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 Digital Media Literacy, School and Contemporary Parenting

2019 ◽  
Vol 10 (19) ◽  
pp. 83-101
Author(s):  
Lana Ciboci ◽  
Danijel Labaš
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Parental Mediation ◽  
Children And Young People ◽  
Digital Education ◽  
Theoretical Approaches ◽  
The Media ◽  
New Phenomena ◽  
Digital Media Literacy

Today’s societies live in a world where the media construct reality, which also affects each individual media user. Children and their parents spend most of their time with digital media and contents. Therefore, researchers emphasize the importance of digital literacy of media users. They analyse new phenomena, challenges and risks associated with the anthropological, cognitive and social development of children and young people. An important role in media and digital education is played not only by teachers and schools, but also by parents and family. The aim of this paper is to present and analyse the theoretical approaches to digital media literacy, so-called digital parenting, and to interpret the results of the latest research in Croatia devoted to the digital habits of parents, their attitudes towards parental mediation strategies as well as to their satisfaction with the programmes of media literacy in the education system.

scholarly journals Digital Literacy in the Perspective of the Philosophy of Science Through the Media Literature

2021 ◽  
Author(s):  
Muhammad Alan Ad'ha Firdaus ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Survey Method ◽  
Scientific Article ◽  
Individual Level ◽  
The Media ◽  
The Individual ◽  
Descriptive Survey ◽  
Digital Media Literacy

The scientific article contains a survey on digital media literacy of Universitas Airlangga students which was conducted with the aim of knowing the understanding of students from all universities in Indonesia regarding digital media, and to find out how high the individual level of competence of students in Indonesia is in digital media literacy, as well as to find out the factors what influences the level of competent individuals regarding digital media literacy. This research was conducted using a descriptive survey method and using descriptive statistical data analysis techniques to analyze the research data. The results of the study revealed that: 1). The understanding of students in Indonesia regarding digital literacy is in the medium category, 2). The competent individual level of Indonesian students in digital media literacy is at the basic level, 3). The factors that influence the level of competent individuals related to digital media literacy are mainly family environmental factors.

scholarly journals The use of participatory methodologies for conducting literacy activities

2017 ◽  
Vol 118 (9/10) ◽  
pp. 456-470 ◽  
Author(s):  
Juan D. Machin-Mastromatteo
Keyword(s):  
Digital Media ◽  
Research Agenda ◽  
Information Science ◽  
Science Field ◽  
Content Type ◽  
Research And Practice ◽  
Methodological Basis ◽  
Methodological Foundation ◽  
The Media ◽  
Digital Media Literacy

Purpose The purpose of this paper is to construct the basis for a research agenda that integrates participatory methodologies (PMs) into literacies (L) research and practice as a valuable methodological basis. Design/methodology/approach The pros and cons of using PM on L research and practice are explained, as well as its possibilities, characteristics and the contributions of a research agenda under such integration (PM-L agenda). This analysis draws from the pertinent literature, Scopus publication data, the author’s own practice as an information literacy (IL) researcher and a questionnaire used to gather further insights from the research community in this matter. Findings A further understanding of the contributions that a PM-L research agenda can bring to the library and information science field is achieved. The pros, cons, hesitations and eagerness that researchers might have toward the idea of using such integration are valuable for determining if this really is a perfect but not an explicit fit. Research limitations/implications Although the questionnaire was promoted in a large international conference during a four-year period (2013-2017), it was answered by 34 participants; only 16 participants had previous experiences with the PM-L integration, and only an average of 8 participants provided significant answers to our open-ended questions. Thus, the amount of data available to analyze was limited. Certainly, using Scopus data provides a large but incomplete picture of the specialized literature that is peer reviewed and indexed, because it excludes publications not indexed that may be pertinent. Originality/value The PM-L integration is deemed as highly adequate, as PMs seek to improve participants’ conditions, situations and realities through reflection and engagement, while L-related activities and research (including information, digital, media literacy or new literacies) are conducted to improve people’s use and understanding of the media for which they are developing literacy. This contributes to their betterment as critical-thinkers, persons, citizens and learners. However, many researchers and especially practitioners do not formally use PM to conduct L activities, at least in many cases, this is not made explicitly. In the case of practitioners, some have conducted such activities empirically, without an appropriate methodological foundation. Hence, to establish PM as the methodologies of choice may help researchers and practitioners have a stronger methodological basis to conduct their work.

