In Japan the words “media literacy” is often understood in the context of “the ability to critically analyze the information delivered by the mass media.” The term came into wide use in the late 1990s, which triggered NHK and commercial broadcasters to push forward their efforts on promoting media literacy. The movement slowed down in the 2000s, but today, with words like “fake news” and “post truce” drawing much attention, once again there is a strong call for cultivating media literacy as “the ability to consider the roles and responsibilities of the media and act according as both a receiver and a sender of information.”
This paper reviews the concept of media literacy and looks into broadcasters’ on- and off-screen approaches respectively. Regarding on-screen, or broadcast programs, the author divides programs dealing with media literacy into three categories: “promotional programs and self-verification programs,” “features,” and “educational programs for elementary and middle schoolers and for high-school students.” Off-screen approaches, or media literacy efforts other than in broadcast programs, are divided into three categories: “events for elementary and middle schoolers and for high-school students,” “facilities open to the public,” and “printed promotional materials and websites.” The author looks back the history of broadcasters’ media literacy approaches in each category, focusing on NHK and also referring to commercial broadcasters.
As we have entered an age of social media where anyone can easily post information with audio and/or visual messages, the paper discusses what roles broadcasters can play in fostering media literacy.