Abstract
Since the beginning of the media literacy debates in the 1970s, numerous models with different emphases have been proposed. While media literacy and new literacies approaches have been discussed in the German-speaking world for some time, the concepts of media competence and media education have hardly been taken up in the Anglo-American world. From a theoretical point of view, there are all kinds of uncertainties both here and there: On the one hand, component models and additive conceptual constructions without meta-theoretical claims of grounding predominate, on the other hand, some of the terms are used synonymously. The article first outlines and contrasts a selection of relevant concepts. In a second step, conceptual expansions (e.g. "new literacies") are problematised and claims of literality and education are related. Finally, considerations "beyond literacies" are put up for discussion in their significance for media education.