scholarly journals Organization of media training intended for teachers in the United States and Canada

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 95-103
Author(s):  
Glib Golovchenko
Keyword(s):  
Digital Media ◽  
Formal Education ◽  
The United States ◽  
Educational Process ◽  
Future Teacher ◽  
Media Education ◽  
Digital Learning ◽  
Level Of Training ◽  
State Educational ◽  
Education Support

In the time of digital technologies and transformation of teachers’ role, the problem of the lack of teachers’ media education support and their insufficient level of readiness to implement media technologies in educational process has become of vital importance. The analysis of American scientists’ ideas has resulted in the conclusion about irreversible consequences of an insufficient level of teachers’ media education that may lead to the loss of democracy in society. In the article, the author stresses the idea about the interconnection between the teachers’ level of training to incorporate media education in the process of learning and its efficiency. It is underlined that this understanding shown by state educational establishments, administrative staff, scientists and teachers is not widely accepted, which is proved by the quantity of media courses, character of training in universities and the time of such training appearance in the curriculum of pedagogical educational establishments. Until recently, in spite of inclusion of media education knowledge in curricular, teachers have been left without proper training in such an activity in the system of formal education. On the example of a number of American and Canadian universities (Indiana University Bloomington, University of Massachusetts, Manitoba University, Vancouver University), the author has distinguished the ways of future teacher media training in formal education (as special training in the area of communication, as a separate course, as components of every course, taught at university). The main peculiarity of the future teacher media training is the encouraging Centres for Online and Digital Learning and libraries which offer necessary support in conducting lessons with digital media tools, media services, consultations on doing media tasks and incorporating media in educational process in schools.

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 PENDIDIKAN LITERASI DIGITAL DI KALANGAN USIA MUDA DI KOTA BANDUNG

2018 ◽  
Vol 16 (2) ◽  
pp. 146 ◽  
Author(s):  
Hana Silvana ◽  
Cecep Darmawan
Keyword(s):  
Social Media ◽  
Young People ◽  
Digital Literacy ◽  
Positive Impact ◽  
Literacy Programs ◽  
Case Study Method ◽  
The Media ◽  
The Government ◽  
Use Of Social Media

AbstrakFenomena pengunaan media sosial sebagai media online semakin massive pada dekade ini. Kalangan muda sebagai generasi milenial atau digital native merupakan pengguna terbesar dalam penggunaan media sosial saat ini. Penelitian mengenai literasi digital masih jarang dilakukan terutama di Indonesia. Subyek penelitian ini adalah kalangan usia muda dengan rentang usia 17–21 tahun yang merupakan pengguna aktif media sosial. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Informan yang dijadikan sampel penelitian sebanyak 5 orang dan 1 orang informan kunci dari pakar literasi media. Temuan yang diperoleh pada penelitian ini menunjukan pentingnya program literasi digital yang memberikan dampak positif bagi pengetahuan, pemahaman dan keterampilan dalam menggunakan media terutama media sosial yang saat ini sering dijadikan sumber informasi oleh khalayak terutama oleh kalangan yang berusia muda. Program ini memberikan kontribusi yang signifikan pada penyebaran informasi dalam menggunakan media massa terutama media sosial yang digunakan oleh kalangan usia muda sehingga ada kesadaran dalam menggunakan media. Pada pendidikan pelatihan (diklat) ini peserta belum semua mempunyai keahlian ini dikarenakan keahlian ini memerlukan latihan yang terus menerus dan konsisten sehingga mereka dapat melakukannya dengan baik. Oleh karena itu pendidikan literasi digital merupakan solusi yang dapat dilakukan oleh pemerintah dan elemen masyarakat dan civitas akademika yang peduli terhadap kemajuan bangsa. AbstractThe phenomenon of the use of social media as an online media is increasingly massive in the use of this decade. Young people as the native millennial or digital generation are the biggest users in the use of social media today. Research on digital literacy is still rare, especially in Indonesia. The subjects of this study were young people aged 17-21 years that were active users of social media. This study uses a qualitative approach to the case study method. The informants who were used as research samples were 5 people and 1 key informant from media literacy experts. The findings obtained in this study indicate the importance of digital literacy programs that have a positive impact on knowledge, understanding and skills in using the media, especially social media which is now often used as a source of information by audiences, especially among young people. information on using mass media, especially social media used by young people so that there is awareness in using the media. In this education participants do not all have this expertise because this skill requires continuous and consistent training so that they can do it well. Therefore digital literacy education is a solution that can be done by the government and elements of society and academics who care about the progress of the nation.

