scholarly journals Pause, Point, Rewind: The Use of Screen Capture Software for Media Analysis

2011 ◽  
Vol 34 ◽  
Author(s):  
David Moore
Keyword(s):  
Media Literacy ◽  
Assessment Tool ◽  
Thinking Skills ◽  
Media Analysis ◽  
Critical Thinking Skills ◽  
Screen Capture ◽  
Enrichment Program ◽  
Mouse Pointer ◽  
Literacy Enrichment ◽  
Visual Engagement

Screen capture software enables people to create simple informal commentaries about any media texts that can be displayed on a computer screen. One 13-year-old student enrolled in a media literacy enrichment program was observed and documented completing ten spontaneous analyses of commercials using screen capture software. A detailed analysis of both the student's voiceovers and interactive visual engagement with the commercials, including pausing and rewinding video and pointing out details with the mouse pointer, revealed a modest strengthening of critical thinking skills over time. These findings suggest that screen capture analysis exercises completed regularly with a set of open-ended critical questions may have value to educators as a diagnostic, analytical and assessment tool for students at many developmental levels.

scholarly journals DEVELOPMENT OF CRITICAL THINKING SKILLS: COMPARATIVE ANALYSIS OF MEDIA LITERACY LEVEL IN BOSNIA AND HERZEGOVINA AND LATVIA

2017 ◽  
Vol 2 ◽  
pp. 504
Author(s):  
Sandra Murinska-Gaile ◽  
Sabahudin Hadžialić
Keyword(s):  
Critical Thinking ◽  
Comparative Analysis ◽  
Mass Media ◽  
Media Literacy ◽  
Bosnia And Herzegovina ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Main Hypothesis ◽  
The Media ◽  
The Impact

The aim of this paper is to look on level of media literacy and activities in this field in two countries – Latvia and Bosnia and Herzegovina. People are exposed to a flow of diverse content of information and opinions, there it is important to discuss about media education and it`s outcome – the media literacy. Media literacy helps people to analyze, evaluate, and create messages thus develops people's critical and creative abilities. The survey about credibility of mass media, critical use of information, understanding of media literacy in each country, institutions promoting media literacy and the impact of media literacy on political decision making was carried out. The main hypothesis of this case study was that media literacy is basic presumption of the establishing the critical thinking of society of developed democratic consciousness.The comparative analysis showed that sociological aspect in the area of Bosnia and Herzegovina within the deep division in the society itself, with the lack of consensual awareness creates presumption trust completely into the mass media, while in the case of Latvia there is just few answers related to the existing media literacy.

scholarly journals Review Analysis of Video Blogging, Ethnoscience and Social Media Literacy in the Era of the Industrial Revolution 4.0

2021 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Indah Beti Lestari ◽  
Sudarmin Sudarmin ◽  
Ellianawati Ellianawati ◽  
Wiyanto Wiyanto ◽  
Woro Sumarni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Publish Or Perish ◽  
Self Confidence ◽  
Quasi Experimental ◽  
Video Blogging ◽  
Positive Effect

Research on Vlogs, ethnoscience, and social media literacy, is one of the trends in the era of the industrial revolution 4.0, so it is exciting to research. However, scientific studies are still relatively new and rare. A systematic review is not yet available. Thus, the purpose of this study was to analyze the review content of synthesized articles with a focus on the study of the authors' origin, aims, method variations, and findings. This research's data collection method adopted the PRISMA design, consisting of four steps: identification, screening, eligibility, and inclusion. Article searches are carried out using the publish or perish application directly linked to Google Scholar search. The total number of articles found was 2971 articles in the period 2016 to 2020. This study was decided to review 25 articles with the distribution of 8 Vlog, 6 ethnosciences, and 11 social media literacy. The results showed that (1) Indonesia was the country that was ranked first out of nine countries on the topics of Vlog by 75% and ethnoscience topics by 67%, (2) the purpose of the research is on average testing, finding and developing topics with other variables, (3) the research methods also used varied, including descriptive qualitative, quasi-experimental, exploratory, survey, literature review, and R&D, (4) The findings indicate that these topics are interesting to study because they have a positive effect on learning, increasing learning motivation, self-confidence, speaking skills, understanding concepts, and critical thinking skills, innovative, creative to the entrepreneurial character.

scholarly journals The importance of media literacy education: How Lithuanian students evaluate online news content credibility

2020 ◽  
Vol 13 (2) ◽  
pp. 230-248
Author(s):  
Andrius Šuminas ◽  
Deimantas Jastramskis
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Thinking Skills ◽  
Literacy Education ◽  
Online News ◽  
Critical Thinking Skills ◽  
Traditional Media ◽  
Media Literacy Education ◽  
Tracking Device ◽  
Basic Course

Nowadays, when the flow of fake news in traditional media and on social media plat-forms has increased dramatically, media and information literacy (MIL) skills are more important than ever. MIL promotes the critical thinking skills that enable people to make independent choices, in particular how to evaluate and choose different information sources and channels, as well as how to interpret the news and information received through those channels. This article explores how young people in Lithuania evaluate the trustworthiness of news. Two groups of students were selected for the experiment: young people who had participated in a basic course in MIL, and young people whose learning was minimally related to MIL. The study was conducted using a survey and eye-tracking device that enabled researchers to record and analyse readers’ real behaviour and to identify the dis-tribution of attention, i.e. the concentration of sight and time spent on particular news elements. The research results show a clear difference between these two groups and thus confirm the importance of media literacy education.

