بهاره فتح آبادی

We need media literacy to have a smart audience who uses the media. One ways to improve media literacy is to pay attention to school capacity. EU member states, have taken effective steps to expand the education of media literacy in schools, and have taken joint action under the supervision of the European Commission. The study of the performance of these countries enhances the literature of the subject and improves knowledge and experience in designing the desired pattern. This paper is a qualitative research with the theme analysis method. In line with the main goal of the study, the identification of factors influencing the promotion of media literacy education in schools, has been interviewed with 11 European Union media literacy experts and the European Commission's direct call center. The subjects were selected through targeted sampling and questions were sent by e-mail. The interviews were conducted using Clarke and Brun's method. The codes were extracted or directly expressed in the interviewees' interviews, or were implicit codes extracted from the interview text by the researcher. Based on the results of this study, six main themes include empowerment, curriculum, infrastructure, finance capital, legislation and social participation, which promote media literacy in schools

According to The evolution of the world and passing the intelligence community and Entering the age of wisdom society, increasing media literacy has a main role in the realm of knowledge society. In Knowledge Society, citizens require to adopt with permanent and lifelong education. In this manner, except of teachers, other actors have entered the training field. So Pay attention to role of these actors is more important for Promoting media literacy. On the other hand, EU countries are Leading countries in the promotion of media literacy. Therefore, studying the activities of these countries can provide good experience and knowledge to our country and future plans. In this paper, using a documentary and library method and by reviewing the subject literature, documents, articles and guidelines for media literacy education that The EU Commission has been notified to 28 EU countries, The elements of media literacy, actors in this field and their role were examined. In this context, the ideas of the Ilka Tomi-based knowledge society and the James Potter media literacy theory were used. The results of these studies show that various actors include children and youth, parents, private teachers, officials and educational planners, teachers and formal trainers, students, media officials, companies, professionals, associations and citizens engaged in media literacy education. If the interact between these actors are balance, education and learning amongst all strata of the society are exist, and the conditions for creating a knowledge-based society are becoming more and more possible.

This article is outcome of a piece of research which has examined the relationship between "the director's gender" and "type of characterization of female first role" in movies. Six movies produced in the reformation era (Dowrane Eslahat) whose subject matter is women issues are selected to be analyzed using semiotic method. These movies are created by known directors of Iranian cinema including 3 male and 3 female directors. This includes movies such as "the fifth reaction", "Gilane", "women's prison", "mum's guest", "plain paper" and "dog killing" which their female first role is analyzed using criteria derived from women's empowerment theories- including resources, subjectivity and gains_ to see whether their characterization is logical or non-logical. The findings show that the women first role of studied movies are not very powerful regarding the empowerment criteria and are usually represented as victims and failed characters. Moreover, there is not so much difference between male and female directors regarding the type of characterization of women first role in the movies.