INTERSECTIONALITY AND ITS IMPACT ON CHILDREN'S MEDIA LITERACY DEVELOPMENT: HOW GENDER IMAGES AND CULTURAL PREFERENCES INFLUENCE EDUCATIONAL OPPORTUNITIES OF TURKISH KINDERGARTEN KIDS

2021 ◽  
Author(s):  
Raphaela Tkotzyk ◽  
Gudrun Marci-Boehncke
Keyword(s):  
Media Literacy ◽  
Literacy Development ◽  
Educational Opportunities ◽  
Children's Media ◽  
Cultural Preferences ◽  
Gender Images

Teachers and Technology

2011 ◽  
pp. 452-468 ◽  
Author(s):  
Karen Cadiero-Kaplan
Keyword(s):  
Media Literacy ◽  
Technology Use ◽  
Literacy Development ◽  
Technology Development ◽  
Technological Literacy ◽  
Student Centered ◽  
Use Of Technology ◽  
Portfolio Development ◽  
Literacy Identity ◽  
K 12

This chapter focuses on the pedagogy necessary in critically considering technology development for K-12 teachers and their students’. Three key questions frame this analysis: First, what literacies are necessary in the learning and use of technology? Second, what methods or processes are most effective in developing and implementing such technological literacy? Third, how do teachers best develop skills in using computers which ultimately ensure the development of skills and knowledge for students in classrooms? The chapter will illustrate, through the author’s work in professional development settings, pedagogical techniques and strategies that have been implemented successfully in building capacity among new and experienced teachers in using technology for lesson planning, teaching enhancement, and portfolio development. Finally, Pailliotet and Mosenthal’s (2000) four “I’s” of media literacy—identity, intermediality, issues, and innovations—are utilized to analyze the case studies and provide a framework for implementing student-centered processes for technology use and literacy development.

scholarly journals Å LESE MEDIETEKSTER PÅ IPADEN. Observasjoner av en medievant fireårings bruk av iPad i hjemmet

2016 ◽  
Vol 12 ◽  
Author(s):  
Henriette Jæger
Keyword(s):  
Media Literacy ◽  
Critical Reflection ◽  
Parallel Process ◽  
Children's Media ◽  
Spare Time ◽  
Starting Point ◽  
Media Texts ◽  
Gain Access

Artikkelen tar utgangspunkt i tre observasjoner av en gutt på fire år som bruker iPad på fritiden. Den søker å synliggjøre de strategiene dette barnet velger for å skaffe seg tilgang til ulike medietekster, hvordan han leser og tolker dem, og den undersøker eventuelle spor av kritisk refleksjon hos barnet over disse tekstene. Teoretisk sett hviler den på en forståelse av mediekompetanse som en parallell prosess til utvikling av lese- og skrivekyndighet (literacy), og medieopplevelsene omtales som viktige møter med tekst. Artikkelen undersøker hvordan å lese medietekster kan legge et grunnlag for å utvikle en utvidet tekstkompetanse eller mediekompetanse. Konklusjonen legger vekt på motivasjon og lekenhet som barns primære inngang til medietekstene og som et grunnlag for å utvikle mediekompetanse (media literacy). The article is based on three observations of a four-year-old boy who uses the iPad in his spare time. It demonstrates the strategies that this boy applies to gain access to various media texts, and how he reads and interprets them. It also seeks to examine traces of critical reflection that he may demonstrate in relation to these texts. Theoretically, it rests on an understanding of media literacy as a parallel process to the development of literacy, and it seeks to demonstrate how reading media texts can create an important starting point for the development of media literacy. The Kindergarten practitioner’s role and opportunities to develop children's media literacy within a kindergarten context is a focus towards the end of the article. In conclusion, I argue that motivation and playfulness are important approaches to media texts and create an important foundation for the development of media literacy

scholarly journals “I don’t like hearing Angel and not seeing her! Why did we do that?” An Exploration of Students’ Media Literacy Development Through Production

2004 ◽  
Vol 30 (1) ◽  
Author(s):  
Michele Luchs ◽  
Winston Emery
Keyword(s):  
Conceptual Framework ◽  
Media Literacy ◽  
Literacy Development ◽  
Critical Consciousness ◽  
Media Education ◽  
Media Production ◽  
Video Documentary ◽  
The Media ◽  
Media Learning

Abstract: In this exploratory casestudy we look at student media production to find out what students know and have learned about the media through production work. We used a media education conceptual framework developed by Dick as a means of describing the day to day media learning of a group of ten students, four girls and six boys, producing a video documentary on rape. We found that as they worked, the students encountered most of the concepts of Dick’s framework; however, with the exception of the development of a sophisticated understanding of the documentary genre, there was little formal opportunity for the students to articulate their nascent critical consciousness about the media.

scholarly journals Making Sense of the Virtual World for Young Children: Estonian Pre-School Teachers’ Experiences and Perceptions

