“That It Was Made by People Our Age Is Better”: Exploring the Role of Media Literacy in Transcultural Communication

2002 ◽  
Vol 30 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Emilie Zaslow ◽  
Allison Butler
Keyword(s):  
Media Literacy ◽  
Transcultural Communication

Specific influence of the media on the transformation of political values and orientations of Russian youth

2020 ◽  
pp. 8-15
Author(s):  
Elena Nikolaevna Malik
Keyword(s):  
Young People ◽  
Media Literacy ◽  
World Politics ◽  
Political Consciousness ◽  
Information Culture ◽  
Political Values ◽  
The Media ◽  
New Challenges ◽  
Specific Influence

The article reveals the role of the institute of mass media on the processes of forming political consciousness and socio-political guidelines of young citizens in modern Russia. The problems of hygiene of media policy, media literacy and improving the information culture of young people remain relevant and archival, given the new challenges of world politics and the geopolitical situation. The author argues that media education technologies to increase the media literacy of young citizens contribute to the realization of their socio-political subjectivity and initiative in the interests of the state and civil society.

scholarly journals Film education in Europe: National cultures or European identity?

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Mark Reid
Keyword(s):  
European Commission ◽  
Media Literacy ◽  
European Countries ◽  
European Identity ◽  
National Cultures ◽  
Film Education ◽  
National Models ◽  
Transnational Film

This paper considers the extent to which European countries have distinctive models and approaches to film education, and the extent to which a supranational model of European film education might exist in competition with those national models. It considers where film education is positioned in relation to other subject fields and disciplines (literacy and media literacy); the role of the European Commission in promoting both European and national approaches to film education; and the potential of transnational film education programmes to move between national and supranational film education cultures. It draws on data collected for Screening Literacy, a survey of film education funded by the European MEDIA programme that was carried out in 2012.

scholarly journals SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 4-9
Author(s):  
O. Vysotska ◽  
S. Vysotska
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Education ◽  
Media Education ◽  
Successful Implementation ◽  
The West ◽  
Effective Media ◽  
Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

scholarly journals Urgensi Literasi Media di Tengah Sinisme Antarsuku, Agama, Ras, dan Golongan

2018 ◽  
Vol 1 (1) ◽  
pp. 111
Author(s):  
Advan Navis Zubaidi
Keyword(s):  
Mass Media ◽  
Media Literacy ◽  
Religious Belief ◽  
Public Awareness ◽  
Human Relations ◽  
The Mass Media

This article discusses the urgency of media literacy in addressing the framing of cynicism and conflict issues between tribes, religions, races and groups carried out by the mass media in Indonesia. Specifically, this study at­tempts to contribute the role of media literacy in minimizing cynicism between tribes, religions, races and groups. Through text studies, this article argues that literacy is considered as science. The more educated people, the more acquired knowledge will be. It means that when people re­ceive more information from the mass media, they will cer­tain­ly be wiser. Further, to raise public awareness, a systema­tic way through education, both formal and non-formal, is needed. Hence, harmonious human relations could be rea­li­zed, regardless of ethnic status, race, and religious belief.

Universal Design for Learning, Media Literacy, and Repeated Measures in Inclusion Classrooms

2019 ◽  
pp. 1-12
Author(s):  
Susan Rovet Polirstok ◽  
Barbara C. Lee
Keyword(s):  
Media Literacy ◽  
Repeated Measures ◽  
Universal Design ◽  
Instructional Methods ◽  
Universal Design For Learning ◽  
Multiple Literacies ◽  
Student Responses ◽  
Inclusion Classrooms ◽  
Design For Learning

This chapter highlights the role of universal design for learning in inclusive classrooms. How teachers design instruction to meet the diverse needs of all learners in inclusion classrooms is where the importance of universal design for learning lies. UDL is the “what,” “how,” and “why” of learning; its principles provide for multiple means of engaging students, multiple representations of instructional methods and materials, multiple types of student responses, and multiple means of evaluating performance. Presented from the context of multiple literacies including media literacy, this chapter explains how UDL can be applied in the classroom in concert with response to intervention, mastery learning, and repeated measures strategies. This chapter strongly argues the utility of using universal design for learning and its benefits for teaching in inclusion classrooms.

Perception Is (as) Reality

2021 ◽  
pp. 523-543
Author(s):  
Catherine Knight ◽  
Margaux Calemmo
Keyword(s):  
Media Literacy ◽  
Public Information ◽  
Media Specialist ◽  
Library Media Specialists ◽  
Library Media Specialist ◽  
Media Specialists ◽  
Library Media ◽  
The Public ◽  
Effective Media

It is the goal of this chapter is to explore the challenges inherent to a “post-fact” society through the lens of the school public information specialist and the library media specialist. The role of the school public information officer (PIO) has changed with the proliferation of opinion as “fact” on the internet and social media. Educating the public on all school-related matters, PIOs must be media-literate, effective content consumers and content generators, with the skills to gauge and predict the opinions of their voting public. Similarly, library media specialists tasked with educating students as consumers of information in the fast-paced, “on demand” digital age requires an understanding of their evolving role as content generators. Effective media literacy instruction encompasses more than simply using technology and electronic media in the educational setting. Rather, it begins with the understanding that students are ill equipped to critically evaluate the electronic mediums they so closely identify with.

scholarly journals Critical Race Media Literacy for These Urgent Times

2020 ◽  
Vol 22 (2) ◽  
pp. 5
Author(s):  
Tara J. Yosso
Keyword(s):  
Media Literacy ◽  
Sustained Attention ◽  
Critical Race ◽  
White Supremacist ◽  
Future Directions ◽  
The Future

Tara J. Yosso reflects on the genealogies of her research on visual microaggressions and the future directions for critical race media literacy scholarship. She identifies a need for sustained attention in three areas: (1) intentionality of racial imagery, and recognition of media as pedagogy; (2) the role of history and the continuities of racial scripts applied against different groups; and (3) contestations of the White supremacist project across generations.

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