scholarly journals MEDIA LITERACY IN EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 2 ◽  
pp. 613-623
Author(s):  
Katarina Vanek
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Primary Schools ◽  
Educational Practice ◽  
School Year ◽  
Starting Point ◽  
8Th Grade ◽  
The Media ◽  
The Republic ◽  
School Curricula

This research has been set in view of the increasing exposure of children and youth to the media and the challenges of the modern education system. The aim was to establish the existence and representation of extracurricular activities in school curricula aimed at media literacy of students in primary schools in the area of Virovitica-Podravina and Požega-Slavonia Counties in the Republic of Croatia. The data were collected by studying the documentation - analysis of 25 school curricula for the 2020/2021 school year, which are available on websites of the schools. The results are described by the descriptive method and point to the existence of extracurricular activities aimed at media literacy of students, but not in all schools. Such extracurricular activities are more represented in higher grades of primary school (5th -8th grade) and are mostly oriented toward journalism, while in lower grades (1st - 4th grade) the most frequent activities are related to Computer Science or a specific aim set within media literacy education. Finally, this research can be a starting point for other research projects for determining the causal links that led to such results and an incentive to improve educational practice in Croatian schools.

A Comparative Study Oriented Tourism Advertisements in Turkey

2021 ◽  
pp. 611-632
Author(s):  
Barış Yetkin
Keyword(s):  
Cultural Context ◽  
Meta Analysis ◽  
Analysis Data ◽  
Tourism Promotion ◽  
Analytical Thinking ◽  
Starting Point ◽  
Epistemic Violence ◽  
The Media ◽  
The Republic ◽  
New Perspective

This study examines the orientalist influences in the media. Studies that determine the orientalist elements in media content in Turkey are not sufficient. In order to eliminate this deficiency, it was determined as the starting point of the research whether the orientalist stereotypes are still valid today and whether they contain epistemic violence. Based on this problem, some of the advertisements used in tourism promotion in the last 20 years within the framework of the official state policies of the Republic of Turkey are selected. Historical understanding and analytical thinking are adopted. In this direction, cultural context research is conducted using comparative case studies. It is aimed to find out whether the situation defined as self-orientalism in tourism promotion advertisements coincides with Western orientalist stereotypes. Thus, it is desired to provide a new perspective to researchers working on this subject and to present meta-analysis data.

The Dynamics of Media Landscape and Media Policy in Indonesia

2019 ◽  
Vol 29 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Vidi Sukmayadi
Keyword(s):  
Media Literacy ◽  
Information Society ◽  
Literacy Skill ◽  
Media Policy ◽  
Media Industry ◽  
Media Technology ◽  
Media Consolidation ◽  
Starting Point ◽  
The Media

Democratization in communication is the starting point for mass media in achieving a prosperous information society. However, building an ideal democratic role of media is not trouble free. The incredible pace of the development of media industry in Indonesia in the last two decades poses at least two main threats to media consumers. First, the growth of the media industry in Indonesia has been driven by capital interests that lead to media oligopoly. Second, the integration of conventional media and the internet and social media technology place our society information flow on a stranglehold. The media consolidation gives the audience an illusion of information choice without realizing that actually they are losing their rights for reliable information. Hence, an upgrade of media literacy skill and a proper media policy are needed to cope with the current fast-paced world.

The Mold Is the Message

Glimpse ◽  
2019 ◽  
Vol 20 ◽  
pp. 135-142
Author(s):  
Yoni Van Den Eede ◽  
Keyword(s):  
Media Literacy ◽  
Philosophy Of Technology ◽  
Fungal Growth ◽  
Digital Technologies ◽  
Vantage Point ◽  
Theoretical Level ◽  
Marshall Mcluhan ◽  
Media Technologies ◽  
Starting Point ◽  
The Media

Expecting that media and/or digital technologies “do” things (Verbeek), we are called upon to take a stance on them, theoretically as well as practically. Media literacy represents one such stance—we are prodded to be literate about media—but there are others. To this extent media literacy is a lens through which we look at issues and that shapes what we see. This becomes particularly clear when we consider another lens, namely, that of media health. While media literacy suggests a rather pragmatic way of doing, making do with what is on offer, the image of media health dramatically alters the starting point: media are seen here as affecting us, even to the extent that we become sick and need to be cured. This image or model of media as somehow related to disease and health is developed in varying degrees of explicitness in the work of Bernard Stiegler and Marshall McLuhan among others. In this paper, we investigate the differences between the media literacy and media health models from a meta vantage point and ask how the lens determines how we view and understand certain problems in relation to media/technologies. We do this by deploying a metaphor ourselves, namely that of mold. Our models are molds. They are understood as a “frame or model around or on which something is formed or shaped,” but the connotations of fungal growth helping organic decay and of soil and earth are also at stake. Depending on which meaning we prefer, it might turn out that we do not need to choose between our molds/models: they are interconnected, like mold. On a more theoretical level, we link up the media literacy and media health approaches to two major strands in philosophy of technology, namely to the pragmatist/postphenomenological and transcendentalist/critical streams respectively.