1970 ◽  
Vol 3 (2) ◽  
Author(s):  
Andra Siibak ◽  
Kristi Vinter
Keyword(s):  
New Media ◽  
Teacher Perceptions ◽  
Media Literacy ◽  
Internet Use ◽  
Children's Media ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Making Sense ◽  
The Media ◽  
Group Interviews

The study provides an overview of teacher perceptions regarding young children’s internet use and media education in pre-schools. Two focus-group interviews with 24 Estonian pre-school teachers were carried out in order to analyze their experiences and opinions about factors that influence pre-school children’s computer and Internet use. Pre-school teachers’ perceptions about their own role in shaping children’s media literacy were also examined. The results indicate that teachers consider the role of the family on children’s computer use to be more significant compared to their own role. Although the teachers started to acknowledge their own role as supervisors and parents’ counselors as the interviews progressed, no curriculum-based media literacy shaping is done in the classrooms. Furthermore, rather than developing children’s awareness of the media, various new media had been used as “enrichment” and significantly fewer activities that would actually help to shape children’s media literacy were mentioned.

scholarly journals Children's Media Making, but Not Sharing: The Potential and Limitations of Child-Specific Diy Media Websites

2015 ◽  
Vol 154 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Sara Grimes ◽  
Deborah A. Fields
Keyword(s):  
User Interaction ◽  
Educational Opportunities ◽  
Corporate Ownership ◽  
Children's Media ◽  
Media Environment ◽  
Cultural Rights ◽  
Do It Yourself ◽  
Media Creation ◽  
The Individual

From drawing pictures to making home movies, children have long produced their own, do-it-yourself (DIY) media at the individual and local scales. Today, children's DIY media creation increasingly takes place online, using digital technologies and tools that allow them to not only produce but also share their ideas with the world. This article relays findings from the first stages of a three-year inquiry project into the opportunities and challenges associated with the rise of children's online DIY media: an extensive media scan to identify websites and an in-depth content analysis of the terms and conditions, privacy policies and overall site designs. Among our key findings is the discovery that a narrow emphasis on making and a systematic disregard for the crucial role of sharing predominate the current children's online DIY media environment. Furthermore, corporate ownership claims and a lack of features aimed at enabling user interaction often diminish the sites' potential to advance children's cultural rights and educational opportunities. We conclude that a disproportionate emphasis on making as a form of individualised learning has led to an undermining of crucial dimensions of children's DIY media.

A Psychological Perspective on Mobile Learning

2019 ◽  
pp. 850-864
Author(s):  
Melody M. Terras ◽  
Judith Ramsay
Keyword(s):  
Mobile Learning ◽  
Media Literacy ◽  
Literacy Skills ◽  
Mobile Internet ◽  
Educational Opportunities ◽  
Cognitive Resources ◽  
Psychological Perspective ◽  
Full Understanding ◽  
Wide Range ◽  
User Skills

The mobile internet offers 24/7 access to a wide range of social, commercial, and educational opportunities. If the educational opportunities are to be maximized, then a full understanding of user skills, motivations, preferences, and learning profiles is required. The authors propose that this detailed understanding is best informed by adopting a psychological perspective on the mobile learning process. Therefore, this chapter considers the insights that can be derived from viewing mobile learning through a psychological lens: in particular the psychological challenges that mobile learning presents and the importance of considering individual differences in learner skills and behaviors. They also consider the insights that psychology offers in addressing these challenges, especially the importance of media literacy skills, the presentation of learning resources in a way that considers the limited cognitive resources of the learner, and the importance of context and contextualized behavior.

scholarly journals Distance education and cultural heritage: transformations in the post-literacy age. The case of MArTA

2021 ◽  
Vol 13 (1) ◽  
pp. 1-6
Author(s):  
Alberto Fornasari
Keyword(s):  
Cultural Heritage ◽  
Media Literacy ◽  
Best Practice ◽  
Educational Opportunities ◽  
Cultural Traditions ◽  
Innovative Strategies ◽  
Modern Age ◽  
The One ◽  
And Control

Abstract The age of literacy, also known as modern age, was based on vision, regulation and control, whereas the post-literacy age, characterised by the advent of digital technologies, is based on an immersive, multisensorial and participatory approach. The ICT provide new opportunities to rethink and redesign the ways in which cultural heritage has been imagined and enjoyed. Participation and connection, on the one hand, and personalisation, recontextualisation and immersive interaction, on the other hand, are the key elements of the change that is involving cultural heritage and related institutions, including education. After analysing the central role of media literacy in digital humanities, the article focuses on a best practice from the MArTA Museum in Taranto and on innovative strategies to discover and launch new educational opportunities through heritage. The general aim is to design online and offline educational opportunities in order to revive local cultural traditions and generate cultural, social and economic opportunities.

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