Rapid dissemination of fake news; amplification of harmful conspiracy theories; covert propaganda; election interference; threats to democracy; clandestine surveillance; data theft; enablement of online incivility, trolling, hate speech, abuse and radicalisation; underage access to pornography and other explicit and harmful content; addiction to online gambling, gaming and social media; cause and exacerbation of mental health problems, depression, suicide, obesity; unprecedented global market concentration; exploitation of digital labour; the collapse of the high street; damaging representations of, well, nearly everybody . . . There are not many social ills that ‘the media’, particularly digital media, has not been blamed for, one way or another, in recent years. Of course, there are more positive aspects to ‘the media’. It continues to entertain us, educate us, inform us, connect us and unite us. Today more than ever, digital media has enabled many of us to work, learn, party and even protest remotely. It is a defining feature of the digital age. One would think, then, that critical study of ‘the media’ would be central to our compulsory education systems. Surely, the case for helping young people (and the wider population) develop a critical understanding of the institutions, industries, policies, regulations and practices that shape ‘the media’ and the texts that we watch, read, listen to, post, tweet, like, share and otherwise engage with has never been stronger. By the time they reach early adulthood, many young people understand the value of developing a critical approach to the media. University admissions to media and communication degrees have been rising steadily over the last 5 years, despite increasing student fees, a demographic dip and a drop in EU student applications. 953930 EJC0010.1177/0267323120953930European Journal of CommunicationReview Essay research-article2020

中文翻译：

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为义务媒体教育辩护

快速传播假新闻；放大有害的阴谋论；隐蔽宣传；选举干预；对民主的威胁；秘密监视；数据窃取；支持在线不文明行为、拖钓、仇恨言论、虐待和激进化；未成年人访问色情和其他明确和有害的内容；沉迷于在线赌博、游戏和社交媒体；导致和加剧心理健康问题、抑郁、自杀、肥胖；前所未有的全球市场集中度；数字化劳动力的剥削；大街的倒塌；几乎每个人的破坏性陈述。. . 近年来，没有多少社会弊病是“媒体”，尤其是数字媒体，没有以某种方式受到指责。当然，“媒体”还有更多积极的方面。它继续娱乐我们、教育我们、通知我们、联系我们并团结我们。今天，数字媒体比以往任何时候都更让我们中的许多人能够远程工作、学习、聚会甚至抗议。这是数字时代的一个决定性特征。那么，人们会认为，对“媒体”的批判性研究将成为我们义务教育体系的核心。当然，帮助年轻人（和更广泛的人群）对塑造“媒体”的机构、行业、政策、法规和实践以及我们观看、阅读、聆听、发布、推文的文本形成批判性理解的案例，喜欢，分享和以其他方式参与从未如此强大。到成年早期，许多年轻人就明白了对媒体采取批判态度的价值。尽管学生费用增加、人口结构下降和欧盟学生申请减少，但在过去 5 年中，大学媒体和传播学位的录取率一直在稳步上升。953930 EJC0010.1177/0267323120953930European Journal of CommunicationReview Essay research-article2020