scholarly journals Stereotypes in media and media literacy among young people

2006 ◽  
Vol 38 (2) ◽  
pp. 456-471
Author(s):  
Ivana Djeric ◽  
Rajka Studen
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Media Culture ◽  
Media Education ◽  
Media Content ◽  
Behavioral Patterns ◽  
Television Programs ◽  
Children And Young People ◽  
Critical Attitude ◽  
Media Manipulation

Young people, the most common consumers of media content, bear out the view that media shapes people?s lives. Therefore we must not underestimate the effect media exerts on young people?s values and behavioral patterns. Television is the medium which draws children and young people for the greatest part of their free time. Regardless whether television programs are described as positive or negative, whether they abound with stereotypes or not, it is important that young people develop a critical attitude towards them so that they may resist different forms of media manipulation. The paper discusses how stereotypes are generated and used by media and the manners in which stereotypical concepts affect young people?s attitudes. It highlights the importance of the development of media literacy which implies a critical attitude towards media images and discourses, the development of criteria for the selection and evaluation of information broadcast by media, the development of skills in interpreting and understanding stereotypical concepts and familiarity with alternative forms of media culture. The paper draws special attention to the issue of media education. The conclusion is that schools should offer media literacy as part of their curriculum and in it possible solutions to the problems discussed. .

Analysis of Experts' and Trainers' Views on Cyberbullying

2010 ◽  
Vol 20 (2) ◽  
pp. 169-181 ◽  
Author(s):  
Thomas Jäger ◽  
João Amado ◽  
Armanda Matos ◽  
Teresa Pessoa
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Delphi Method ◽  
Research Process ◽  
Training Manual ◽  
Children And Young People ◽  
Case Examples ◽  
Video Clips ◽  
Technical Developments ◽  
Online Focus Groups

AbstractPartners from nine European countries developed a cyberbullying training manual for the benefit of trainers working with parents, school staff and young people.1The development of the training manual built on a two-level qualitative research process that combined elements of the Delphi method and online focus groups. The two studies outlined in this article aimed to assess trainers' and experts' views on the problem of cyberbullying while also gathering insight in relation to their preferences in terms of a training manual. This article outlines the main outcomes of a content analysis of experts' and trainers' views. According to experts and trainers, the sources of cyberbullying were specifically related to new technical developments and new patterns of usage, a lack of media literacy and media education, and the lack of appropriate laws, control and reporting mechanisms. Approaches for tackling cyberbullying suggested by experts and trainers included the provision of enhanced information on ICT and e-safety, adequate rules, monitoring mechanisms and sanctions. Furthermore a range of approaches targeting children and young people, parents and other adults, schools as well as approaches run by authorities and IT providers were suggested. In terms of the elements and style of a training manual, experts and trainers emphasised that it should be practically oriented, and that elements like narratives, case examples or video clips would be vital for the implementation of training.

scholarly journals MEDIA LITERACY AS ONE OF THE COMPONENTS OF THE PROCESS OF PREPARATION OF A MODERN TEACHER OF VOCATIONAL TRAINING

2021 ◽  
pp. 69-72
Author(s):  
Dmytrii Verbivskyi ◽  
Yaroslava Sikora ◽  
Olena Usata
Keyword(s):  
Media Literacy ◽  
Vocational Training ◽  
Professional Training ◽  
Legal Framework ◽  
Empirical Method ◽  
Literacy Skills ◽  
Media Culture ◽  
Media Education ◽  
Future Teachers ◽  
The Media

The formation of media information literacy and media culture in accordance with their age, individual and other characteristics is defined as one of the priority areas of media education in Ukraine. That is why in the process of integration of Ukrainian education into the European space and providing the state with measures for information security of the country, the issues of media literacy of modern teachers, including professional teachers, become especially acute and relevant. The purpose of this article is to determine the content of the concept of «media literacy», analysis of the legal framework for the introduction of media education in Ukraine and foreign and domestic experience in the formation of media literacy in future teachers of professional training. The following research methods were used in the work: empirical method of collecting and systematizing materials related to the study of media literacy in future teachers of professional training; terminological analysis, as a result of which the definitions of a number of terms were specified: media literacy, media competence, media education, media pedagogy, professional training, teacher of professional training. The presented material of the article allowed to make the following conclusions: the analysis of foreign and domestic experience of formation of media literacy at future teachers of vocational training gave the chance to define the maintenance of concept «media literacy of the modern teacher of professional training». The analysis of the legal framework for the introduction of media education in Ukraine showed that the media educator, who is included in the media education system and has media literacy skills, is a key figure at all levels of modern education: from preschool to higher.