scholarly journals MEDIA LITERACY AND HEALTH EDUCATION: EMPOWERING TEACHERS IN THE REPUBLIC OF MOZAMBIQUE

2014 ◽  
Vol 60 (1) ◽  
pp. 114-124
Author(s):  
Clara Mauaie ◽  
Lucy Sayuri Ito ◽  
Agnaldo Arroio
Keyword(s):  
Media Literacy ◽  
Educational Program ◽  
Literacy Teachers ◽  
Japan International Cooperation Agency ◽  
Pedagogical Tool ◽  
Pedagogical Skills ◽  
Empowering Teachers ◽  
The Media ◽  
The Republic ◽  
Health Teachers

Currently, the Ministry of Health of the Republic of Mozambique (MISAU) is developing a Project to strengthen the technical and pedagogical skills of health teachers at the training institute (FORSA-MZ), supported by the Japan International Cooperation Agency (JICA). The aim of this project is to prepare teachers for a decentralization process. In this context, Media Literacy is recognized as an essential area to promote the critical view of citizens to be able to contribute to the assessment of a democratic society. In this society, citizens should be able to access the mass media critically and to express themselves via this media, as producers. In this context, an educational program was designed to support the teachers’ improvement of skills in using different media in the classrooms in the Republic of Mozambique. This program was developed in 15 different health training institutes by JICA and MISAU. Data were collected for the analysis of pre and post questionnaires, interviews and the materials produced during the courses (comics, photonovels, videos, for example). The results showed that the decentralization of pedagogical tool production and teachers’ empowerment were an important achievement of this educational program, and the media literacy is supporting them to develop their autonomy. Key words: media literacy, teachers’ empowerment, autonomy, Africa.

scholarly journals NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT

2020 ◽  
pp. 103-109
Author(s):  
Halyna Horbenko ◽  
Yana Fruktova ◽  
Oleksandra Hondiul
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Formal Education ◽  
Personality Development ◽  
European Countries ◽  
Media Education ◽  
Media Centers ◽  
Wide Range ◽  
Media Component ◽  
The Media

Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

scholarly journals ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES

2021 ◽  
Vol LXVIII (2) ◽  
pp. 101-120
Author(s):  
Cristina TUNEGARU
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Rural Areas ◽  
Educational Practice ◽  
Rural Teachers ◽  
School Year ◽  
Starting Point ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Teachers Perspectives

Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.

scholarly journals (Non)Singing during the Covid-19 pandemic - Opinions and emotional experience of students from 5th to 8th grade of primary schools in the Republic of Croatia

2021 ◽  
Vol 70 (2) ◽  
pp. 269-292
Author(s):  
Tamara Jurkić Sviben ◽  
Nikola Sebastian Jambrošić
Keyword(s):  
Virtual Environment ◽  
Primary Schools ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Emotional Reactions ◽  
Music Culture ◽  
8Th Grade ◽  
Long Time ◽  
The Republic ◽  
Almost All

Singing is an important factor in the teaching of Music Culture and, in addition to the compulsory content, an activity that is carried out the most. The scientific literature confirms that singing sparks positive emotional reactions in students to a great extent. With the proclamation of the COVID-19 pandemic in March 2020, almost all singing activities have been suspended for a long time. The aim of the study was to determine whether there is a difference in the perception of dissatisfaction with the suspension of singing depending on whether the students were actively and intensively engaged in singing compared to those who were not engaged in the activity or were only slightly involved in it prior to the pandemic. The first problem was to research whether there was a difference in personal dissatisfaction (happiness) and the perception of dissatisfaction with the suspension of singing depending on whether the students were actively singing before the pandemic or not and whether they continued singing online during the pandemic or if they have completely stopped active singing. Hypotheses have been confirmed that students who are members of choirs and/or ensembles feel more intense lack and personal dissatisfaction with the suspension of musical activities during the pandemic than those who actively sang only in Music Culture classes as well as that students who played music online are more satisfied and show more positive emotions compared to those who have stopped playing music. Another problem was to research whether there is a difference in the perception of singing in-person and singing in a virtual environment. It has been confirmed that students who have experienced both in-person singing and singing online believe that singing in-person has a greater effect than singing in a virtual environment. The results confirm that singing has a positive effect on the singer and that restricting singing intensifies personal dissatisfaction.

scholarly journals Permanent application of diagnostic assessment on learning teaching process

2019 ◽  
Vol 5 (4) ◽  
pp. 34-45
Author(s):  
Darwin Gustavo Lucas Delgado ◽  
Freddy Eduardo Anchundia Delgado ◽  
Pamela Mariana Zambrano Quiroz
Keyword(s):  
Student Performance ◽  
Basic Education ◽  
Educational Practice ◽  
Diagnostic Assessment ◽  
Diagnostic Process ◽  
Exploratory Research ◽  
School Year ◽  
Starting Point ◽  
New Learning ◽  
Do So