scholarly journals CT SIG: Critical media literacy for learner-empowering news media courses

2014 ◽  
Vol 38 (5) ◽  
pp. 6
Author(s):  
Anna Husson Isozaki
Keyword(s):  
Media Literacy ◽  
News Media ◽  
English Learners ◽  
Information Overload ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Solid Base ◽  
Comprehension Skills ◽  
Current Events ◽  
Critical Media

News media literacy is challenging but essential for English learners participating fully in the global community. Gaining news-comprehension skills is complicated by information overload; students need critical strategies to sort through sources and get a reliable grasp on current events. Critical thinking skills are crucial too, for engaging with news: from access, to discussion and participation. Building these skills is actually quite manageable, and a consistent focus on critical strategies can provide a solid base for learner-empowering news media courses. This condensed article introduces some resources and methods for helping learners develop skills and enjoy more critical, confident understanding and autonomy in engaging with and responding to news in L2 English. ニュースメディアリタラシーは、グローバル社会の一員である英語学習者には難しいが欠かせない能力である。しかし、英語のニュースを理解するスキルは情報過多により複雑になっている。つまり、情報源を整理し最新の出来事を信頼して把握するのには、学生は効率的な戦略が必要である。批判的思考（クリティカル・シンキング）も、多すぎる情報の中からニュースを理解するために役に立つ。クリティカル・シンキングとは、読んだり、聞いたりしたことをそのまま受け取ったり、否定したりせずに、自分で他の情報を得て、自分自身で決めることである。クリティカル・シンキングは、ニュースに触れる時や、ニュースについてディスカッションをする時、ニュースに関して積極的に問題に取り組む時にも大切である。このスキルを築くことはそれほど難しいことではなく、常にクリティカル・シンキングの方法に焦点を置くことで、ニュースメディア学習のための講座に確かな基礎を作ることができる。本論では、学習者がインターネット上の英語のニュースの理解と使い方を、自信を持って高めることができる情報源（ニュースメディアの参考ウェブサイトなど）を紹介する。

Creative Remixing and Digital Learning

2011 ◽  
pp. 971-978 ◽  
Author(s):  
Renee Hobbs ◽  
Jonelle Rowe
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Online Social Networks ◽  
Online Community ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Digital Learning ◽  
American Idol ◽  
Creative Play

This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because pre-adolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.

Creative Remixing and Digital Learning

2009 ◽  
pp. 1440-1448
Author(s):  
Renee Hobbs ◽  
Jonelle Rowe
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Online Social Networks ◽  
Online Community ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Digital Learning ◽  
American Idol ◽  
Creative Play

This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because pre-adolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.

scholarly journals Examination of Media Literacy and Critical Thinking Levels of Teacher Candidates in the Age of Global Communication

2021 ◽  
Vol 11 (3) ◽  
pp. 600-612
Author(s):  
elif selcan öztay
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Teacher Candidates ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
The Media

The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.

scholarly journals Visualization and Digitalization: Between Tradition and Innovation in Modern Education

2020 ◽  
Author(s):  
Natalia Simbirtseva
Keyword(s):  
Media Literacy ◽  
Cultural Practices ◽  
Teaching Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Innovation In Education ◽  
Practice Teaching ◽  
The Media ◽  
Technological Means ◽  
The Individual

This article considers visualization as a special way in which the individual represents information in the conditions of post-literacy and actualizes technological means from the digital environment. Along with the traditional understanding of literacy (visual, media and information), this study suggests that a new one should be developed dealing with the creation of texts of various modalities.  In connection with this, tasks aimed at developing critical thinking skills focused on understanding and comprehending the mechanisms and content of the conveyed information in actual socio-cultural practices are gaining particular relevance. When combining tradition and innovation in education, visualization is becoming an increasingly common practice teaching method. Media literacy as a set of competencies which allow a person to acquire information, create high-quality content and distribute it in various forms using modern technologies, becoming a part of a large public dialogue. The possibility of representation of data, both visual and visualized, with the help of technologies contributes not only to the inclusion of the student in the media context of the present but also to the professional formation of his personality. Keywords: visualization; digitalization; visual literacy; information literacy; media literacy; traditions and innovations in education

scholarly journals MEDIA COMPETENCE AND MEDIA LITERACY: THE ESSENCE OF CONCEPTS

2021 ◽  
pp. 18-23
Author(s):  
Olena Murzina
Keyword(s):  
Media Literacy ◽  
Personal Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Media Culture ◽  
Media Environment ◽  
Professional Activities ◽  
Media Technologies ◽  
The Media ◽  
Pedagogical Literature

The analysis of the scientific and pedagogical literature, during which the essence of the concepts of «media literacy» and «media competence» is revealed through different views of scientists is performed in the article. We understand media competence as a set of knowledge, skills, abilities that contribute to the search, selection, interpretation, use, evaluation, critical analysis, creation and transmission of media information. The media competence of future doctors we consider as their competence in the application of media technologies in their professional activities. Media competence includes competence of information, competence of communication, informational and communicative competences. Media competence is formed through media literacy, which, in turn, is achieved in the process of media education. It helps individuals to think critically, which helps to form a certain understanding and make competent decisions in response to media information. We define media literacy as a process of personal development through the media and in order to form media culture, develop communicative and creative abilities, critical thinking, skills of finding, interpreting, evaluating and analyzing media information with the help of media technologies. That is, a media literate person is able to control the media and navigate in the media environment, to find the necessary information, can control erroneous messages.

Sign in / Sign up

Export Citation Format

Share Document