We Are the Resurrection: Media Education after the Media

2013 ◽  
pp. 175-189
Author(s):  
Julian McDougall
Keyword(s):  
Media Education ◽  
The Media

Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Zlatina Dimitrova ◽  
◽  
◽  
Keyword(s):  
United Kingdom ◽  
Media Literacy ◽  
Media Education ◽  
Theoretical Research ◽  
School Age Children ◽  
Educational Models ◽  
The United Kingdom ◽  
The World ◽  
The Media ◽  
Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

Education, Media and Media Processes: report of a formative experience in the Fundamentals of Education discipline of PPGED/UFS

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Edivânia Cristina Dos Santos Reis ◽  
Nayara Evellyn Santos Fontes ◽  
Rodrigo De Souza Santos
Keyword(s):  
Teacher Education ◽  
Interactive Media ◽  
Media Education ◽  
Media In Education ◽  
Remote Education ◽  
Education Teacher ◽  
Formative Experience ◽  
The Media

In the second term of 2020, the Education Post-Graduation Program of the Federal University of Sergipe offered a discipline called Fundamentals of Education, mandatory to the Mastership course. The purpose of the discipline was to discuss some relevant themes to the academic formation. This group chose the theme “Education, Media and Media Processes”, elaborating a presentation that constituted relevant positions and reflections for subjects involved in the discipline. Therefore, the concepts of Media-Education, Teacher Education, Emergency Remote Education were approached. Thus, the work aims to analyze the contributions of the disciplines to the use of media in education. This work was carried out with interactive media activities, oral questionnaires, writings and collective debates. After the activities in the class, it was reported that there is still an evident lack of training for teachers in the use of the media.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals The importance of media education in rationalizing youth use of digital media An educational vision according to the work of the gatekeeper theory

2021 ◽  
Author(s):  
محسن عبود كشكول
Keyword(s):  
New Media ◽  
Digital Media ◽  
Negative Impact ◽  
Media Education ◽  
Fourth Power ◽  
Entertainment Education ◽  
Educational Vision ◽  
The Family ◽  
The Media ◽  
Use Of The Internet

The importance of media education in our present time lies in its supposed role in rationalizing the youth’s use of digital media, as the school is no longer able to continue its knowledge and educational pioneering role in light of the excessive and absurd use of the Internet, just as the teacher is no longer a main source of science and knowledge. Considering the study curricula, addressing the negative impact of the excessive use of digital media on the school, as well as addressing the decline in the role of the family and its withdrawal from educational competition with the school, and thus education has lost the mandate of the school and the family to educate the new generation in favor of the hegemony of the new media authority, which is called metaphorically. Fifth, which overtook all authorities, including the authority of traditional media (the fourth power), so that control over the child went beyond control of his family and parents, and the challenge became before those concerned with education, how can the new media be a source of education, entertainment, education, guidance and direction, and in various methods of influence, By using multiple and amazing techniques that are characterized by transcending the limits of time and space, and according to that the great impact of the new media, we see a decline in public education. Illiteracy and its limited means, as well as retreating and losing its control over the social environment, which calls on researchers to study ways to rationalize media education, enhance human awareness of the media, and give it the largest share in influence and direction, and in social upbringing and raising young and old together.

scholarly journals A MÍDIA COMO INSTRUMENTO PARA A CONSTRUÇÃO DE CONSENSOS (THE MEDIA AS INSTRUMENT FOR THE CONSTRUCTION OF CONSENSUS) - Doi: http://dx.doi.org/10.5212/OlharProfr.v.11i2.253273

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Índia Mara Aparecida Dalavia de Souza Holleben ◽  
Marlene Lucia Siebert Sapelli
Keyword(s):  
Status Quo ◽  
The Other ◽  
Media Education ◽  
Political Organization ◽  
Agricultural Workers ◽  
Upper Class ◽  
Educative Process ◽  
The Status ◽  
The Media