This article is an analysis of the application of diagnostic assessment in teaching processes – learning by teachers at the School of Basic Education "May 24" in the canton of Portoviejo, for this purpose, exploratory research was used, to do so, to use exploratory research, to determine quantitative and qualitative criteria and achieve learning directed to the development of the evaluated body, as well as the application of the survey as a technique for collecting relevant data from the object of the study, this study shows that evaluation as a diagnostic process will allow the identification of previous learnings that will mark the starting point and decision-making for new learning, where the teachers apply it only at the beginning of the school year, limiting an educational practice of quality and warmth through modifications that respond to needs regarding the level of student performance, however different authors determine that this type of evaluation it should be used at the beginning of a topic or an academic period, becoming a permanent practice and accompanied by feedback processes.

scholarly journals EVALUATION OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE NUS CONCEPTUAL FRAMEWORK INTO EDUCATIONAL PRACTICE, BASED ON THE RESULTS OF A SURVEY OF PUPILS’ PARENTS OF THE 1 GRADE IN 2018/2019 SCHOOL YEAR

2020 ◽  
pp. 70-82
Author(s):  
Valentyna Tkachenko ◽  
◽  
Tetiana Dron ◽  
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
School Teacher ◽  
Educational Practice ◽  
School Year ◽  
Starting Point ◽  
Significant Difference ◽  
Survey Results ◽  
Conceptual Foundations ◽  
First Time

The article presents an analysis of the survey results of the students’ parents of studying on the conceptual basis of the New Ukrainian School. The survey of respondents was conducted as part of a Nationwide study of the implementation of the NUS Concept in general secondary education institutions through questionnaires, the results were processed and visualized using graphs and charts. The survey of parents of students focused mainly on the pedagogy of partnership, on what the student feels during lessons, whether he likes to go to school, what are the relationships with classmates and the teacher, and so on. The results of the research also showed what skills and abilities the student acquired after the end of the 1st grade and how the communication between parents and teachers took place during the school year. This study was conducted for the first time, so the collected statistical information will serve as a starting point for further monitoring studies on the introduction of the conceptual foundations of the New Ukrainian School in educational practice. Similar studies are planned to be conducted in the future, in particular to identify trends in educational reform. Among the main results of the survey should be noted the generally positive attitude of parents to the reform of NUS and its support. This is supported by the fact that most parents of students note the positive educational results of their children, the creation of a positive psychological microclimate within the educational teams, which contributes to student satisfaction with learning. Based on the analysis, it was found that there is no significant difference in the number of parents satisfied with the results of their children’s education, in terms of “village/city”. The conducted correlation analysis showed that the level of parents’ satisfaction with the results of students’ education does not depend on the degree of their awareness in the NUS reform. Also, according to the results of the research, no connection was found between the awareness of parents of students in the NUS reform and trust in the school/teacher; interaction of parents with the teacher on the child’s success and parents’ satisfaction with learning outcomes; parental responsibility for the child’s development and student learning outcomes.

scholarly journals Community dimension of media literacy

Comunicar ◽  
2008 ◽  
Vol 16 (31) ◽  
pp. 129-136
Author(s):  
Gemma Abellán-Fabrés ◽  
Carme Mayugo-i-Majó
Keyword(s):  
Media Literacy ◽  
Social Cohesion ◽  
Social Sphere ◽  
Mutual Knowledge ◽  
Starting Point ◽  
The Social ◽  
The Media ◽  
Set Up ◽  
Medios De Comunicacion ◽  
Vital Factor

Some theoretical contributions to the Media Literacy set up the dialogue, the exchange and the renegotiation of meanings as a starting point for interaction and knowledge. In all these approaches, the environment becomes a vital factor, because in its position we find the social interrelations and the possibility of learning in a collective and/or community way. In our societies, media are holding a big space in people’s social sphere. At the same time it is acquiring more critical competence towards contents reception, the knowledge and the use of media skills bring new languages to the citizenship to explore its surroundings, promoting the mutual knowledge and the social cohesion, keys for social change. Algunas aportaciones teóricas a la Educación en Comunicación priorizan el diálogo, el intercambio y la renegociación de significados como base para la interacción y el conocimiento. En estos enfoques, el entorno se convierte en un elemento vital, ya que ahí se dan las interrelaciones sociales y la posibilidad de aprender de manera colectiva y/o comunitaria. Actualmente, los medios de comunicación ocupan buena parte de la esfera social de los individuos. A parte de dotarla de más capacidad crítica en la recepción de contenidos, el conocimiento y uso de herramientas mediáticas provee a la ciudadanía de nuevos lenguajes para explorar su entorno, fomentando el conocimiento mutuo y la cohesión social, motores para la transformación social.

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