We call it a drastic push of mediatization. On the right hand, above you see the picture, how before media was to be 100 years ago. So it's kind of a temporal selection. You read what happened or what will be happened. So it's a very asynchronous way of getting to know. And you need different skills to get along with this type of asynchronous thing. Because now we live in times of a synchronous media society and it transforms not only our society, it transforms our self, our identity, our communities. This is a very popular meme, probably you know it. It was taken by one Pope audience in 2005 and then eight years later and you see what we what we called several years ago in the German-speaking countries second screen effect yeah that you always use the second or third screen we are online using our smartphones and other things at the same time. And this means that we are synchronously using media. And this also has a huge impact on ourselves and also what skills and what literacy is needed to get along with this. And not only to get along with this, only to have an influence on this and to empower people to produce this kind of media reality actively. And then we have a third push. On the right, you see the picture above. It's the augmentation of reality, the virtualization of reality. Nowadays, we are all using, for example, Google Maps and other things or Siri and all the other things. And it's only on the brink of a new epoch, and I think it will be in the next five years, that we will all use head-on displays and other things to navigate, to use algorithms, and to make use of all the notification used on the broad sense. Now it's only used by innovators and by some elites, but I think in the next five years it will have a huge push through normalization. And it comes in with a transformation of media and society. What it means to be social. It's in some process. It's a moving target. And I think this is what Douglas Kellner brings also in, the first perspective of the cultural studies, that we have no stable notion. That's what is media competence? What is society? What is good? What is bad? This is not a stable notion. It changes. That's something you probably, you Austrian know it better than being a German. Habermas wrote about the Viennese coffee shops as one place for the burden that was giving birth to democracy. And nowadays, through the transformation of media and society, there's a tweet, there's a guy in this coffee shop sitting at a table, not on his phone, not on a laptop, just drinking coffee. Probably he's a psychopath. And he's not talking anymore. You see, with the change of media, with the change of communication, you have also a change of society, of the identity and other things. Or like Noah Smith formulated five years ago, even 15 years ago, the Internet was an escape from the real world. Now the real world is the escape from the internet, the total change from the utopia, which, for example, and probably a lot of you know the Declaration of Independence by John Perry Barlow. He said, we are creating a world where anyone, anywhere may express his or her beliefs, no matter how singular, without fear of being coerced into silence and conformity. And 25 years after, we see he was not true. And we have new processes of surveillance, of social surveillance, that we surveil ourselves, that we are surveilled by others. And that also means new competences. That means also digitalization of the competences. That means also identification of the competences we have to have to being truly a citizen on other things. So this is one thing. And this is what Douglas Kern and his colleagues and also other colleagues from the international communication studies bring in, if they talk about platform studies, that we do not only have, like Alton said, very excellent in the last presentation. We have not only the fourth estates being the media, the traditional media. We have not only the fifth estate, that means the active citizenship. We have also six and seven estates. Especially we have the platforms like Uber, Facebook, Alibaba, Airbnb, Google and all the other things. They have interests and they have power, they have resources. They are influencing politics. They are also part of the policy and so on. And that has to be acknowledged. But Alton used the metaphor of the bridge and that the media literacy is needed to bridge the floods of information. Douglas Kellner would say two things. Not only the flood of information is not only out there, it's not given. It is raised and it is given by others. It is raised and it is given by others. And it is given, like Henry Jenkins is also pointing out from a positive point of view, by all of us. It is a kind of a participatory culture. It's not only out there and it's not objective. It's always done by ourselves. So we have to empower ourselves on the one hand. And on the other hand, Dr. Skarner would say, there's also the rise of new institutions, of new intermediaries. We had in the beginning the introduction by the RTR and I think, I assume they are doing a good job. Tomorrow you will hear about the German media authorities and after me, Maria Donde is talking from the perspective of the Ofcom. But all the media authorities are now in competition with new authorities. And the platforms have a huge power. And this should be acknowledged and embedded in a critical way in the rise and the construction of media literacies. And we always see the cultural studies also show up that we should not only look on information media, we should only look more and more on entertainment media and all the other areas of media reality and that we see in times