Teaching and Learning Media Literacy in China: The Uses of Media Literacy Education

2016 ◽  
pp. 11-29 ◽  
Author(s):  
Alice Y. L. Lee ◽  
Wang Tiande
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Literacy Education ◽  
Media Literacy Education

scholarly journals “A most mischievous word”: Neil Postman’s approach to propaganda education

2021 ◽  
Author(s):  
Renee Hobbs
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Public Discourse ◽  
Literacy Education ◽  
Media Literacy Education ◽  
Show Business ◽  
Power Of Language

Before there was a term called media literacy education, there was an interdisciplinary group of writers and thinkers who taught people to guard themselves against the manipulative power of language. One of the leaders of this group was Neil Postman, known for his best-selling book published in 1985, Amusing Ourselves to Death: Public Discourse in the Age of Show Business. Early in his career, Postman promoted a pedagogy of teaching and learning about language, media, and culture. In defining propaganda as "a most mischievous word,” Postman aimed to heighten learners’ attention on the abstracting function of language and its capacity to reshape attitudes, beliefs, and knowledge.

Media and Technology Integration through Media Literacy Education

2013 ◽  
pp. 105-128 ◽  
Author(s):  
Theresa A. Redmond
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Case Study Research ◽  
Literacy Education ◽  
Constructivist Teaching ◽  
Multimodal Learning ◽  
Media Literacy Education ◽  
Media And Technology

This chapter reports case study research that investigated teachers’ use of media and technology in a seventh grade media literacy class. The purpose of this study was to learn what media and technology were used in teaching practice and how they were used. Findings identify media literacy education as a subject of study and way of teaching that provides an entryway for information and communication technologies (ICTs) to be actively incorporated into school curricula and multimodal learning. Media and technology in this case were integrated through constructivist teaching of media literacy education that supported twenty-first century skills, including critical analysis and evaluation of texts in all forms and communication through project-based media production. However, the results also revealed challenges at both local and national levels that influenced the integration of media and technology into teaching and learning.

Media and Technology Integration Through Media Literacy Education

2017 ◽  
pp. 1281-1305
Author(s):  
Theresa A. Redmond
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Case Study Research ◽  
Literacy Education ◽  
Constructivist Teaching ◽  
Multimodal Learning ◽  
Media Literacy Education ◽  
Media And Technology

This chapter reports case study research that investigated teachers' use of media and technology in a seventh grade media literacy class. The purpose of this study was to learn what media and technology were used in teaching practice and how they were used. Findings identify media literacy education as a subject of study and way of teaching that provides an entryway for information and communication technologies (ICTs) to be actively incorporated into school curricula and multimodal learning. Media and technology in this case were integrated through constructivist teaching of media literacy education that supported twenty-first century skills, including critical analysis and evaluation of texts in all forms and communication through project-based media production. However, the results also revealed challenges at both local and national levels that influenced the integration of media and technology into teaching and learning.

Towards professional and ethical balance: insights into application strategy on media literacy education

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Miftachul Huda ◽  
Azmil Hashim
Keyword(s):  
Media Literacy ◽  
Golden Rule ◽  
Literacy Education ◽  
Media Technology ◽  
Negative Effects ◽  
Content Type ◽  
Media Literacy Education ◽  
The Media ◽  
Effects Of Media ◽  
The Way

PurposeMedia literacy education is knowingly contributed to give insights in facilitating the interaction and communication, and thus enabling to understand the way we look at the world around us. However, the challenging issues emerged around need to take serious consent towards engaging the professional and ethical balance in the context of application strategy on media literacy education. This paper attempts to examine in addressing the ability with substantial foundation to recognize and understand between its benefit and its impacts assigned with analysing and evaluating the media engagement.Design/methodology/approachThis paper proposes the theoretical framework guideline with particular emphasis on empowering both professional and ethical dimensions relating to the media literacy and education to be keenly adhered to as a golden rule in media literacy, education and practice.FindingsThe findings reveal that such a marriage between the ethical dimensions and professional skills would promote the good of individuals, groups and broader society by addressing the inherent negative effects of media technology and practice. Consequently, the model would contribute to broader societal goodness and peaceful coexistence.Originality/valueThe professional and ethical balance being proposed here is necessary to reconsider the way and manner along with media technology tools utilized across different cultures with expressing the purpose of promoting appropriate and wise usage for the sustainable positive benefit of mankind at all times.

scholarly journals Advancing children’s news media literacy: learning from the practices and experiences of young Australians

2018 ◽  
Vol 41 (5) ◽  
pp. 689-707
Author(s):  
Tanya Notley ◽  
Michael Dezuanni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
News Media ◽  
Social Impact ◽  
Literacy Learning ◽  
Literacy Education ◽  
Fake News ◽  
News Stories ◽  
Media Literacy Education ◽  
Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

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