Youth and Media Culture

2018 ◽  
Author(s):  
Stuart R. Poyntz ◽  
Jennesia Pedri
Keyword(s):  
Young People ◽  
Digital Media ◽  
User Participation ◽  
Sesame Street ◽  
Media Culture ◽  
Media Education ◽  
Media Technologies ◽  
Critical Media ◽  
Youth Media ◽  
The 1960S

Media in the 21st century are changing when, where, what, and how young people learn. Some educators, youth researchers, and parents lament this reality; but youth, media culture, and learning nevertheless remain entangled in a rich set of relationships today. These relationships and the anxieties they produce are not new; they echo worries about the consequences of young people’s media attachments that have been around for decades. These anxieties first appeared in response to the fear that violence, vulgarity, and sexual desire in early popular culture was thought to pose to culture. Others, however, believed that media could be repurposed to have a broader educational impact. This sentiment crept into educational discourses throughout the 1960s in a way that would shift thinking about youth, media culture, and education. For example, it shaped the development of television shows such as Sesame Street as a kind of learning portal. In addition to the idea that youth can learn from the media, educators and activists have also turned to media education as a more direct intervention. Media education addresses how various media operate in and through particular institutions, technologies, texts, and audiences in an effort to affect how young people learn and engage with media culture. These developments have been enhanced by a growing interest in a broad project of literacy. By the 1990s and 2000s, media production became a common feature in media education practices because it was thought to enable young people to learn by doing, rather than just by analyzing or reading texts. This was enabled by the emergence of new digital media technologies that prioritize user participation. As we have come to read and write media differently in a digital era, however, a new set of problems have arisen that affect how media cultures are understood in relation to learning. Among these issues is how a participatory turn in media culture allows others, including corporations, governments, and predatory individuals, to monitor, survey, coordinate, and guide our activities as never before. Critical media literacy education addresses this context and continues to provide a framework to address the future of youth, media culture and learning.

Digital Literacy and Cultural Mediations to the Digital Divide

2011 ◽  
pp. 51-74
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

scholarly journals The Educational Functions of the First Woman’s Almanac in Britain: Media Literacy and The Ladies’ Diary, 1704–1713

2020 ◽  
Vol 9 ((2) 18) ◽  
pp. 157-168
Author(s):  
Anna Miegoń
Keyword(s):  
Media Literacy ◽  
18Th Century ◽  
Daily Life ◽  
Media Education ◽  
Media Content ◽  
Educational Tool ◽  
Usable Information ◽  
History Of ◽  
The Creation

While 18th-century almanacs transmitted usable information that was meant to be relevant to daily life, at the beginning of the century they also began to function as an educational tool that enabled readers to act as producers of media content, and, as a result, to develop media literacy via the practice of writing and responding to amateur poetry. In this article, I define media literacy as a cultural category shaped by specific media-related skills: the creation, interpretation, evaluation, and negotiation of media content. I examine John Tipper’s The Ladies’ Diary (1704–1713), one of the best-selling almanacs of the era, as an educational tool that, through the strategy of inviting and publishing amateur poetry, promoted and taught media competencies. Tipper’s almanac, I argue, should thus be acknowledged as an influential document in the history of media education.

scholarly journals Media Literacy and Development of Human and Social Capital in the European Union

2013 ◽  
Vol 4 (4) ◽  
pp. 77-89
Author(s):  
Katarzyna Kuźniar-Żyłka
Keyword(s):  
Social Capital ◽  
Media Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Media Content ◽  
The European Union ◽  
Technical Ability ◽  
Knowledge Based Economy ◽  
The Media ◽  
Human And Social Capital