An Interactive and Digital Media Literacy Framework for the 21st Century

2009 ◽  
pp. 119-127
Author(s):  
Wei-Ying Lim ◽  
David Hung ◽  
Horn-Mun Cheah
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Communications ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
The Media ◽  
Literacy Framework ◽  
Global World ◽  
Digital Media Literacy

We are entering into a milieu which makes the global world look much smaller because of digital communications and technologies. More recently, there has also been a coming together of participants from the media world such as those in cinema and animation with those from the technology sectors. This partnership forms what we now know as interactive and digital media (or IDM). In this chapter, the authors aim to articulate the importance of IDM literacies in relation to the 21st century. They attempt to clarify the distinctions between ICT (information and communications technology) and IDM, and from their analysis, they propose a matrix integrating both.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

2021 ◽  
Author(s):  
Paula Renés-Arellano ◽  
Ignacio Aguaded ◽  
Maria Jose Hernández-Serrano
Keyword(s):  
Teacher Training ◽  
New Media ◽  
Information Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Educational Systems ◽  
The Past ◽  
Media Ecosystem ◽  
The Media ◽  
New Curricula

Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.

scholarly journals Young people learning from digital media outside of school: The informal meets the formal

Comunicar ◽  
2019 ◽  
Vol 27 (58) ◽  
pp. 41-50 ◽  
Author(s):  
Sara Pereira ◽  
Joana Fillol ◽  
Pedro Moura
Keyword(s):  
Young People ◽  
Digital Media ◽  
Learning Strategies ◽  
Peer Influence ◽  
Informal Education ◽  
Important Conclusion ◽  
Digital Platforms ◽  
The North ◽  
The Media ◽  
Self Discovery

The dissonance between what teenagers learn in classrooms and their everyday lives is not a recent phenomenon, but it is increasingly relevant as school systems are unable to follow the evolution of media and society beyond traditional concerns regarding the protection of young people. An overly scholarly view of learning continues to prevail in our society, which seems to marginalize the knowledge that young people develop with and through media and digital platforms. Based on questionnaires, workshops, and interviews conducted with Portuguese teenagers, aged 12 to 16 years old (N=78), attending an urban and a rural school in the North of the country, this paper aims to understand how these teens are learning to use the media, what motivates them, and if their media practices contribute to the acquisition of skills and competencies useful to their lives inside and outside school. The research main results confirm the existence of a gap between formal and informal education. Informal education is mainly motivated by their needs and peer influence. Colleagues and family, alongside the Internet and self-discovery, appear as important sources of knowledge. Another important conclusion is that informal learning strategies contribute to the development of skills and competencies that are useful from a school viewpoint. La disonancia entre lo que aprenden los jóvenes en clase y en su vida cotidiana no es un fenómeno reciente, pero es cada vez más relevante, ya que la escuela no es capaz, evidentemente, de acompañar la evolución. En nuestra sociedad, sigue prevaleciendo una visión demasiado escolarizada del aprendizaje, que parece marginalizar los conocimientos que los jóvenes desarrollan con y a través de los medios y de las plataformas digitales. Basado en cuestionarios, entrevistas y talleres realizados con jóvenes portugueses entre los 12 y los 16 años (N=78), de una escuela urbana y otra rural del norte del país, este artículo pretende comprender cómo están estos jóvenes aprendiendo a usar los medios, lo que les motiva y si lo que hacen con ellos contribuye a la adquisición de capacidades y competencias útiles para sus vidas dentro y fuera de la escuela. Los principales resultados de la investigación confirman la existencia de un foso entre la educación formal e informal. La educación informal es sobretodo motivada por sus necesidades y por la influencia de sus pares. Los compañeros y la familia, junto con Internet y con lo que descubren por ellos mismos, aparecen como importantes fuentes de conocimiento. También se concluyó que las estrategias informales de aprendizaje contribuyen al desarrollo de capacidades y competencias útiles desde un punto de vista escolar.

Sign in / Sign up

Export Citation Format

Share Document