The document discusses media competence as a public value and category of social practice. It examines media competence from multiple perspectives, including constructivism, cultural theory, cultural studies, knowledge theory, and system theory. Media competence involves abilities, capacities, responsibilities, and morality in navigating today's complex media environment. It is important for building trust and managing identity, cohesion, and diversity in society.

1. Media Competence as a Category of Public Value Understanding Mediality as a Concept of Social Practice Thomas A. Bauer, Dr. Univ. Prof. Department of Communication Faculty of Social Sciences University Vienna / Austria Universidade Caspar Libero São Paulo 31.8. 2010

13. Media Competence in Functionalism Approach The Concept of Refusal of Acceptance: Competence as a concept of protection against the effects of a second world (early media education concepts) Denying media use keeps related and connected to the (traditional) institutions and their dogmata: church, school, family, dominating cultures In that interest millions of research works on effects of media during the “process of socialisation”, on personality, identity, dependences – Always following the two-world-theory: the “real life” and the “media life” , while media reality intervenes (destroy) the real life reality

14. Media Competence in Functionalism Approach The Concept of Media Literacy: Competence as Compensation the critical and rational use of media, being aware of technology, media aesthetics, media economy, media technology knowing that being immune against media effects: Read many newspapers and use all media-sources in order to get best informed (overnewsed, but underinformed) and to get aware of the difference (weakness) in news making in order to build your own opinion Learn to produce your own media or be part of media production in order to look through the mechanisms of media production (time stress, interview strategies, creating effects, meachanism of writing, camera, cutting, montage or psychological effects)

15. Media Competence in Functionalism Approach The Concept of Media Critics: Competence as Emancipation (the concept of critical media education) the critical and rational use of media, being aware of bad effects and getting free from them through critical habitus or to repair socialized effects through consciousness industry (Bewusstseinsindustrie) Critical analysis of the content of media Critical analysis of the immanent interests of power and influence Critical analysis of mechanism of production Critical analysis of mechanism in politics, economy in relation to media (public relation)

16. Media Competence in Culturalist Approach Where does the concept come from? Competence is not a natural quality, but is a category of the cultural interpretation of human attitude in relation to the natural, cultural, social, technical and symbolic environment. It supposes that mankind is able and capable to organize its position in relation to the environment in a cultural manner - thus forming personality and individuality in order to become an identifiable part of it. - cultural-anthropological interpretation - psychological interpretation - educational interpretation

17. Media Competence in Culturalist Approach The Concept of Anthropology: The Competence term represents an anthropological interpretation of risks and chances of surviving by means that are only given to mankind: making decision by free will and by reflection - using means of intelligence, notion, cognition and consciousness. Within that tradition Competence is a dimension of human performance of life that has to be supposed to be anyone’s own. Competence values in that frame above all others is: “Vorsprung” privilege.

19. Media Competence in Culturalist Approach The Concept of Education and Pedagogy: Competence always has been a goal for education and pedagogy insofar educational and learning programs aims to bring young people to the state of ability, capacity and responsibility in all socially relevant fields of habit (Bourdieu: generative grammar) and behaviour. Education works theoretically and practically in the direction of an idealtypical assumption of an individual and tries to challenge the learning capacity of individuals according to a system of socialisation.