Together with the growing level of the digitalization in the field of multimedia, also convergence of media, information and digital literacy have been growing up. In case of the traditional mass media, it was important to have skills to use the media content in a critical, aware and selective way. Nevertheless, in the era of the Internet and extended availability of information in the digital form, the importance of information and digital technologies literacy also grows. It regards to some extent the technical ability to use particular technological solutions, but also forming aware and active consumers and authors of the media content. The main goal of this paper is researching the relation between forming the media literacy as a component of human capital, and the realization the European Union’s targets in the area of building a knowledge-based economy. On the basis of the subject-matter literature and other source materials a hypothesis, which classifies the media education as a key process during creating a single European information space, shall be verified. In the first part of the paper, the author concentrates on presenting the dependence between human, personal and social capital. Next, on the basis of the European definition of media literacy, the author examines capabilities of achieving progress in the field of media education in terms of the present European audiovisual policy.

Digital Literacy and Cultural Mediations to the Digital Divide

2008 ◽  
pp. 310-340 ◽  
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

scholarly journals Media Literacy in Brazil: Experiences and Models in Non-formal Education

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 39-48 ◽  
Author(s):  
Mônica Pegurer-Caprino ◽  
Juan-Francisco Martínez-Cerdá
Keyword(s):  
Media Literacy ◽  
Formal Education ◽  
Media Education ◽  
Three Dimensions ◽  
Media Content ◽  
Social Differences ◽  
Education Access ◽  
The Status ◽  
Professional Fields ◽  
Medios De Comunicacion

This article analyses the status of media literacy in Brazil from the perspective of non-formal education. It quantifies the situation through a sample of projects (N=240) and organizations (N=107) that develop media literacy activities according to the internationally recognized three dimensions of media education (access/use, critical understanding, and media content media production). These projects are aimed at different communities of citizens according to various levels of segmentation (age, location, social status, social groups, and professional fields). The analysis shows the preponderance of activities geared to the production of audiovisual content (65.4%) and to expanding the rights and communicative capabilities of certain communities, generally excluded from the traditional mass media (45.8%). Moreover, the majority of institutions have projects with a medium and high potential of empowerment (77.6%). Based on the literature review and the analysis conducted, the research presents a model that can be used for studying media education projects in the field of non-formal education. Thus, this article offers an initial look at non-formal media literacy in a country that, due to its size and large social differences, should take advantage of the complementarities that non-formal education provides to formal education, and its curriculum, regarding the development of media education and empowerment of citizens. Este artículo analiza el estado actual de la alfabetización mediática existente en Brasil desde la perspectiva de la educación no formal. Cuantifica la situación mediante una muestra de proyectos (N=240) y de organizaciones (N=107) que desarrollan actividades conforme a las tres principales dimensiones de la educación mediática reconocidas internacionalmente (acceso/uso, comprensión crítica, y producción de contenidos mediáticos), y que están orientadas a diferentes comunidades de ciudadanos de acuerdo a diversos niveles de segmentación (edad, lugar, situación social, grupos sociales, y campos profesionales de aplicación). El análisis realizado muestra la preponderancia de actividades de producción de contenidos audiovisuales (65,4%) y de ampliación de derechos y capacidades comunicativas de ciertas comunidades de personas generalmente excluidas de los medios de comunicación tradicionales (45,8%). Además, la mayoría de las organizaciones trabajan con propuestas con un potencial medio y alto de empoderamiento (77,6%). Asimismo, y basándose en la literatura y el diagnóstico realizado, se propone un modelo con el que estudiar los proyectos de educación mediática desarrollados en el ámbito de la educación no formal. De este modo, la investigación presenta una primera imagen de la alfabetización mediática de carácter no formal existente en un país que, por sus dimensiones y grandes diferencias sociales, tiene que saber aprovechar las complementariedades que la educación no formal ofrece a la educación formal y al currículum educativo, respecto a desarrollar educación mediática y empoderar a la ciudadanía.

scholarly journals Formação docente para inclusão de games na educação básica: relato de uma experiência

Obra digital ◽  
2016 ◽  
pp. 33-50
Author(s):  
Ana Cristina Nunes Gomes Müller ◽  
Dulce Márcia Cruz
Keyword(s):  
Teacher Training ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
School Environment ◽  
Teaching Practice ◽  
Basic Education ◽  
Media Culture ◽  
Children And Young People ◽  
Electronic Games