of mediatization and media saturation, that not only information media have the monopoly in constructing our view that new and new platforms are coming up, not only only google not only amazon and information and something like else here's one example i always like to um um give research and give information to my students like porn hub because the people are using a lot of time other platforms. And it is influencing the way of life. If you see here, this is a very ironical example, but probably you can remember 2018, there was a false alarm when Hawaii was thinking they were attacked by a Russian nuclear rocket. And you see how many people were using Pornhub at that time and how they were reacting on the platform. From the perspective of media competency, it is interesting. For example, there's only one point of view, how many data they are leaving on this platform. And what it tells you, it tells the platform and all the others at the internet how transparent our lives are becoming. Not only when we are talking about citizenship and so on, and also in our private areas. And I think the private area has also to be acknowledged more in the formulation and discussing of critical competencies, not only information literacy, also kind of entertainment literacy, and so on and so on. This is something also Alton gave good examples. He was giving the sources 2017, 2020. I give you now 2019. And it not only shows like Orton said, what we are doing in the 60 seconds. And these statistics are not true. It's only the glimpse, it's only the tip of the iceberg. It's much more. It's only what the people are saying they are doing. And what the platforms are officially. It's much more. Like the example on Pornhub, we are using much more times in the Internet. But it also shows you the power of the platforms, the power of YouTube, the power of Facebook in terms of political processes, in terms of entertainment processes, in terms of media socialization, in terms of establishing identity, personal identity, and so on. Not only in times of pandemic, but the pandemic is, of course, is accelerating this process because we don't have nothing else to do or not that much. Second aspect, what Douglas Kellner and all the other guys from the critical media literacy perspective is saying, it's not only the platforms and it's not only popular culture. only the platforms and it's not only popular culture. It's also the problem of disinformation or what we call in popular or in political discussion the so-called fake news. And it's not only an old problem in new bottles, like the Germans saying, falsely translated into English. So like we have the Reichstag in Flammen, this was one of the first fake news. Now we have the new ones and they are accelerating even more. This was one example very early 2016. There was one tweet and Trump was saying, just had a very successful presidential election, no professional protesters incited by the media protesting, very unfair. And it was a false reporting by Trump. that we have this kind of fake news, not once or 10 times a day, but thousands, hundreds of thousands, millions of times. We cannot solve it, Dr. Skalner would say, with new definitions of media literacy anymore or with training anymore. We need also some kind of technical assistance to fight this disinformation because it's also automatically done by computer program and software. We need also some kind of data software to fight this and to work on this. So it's not only a question of individual competence to get along with that. We need also social software to fight this. And this is also a critical question. Who may develop it? Who may finance it? Who may regulate this software and so on? And then you see the acceleration. So I think I will look forward to the discussion tomorrow, for example, if you have the members of the press council, of the Presserat, if you talk about what is possible, what cases they are discussing. And then we see it's probably only the tip of the iceberg. What is there possible? So what is critical media literacy? Douglas Cannon, I would say, and his colleagues. Media literacy is the ability to sift through and analyze the messages that inform, entertain, and are sold to us every day. It's the ability to bring critical thinking skills to be in all media, not only information media, also have a critical look on music videos, web environments. For example, if you look what is popular right now for the youth, TikTok, Twitch, you need also critical literacy to get along with this. And also, for example, product placement in films and virtual displays. About what's there, critical discuss what's there. But also noticing it's about asking pertinent questions, what is not there? Not only to see the blind spots, not only to see the critical spots, to see what is not there. It's very important too. And then the last one, it's the instinct to question what lies behind media production, the motives, the money, the values, the ownership, and to be aware of how these factors influence content, not only the ownership of the newspapers, like what was discussed in the last century, what are the ownerships of the platforms, what politics are behind this, and this is a very hard question to solve. So why is critical media literacy important? solve. So why is critical media literacy important? Because the influence of media in our central democratic process. We need two prominent skills to be engaged citizen of a democracy, critical thinking and self-expression. We need to empower it to take part, to voice, to articulate our voice. And second, like Arton said, the high rate of media consumption, the saturation of