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International Council for Media Literacy

International Council for Media Literacy

Bridging Academia to Action

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Marshall McLuhan knew what we were. And what we were in for.

April 18, 2026 by Neil Andersen, Carol Arcus

A Letter from Guest Editors, Neil Andersen and Carol Arcus

“[The] instantaneous world of electric informational media involves all of us all at once. Ours is a brand new world of all-at-once-ness. The global village is not created by the motor car or even by the airplane. It’s created by instant electronic information movement.

The global village is at once as wide as the planet and as small as a little town where everybody is maliciously engaged in poking his nose into everybody else’s business.

The global village is a world in which you don’t necessarily have harmony. You have extreme concern with everybody else’s business and much involvement in everybody else’s life.

It’s a sort of Ann Landers column writ large, and it doesn’t necessarily mean harmony and peace and quiet, but it does mean huge involvement in everybody else’s affairs.

And so the global village is as big as a planet and as small as the village post office.” – Marshall McLuhan.*

*From the experimental documentary, This is Marshall McLuhan: The Medium is the Massage, 1967.

Directed and produced by Ernest Pintoff and Guy Fraumeni. Based on a book by Quentin Fiore. Based on a book by Marshall McLuhan

Marshall McLuhan knew what we were. And what we were in for.

We live in the media environment that Marshall McLuhan described 60 years ago, but intensified by algorithmic systems and generative AI that shape not just what we know, but how we perceive, think, and relate to one another. Rather than conceptualizing this electronic environment—this water in which we swim—as a linear chain of cause-and-effect processes, he conceived of it as a mosaic of interconnected fragments–an ecosystem dependent on seemingly improbable connections.

This issue of the Journal of Media Literacy presents a mosaic of those ideas, across different media, about this man’s ideas and this – our – world.

To think with and through Marshall McLuhan is to think mosaically—laterally , through patterns and connections rather than a straight line. It’s a way of thinking that mirrors the human brain, and especially McLuhan’s own: made up of fragments, associations, and sudden flashes of insight—think of his “probes” here. A mosaic—like a tiled floor—is built from small pieces placed beside one another because of their relationship in colour or shape; the meaning doesn’t reside in any one piece, but emerges through the whole. McLuhan’s fascination with Finnegans Wake is relevant here. What can seem, up close, like a jumble of words begins to form meaning when the reader steps back—a fitting metaphor for the twentieth-century experience that Joyce evoked through his non-linear, post-literate narrative, suggesting that some stories cannot be told in a neat, grammatical sequence.

That same idea shapes this issue. The articles sit alongside each other, inviting us to create the connections between them. In this way, media ecology also fits: our digital environment works in an “all-at-once” way, where individual posts or messages may seem independent and disconnected, but instead interconnect to create patterns that tell a larger, more complex story of interdependence. The challenge is learning how to see those patterns, and to recognize which fragments are central to the story.

Let us go then you and I… Enjoy this mosaic as you remind yourself of McLuhan’s wordcraft:

There are no passengers on spaceship earth. We are all crew.

I wouldn’t have seen it if I didn’t believe it.

Man’s reach should exceed his grasp, or what’s a metaphor?

Current Issues

  • A McLuhan Mosaic: Bringing Foundational Thought to Present Urgency and Relevance
  • Public Commons
  • Media and Information Literacy: Enriching the Teacher/Librarian Dialogue
  • The International Media Literacy Research Symposium
  • The Human-Algorithmic Question: A Media Literacy Education Exploration
  • Education as Storytelling and the Implications for Media Literacy
  • Ecomedia Literacy
  • Conference Reflections

Archived JML Print Issues

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Learn More About The Journal of Media Literacy

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  • Neil Andersen

    Neil Andersen, M. Ed., @mediasee, is president of The Association for Media Literacy (Ontario). He has taught primary to post-graduate media studies for over 30 years, including Media Studies Additional Qualifications courses for Mount Saint Vincent University, York University, the University of Toronto, the Toronto District School Board and The Association for Media Literacy.  He has given keynotes and workshops across Canada, in the US, Japan, India, China, Australia, England and Sweden.

    He has made movies and videos, authored student textbooks, journal articles, teacher resource books, over 200 study guides, and designed T-shirts, posters, interactive CDs, websites, online courses and programs. He has co-hosted Mediacy, a weekly media literacy podcast on Voice Ed Radio (https://voiced.ca/project/mediacy/) and presented for the Ontario Teachers’ Federation.

    His awards include the Jesse McCanse Award (IC4ML) and The Magic Lantern Award (The Association for Media and Technology in Education).

    For more information: https://aml.ca/team/neil-anderson/

  • Carol Arcus
    Director The Association for Media Literacy

    Carol Arcus, B.Ed, M.A., is a Director in The Association for Media Literacy and has served on AML’s Executive since 1991. She taught secondary level Media Studies and English at Unionville High School in Ontario for 20 years. She has also taught Additional Qualifications courses for teachers in Media Studies for the Ontario Institute for Studies in Education (OISE), for the Toronto District School Board, and presently teaches AML’s virtual AQs. She currently serves on the Board of the McLuhan Foundation. Carol has published articles in the Journal of Media Literacy and given numerous workshops and presentations on how to integrate media literacy into curriculum. She served on the writing and review committees for two iterations of Ontario’s English curriculum.

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