A educação acontece em diferentes espaços. A mídia também é um desses espaços. Por isso, neste artigo, propusemo-nos a analisar algumas questões, que consideramos relevantes e que, em geral, ocultam a hegemonia de uma classe sobre a outra. No processo educativo que acontece por meio da mídia, há uma contribuição para fortalecer tal hegemonia. Isso comprova a não neutralidade da educação. A mídia tem se mostrado como partido ideológico da elite, e o poder que exerce neste espaço social pode ser definido como poder simbólico, atrelado intimamente ao poder econômico, político e, em alguns casos, até coercitivo. Para discutirmos a mídia como instrumento educativo, em favor da manutenção do status quo, optamos em fazê-lo apresentando como duas temáticas que são por ela tratadas: Gênero e o Movimento dos Trabalhadores Rurais Sem Terra.   Palavras-chave: Mídia. Educação. Consenso. Hegemonia. Gênero. Movimento dos Trabalhadores Rurais Sem Terra.   Education is settled in different places and the media is also one of these places. Therefore, in this article we propose to analyze some relevant questions that can usually hide the hegemony of a class on the other. In the educative process intermediated by the media, we can notice a contribution to empower this hegemony. This put in evidence the education no neutrality position. The media can be understood as an ideological political organization of the upper class and its power can be defined as a symbolic one, linked to the economic and politician forces and even acting, in some cases, as a coercion element. To discuss the media as an educative instrument, in favor of the of the status quo maintenance, we present two thematic that have been followed: Gender and Movimento dos Trabalhadores Rurais Sem Terra (The Movement of the Agricultural Workers With No Land).   Keywords: Media. Education. Consensus. Hegemony. Gender. Movimento dos Trabalhadores Rurais Sem Terra.

Restoring Sophistication

1994 ◽  
Vol 9 (3) ◽  
pp. 177-184 ◽  
Author(s):  
Laura Polaine
Keyword(s):  
Media Education ◽  
The Media ◽  
Out Of School

This article discusses sophistication (an inner state) and false sophistication (entrenched by the media, education and industry). Loss of sophistication is also described. The author shows how school deprived her of her sophistication and how she restored it out of school. She sees our role in helping individual children as restoring their sophistication.

Challenging the Media-Incarceration Complex through Media Education

2017 ◽  
Author(s):  
Bill Yousman
Keyword(s):  
Mass Media ◽  
The United States ◽  
Crime Rates ◽  
Media Representations ◽  
Media Education ◽  
Prime Time ◽  
Crisis Of Representation ◽  
Life Threatening ◽  
The Media ◽  
Popular Television

This chapter argues that the United States faces a crisis of representation, for while crime rates remain stable, the TV and other corporate-controlled mass media bury viewers beneath an avalanche of fear-based spectacles in which crime and violence are portrayed as escalating, even life-threatening crises. It then outlines a new program of media education that enables consumers of mass media to develop more informed and empowering views of the complexities of crime and violence. Focusing on prime-time dramatic television as the most prevalent source of fictional images of violence, crime, and incarceration, the chapter addresses the distorted narratives and images that saturate popular television dramas. Drawing upon interviews with ex-prisoners, it also shows how media representations of imprisonment, though inaccurate and misleading, shape the perceptions even of those who have themselves been incarcerated.

Media literacy in the system of the secondary education in Russia

2020 ◽  
Vol 41 (48) ◽  
pp. 393-401
Author(s):  
Ilia A. BYKOV ◽  
◽  
Maria V. MEDVEDEVA ◽  
Keyword(s):  
Secondary Education ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
School Level ◽  
Educational Standards ◽  
Main Attention ◽  
Russian School ◽  
Insufficient Attention ◽  
The Media

This article is devoted to the issue of media education in Russian school. The main attention is paid to the concepts of media education and media literacy. The authors have studied the issue of media literacy in the education system of Russia. They have discovered that today an insufficient attention is paid to the problem of media literacy and media education at the school level. The authors argue that the educational standards and the school textbooks do not take into account the need to teach methods of protection against manipulation in the media.

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