society by media. It's not only the video games, television, pop music, radio, newspapers, magazines, billboards, social media, even T-shirts. newspapers, magazines, billboards, social media, even t-shirts. We need media literacy skills to need to navigate safely through the sea of images, but also it comes on later to produce it, to co-produce it, to participate, not only to recept it, only also to appropriate it and produce it. The media's influence on shaping perception, beliefs and attitudes. The increasing importance of visual communication information. We are now living, especially in times of social media, in a very virtual world. And we need also skills for that. Learning how to read the multi-layers of image-based communication. What are the memes? What is behind the memes? To put safely on. And the importance of information society and the need for lifelong learning. What is the profile? What we want to achieve of a critical media, critical literal person? Use media wisely and effective. Engage in critical thinking when evaluating media messages. Evaluate the credibility of information from different sources. He understands or she understands or it understands the power of visual images and knows how to read them. It's aware of the diversity of the cultural universe, like Alton said. It's aware of the multi-sectionality of the society, of the multi-voicedness. He can also, and this is a second one, not only received, he can express himself clearly and creatively using different forms of media. And he recognized and values the media's influence on beliefs, attitudes, values, behaviors on the democratic process. various behaviors on the democratic process. How it should happen. That's something that's also very important for Douglas Kell and all the critical media pedagogies. It's kind of action learning. They not only should learn it like in school or like in university, they should also learn to act. It should be only about the access to skills, but it should be like Freire would say, or Douglas Kellner citing him, it should be an aspiral process. It should be an empowerment process. And I think this is something what is very crucial, that you should empower the people not only teach them or they should not only have the space to be teached and to learn it should be a process of empowerment and it's not only about content, it's also about the process of the learning and this should be very empowered so coming to my end that we have some time for discussion it's uh what the critical media literacy is also putting forward as the cml format they have developed some kind of a strategy to teach critical media literacy. And they're using the communication process. So like they were saying, so all media messages are constructed. So there's an offer. And media messages are constructed by using a specific language with its own rules, with specific format and techniques of production. And different people experience the same media differently, the audience. And media is not like Autumn said in the beginning, and we have some discussion at the end. It's not always objective. Media have embedded values and points of views. And most media messages, or I would say all media messages, are organized to gain some kind of profit and to convince and raise power. Media messages have always a purpose, they have a motive. And the CMN has translated these core concepts and key questions. The difference between the role of consumer of media, and we discussed this kind of core concepts and this kind of cooking receipt, how to do it. We discussed it in several courses with Comet and with BFAP. So, for example, to ask who created this message and then this is something schools are using or universities are using. And also the key questions for you us to ask in your role as producers of media. That's what we write the reflective process of being a journalist, being an influencer, being a let's player, being a Google data scientist to say, oh, does my message reflect understanding and format creativity and technology? Is my message or my media message engaging and compelling for my target audience? Yes. Two points at the end and something we all also were discussing at BFAP and in COMET seminars, how we can translate this to the realm of a vaccine building, to the to the realm of education, lifelong education. That's one example, one process like the community, the Serbian community radio B92 would say, don't trust anyone, not even us. To let the people be critical and also display other voices in your own program. So like they had several years ago, we decided to do a one-day complete change and broadcast as if the government was making the program to conflict different perspectives, to break the filter bubbles. I think this was a very good strategy and we can discuss it critically. And at the end of something, there's also a lot of hand information like Wardle and Derek Chan about information disorder. And they also transformed the five core questions by critical media literacy to examples of fake news or memes and other things like what is the offer what is the message how it can be integrated but in times of disinformation about in times of digital disinformation critical thinking is heavily confined because our access to algorithms, to the data behind it, to see what is a human Twitter source, what is a non-human Twitter source, this is heavily confined. We don't have even, yeah, I think it's only on the tip of the iceberg we are right now. So thank you very much for your attention, for some perspectives on the critical media literacy. And I'm looking forward for discussion. Thank you. We'll see you next time.