The article examines intercultural film literacy education as a response to cultural misrepresentation in audiovisual media and its implications for democracy. The study highlights the importance of expanding film literacy to video-based social media and addressing the lack of diverse teaching materials.

The article reflects on the need to integrate emerging literacies into contemporary pedagogy to better prepare teachers for the demands of the 21st-century information society. It emphasizes the teacher’s evolving role in addressing multiple platforms, languages, and data-rich environments. Focusing on film literacy, the study highlights its interdisciplinary and multicultural character and its importance as both an independent field and a teaching practice.

The article challenges narrow definitions of visual literacy by arguing that many visual conventions in film and television can be understood through general cognitive skills, even by viewers without formal media training. Using examples such as camera angles, point-of-view shots, and shot juxtaposition, it shows how viewers rely on everyday perceptual and social knowledge to interpret meaning.