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媒介素养的理论根源在于左倾文化研究。它也可被看作是媒体教育项目的继承者，甚至在某种程度上说，是综合体，其观点视角自二十世纪二十年代就开始流通。（奥夫德海德，2010）帕特里夏认为，媒介素养的观点从诞生之初就颇具争议性。如果人们对literacy的定义是能够阅读，那么我们要从大众媒体中读取到什么呢？一个普通的受过教育的人，要成为某报纸或者杂志的媒介学者，需要了解些什么呢？初学者可以收听广播和观看电视，阅读。

根据Jane Tallim所言，媒介素养指的是对我们日常接触的信息进行筛选和分析的能力。它是将批判性思维带入到一切媒介信息的能力。简表示，媒介素养包括问问题的能力，比如什么在这里，什么不在这里。这些问题直觉的背后就是媒介产品的动机、金钱、价值观、所有权，以及上述因素对内容的影响。简还提到，在我们当今这个多元任务、商业主义的、交互密切的全球化社会，每届教育不是要让人们找到正确的答案，而是提出正确的问题。

在印刷媒体还是最重要的媒介形式的时代，读写能力的传统定义就是能够破译、理解和交流印刷媒体上内容的能力。据莫林所说，世界在进化，印刷媒体不再是占据主导地位ude媒介形式了，它的位置已经被电子媒体所取代。

“Media literacy” has its theoretical roots in left-leaning cultural studies. It is also the inheritor and, to some degree, synthesizer of media education projects, versions of which have circulated since the 1920s (Patricia Aufderheide, 2010). Patricia states that media literacy is a contentious concept from the start. If literacy is defined as being able to read, then what needs to be “read” about the mass media? What does a conventionally literate person need to know to be “media literate” about a newspaper or magazine? Toddlers can listen to the radio and watch TV and “read” them.

According to Jane Tallim (2010), media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It is the ability to bring critical thinking skills to bear on all media. Jane states that media literacy incorporates asking questions such as or about what’s there, and noticing what’s not there. And it is the instinct to question what lays behind media productions- the motives the money, the values and the ownership-and to be aware on how all these stated factors influence the contents. Jane tends to reason that in our world of multi-tasking, commercialism, globalization and interactivity, media education is not about having the right answers but it is about asking the right questions (Jane Tallim, 2010).

The traditional definition of literacy, when print was the supreme media format, was the ability to decode, understand and communicate in print (Maureen Baron, 2010). According to Maureen, the world has evolved and print is no longer the dominant media format-that role has usurped by the electronic media. Maureen reasons that to be literate today, people must be able to decode, understand, evaluate and write through, and with, all forms of media, read evaluate and create text, images and sounds, or any combination of these elements. In other words, according to Maureen, literate individuals must possess media literacy as well as print literacy, numeral literacy and technological literacy.

According to Kellner Douglas (1989) the ‘Frankfurt school’ refers to a group of German-American theorists who develop本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。