Abstract

This paper is positioned at the intersection between the concepts of informed audiences, media literacy, and television content ratings. It begins with a definition of the first two concepts, followed by a consideration of ratings as a mechanism at the service of both. An analysis is offered of the most notable international initiatives (Australia, USA, UK, and The Netherlands), as well as the Spanish case and its associated actions. Rating procedures are necessary mechanisms to facilitate well-informed viewing decisions by TV audiences, especially in the case of children’s programming. This article proposes recommendations in relation to the implementation of the European audiovisual media services directive, including the use of a wide range of pictograms to identify types of content.

Abstract

This paper is positioned at the intersection between the concepts of informed audiences, media literacy, and television content ratings. It begins with a definition of the first two concepts, followed by a consideration of ratings as a mechanism at the service of both. An analysis is offered of the most notable international initiatives (Australia, USA, UK, and The Netherlands), as well as the Spanish case and its associated actions. Rating procedures are necessary mechanisms to facilitate well-informed viewing decisions by TV audiences, especially in the case of children’s programming. This article proposes recommendations in relation to the implementation of the European audiovisual media services directive, including the use of a wide range of pictograms to identify types of content.