In the 1970s, the "screen theory" was first put forward by the academic circle, which expressed another view of education of media literacy. A representative organization that advocates this view is the education association for film and television. The group publishes two magazines, screen and education. Screen education in the school of the teaching practice of the most influential representative when pushing lane ? mas. His book TV education and media education believes that the semiotic method can provide a calm, objective, rigorous and accurate analysis method. Students are asked to put aside their own subjective likes and dislikes and find out the ideological attempt hidden behind the media text through systematic analysis. It frees itself from the influence of the text. This form of analysis is combined with a detailed study of the political economy of media organizations.
Since the 1980s, education of media literacy has been officially incorporated into the national curriculum system of the United Kingdom. Education from primary school to middle school has been implemented, and the popularity of computers and the Internet has endowed education with a new growth point. Media literacy education is no longer defined as a education that is naturally opposed to students' media experience, and it is no longer regarded as just a way of discrimination or insight into hidden ideology. Instead, students should understand media content together and help them develop an ability to understand media objectively and use media constructively.
In the UK, education of media literacy refers to lifelong learning and lifelong education. Through rich media material presentation, it requires the educated to improve their ability to judge social facts and, in particular, to form independent judgment consciousness. Under the influence of semiotics, the main content of education of British media literacy is divided into three parts: "firstly, it is to teach the rules of coding and decoding commonly used in mass media to students"; Secondly, "let students understand the fact that all media content is constructed through symbols, and understand its characteristics"; In addition, students are taught to explore the encoding and decoding rules behind media.
Media literacy education became part of the formal education system in the 1970s. In the late 1980s, England and wales incorporated education media literacy into the national curriculum system of primary and secondary schools, combined education media literacy with existing disciplines through various forms of topics, and focused on cultivating students' cultural taste. British media literacy education takes "media institutions -- who produces media texts?" ", "media type -- what is the form of media text? ", "media technology -- how are media texts produced? ", "media language -- how do readers understand the meaning of text? ", "the audience of media -- what is the target audience? ", "media expression -- how does text reproduce reality? These six aspects are the connotation of media literacy education, which implements the formal schooling course from kindergarten to senior high school, and has a complete evaluation system. By 1997, nearly two-thirds of schools in the UK were offering advanced media studies and more than a third of secondary school students had taken the secondary education certificate in media studies.