be aware of the importance of MIL education and equip teachers and students with MIL competencies to enable them to co-construct independent life-long learning skills.