A formação docente para a cultura midiática é fundamental nos dias de hoje, especialmente porque as mídias digitais integram e definem a vida das crianças e jovens dentro e fora do espaço escolar, especialmente com relação aos jogos eletrônicos. No entanto, mesmo que façam parte desta cultura, os professores encontram muitos obstáculos para inserir essa mídia na sua prática pedagógica. No Brasil, poucas são as ofertas para formar docentes para a inclusão dos jogos eletrônicos na escola. Buscando diminuir essa lacuna, a proposta deste artigo é analisar uma proposta de formação para professores da educação básica baseada na proposta da pedagogia de multiletramentos. Os resultados mostraram que, ao jogar e refletir de modo guiado sobre os jogos eletrônicos, socializando suas práticas e reflexões em grupo, os professores conseguem ir além do usuário funcional, começando a compreender os diferentes textos e tecnologias (como criadores de sentidos) e a entender e pensar usos do que foi aprendido de novos modos (como analistas críticos e transformadores).Training teachers for inclusion of games in basic education: an experience reportAbstractTeacher training for media culture is crucial these days, especially as digital media, and particularly electronic games, define and are an integral part of the lives of children and young people inside and outside the school environment. However, even if they are part of this culture, teachers face many obstacles to including this medium in their teaching practice. In Brazil, few courses train teachers on how to include electronic games in school. To reduce this gap, this paper analyzes a proposal for training basic education teachers, based on the proposal of teaching multiliteracies. The results show that, when playing or reflecting in a guided way on electronic games, and sharing practices and reflections with the group, teachers can go beyond the functional user, and begin to understand the different texts and technologies (as direction makers) and understand and think about what was learned in new ways (as critical analysts and transformers).Keywords: Digital literacy, multiliteracies, electronic games, teacher training, media.

scholarly journals Mediacontent in History Lessons in Ukrainian Secondary Schools: Perspectives and Risks of Use

2017 ◽  
Vol 5 (4) ◽  
pp. 78-88
Author(s):  
Yuliia Antybura
Keyword(s):  
General Education ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Information Society ◽  
Communication Technologies ◽  
Information Environment ◽  
Media Education ◽  
Media Content ◽  
Modern Media ◽  
Information And Communication

The article contains the analysis of educational and upbringing opportunities of modern Media Content on the History lessons. It is noted that in modern information society the school is no longer the only source of information for pupils. Therefore, on the basis of this understanding, development of pupils’ media literacy is the main task for the teachers. According to the new version of «A History Education Curriculum» for grades 5-11 of general education schools, the main purpose of History teaching is growth of a pupil as a person, who can oriented in the surrounding information environment freely. Media education serves that purpose. The issue of media education and information – communicative technologies is considered in the works of modern Ukrainian scientists. The pages of periodicals cover the potential of using multimedia, multimedia presentations, virtual learning, network technologies, the Internet resources, educational opportunities of video hosting on the History lessons in general education schools. The number of publications with specific recommendations for the use of modern media content on the History lessons is not enough. This determines the relevance of the study. The author presents the number of definitions of the basic concepts on the indicated problems, such as «information society», «mass communication», «information-digital competence», «media content», «media literacy», «media education». The main functions of media education are dwelt upon. These are: to prepare a new generation for living in modern information environment; to perceive various information; to teach a person to resist the psychological pressure; to communicate on the basis of verbal and non-verbal forms of communication through technical means. The author presents the parts of the lessons of the subject «The History of Ukraine» and «The World History» with the use of modern media content. It is advisable to use media content at the stage of perception and comprehension of educational material with obligatory reflection. The author is considers the expediency of using information and communication technologies in the curriculum of general education schools of Ukraine, the consistency of such use with state sanitary norms and rules for general educational institutions. Problems and risks associated with the uncontrolled flow of versatile information and the impact of information and communication technologies on the physical and mental health of children are singled out. In particular, there is a general decline in the level of culture and moral qualities, the memory and attention of students are worsened. The author raises the issue of the necessity of development of an information culture. Modern children should be able to resist media manipulations. The formation of media literacy and the development of critical thinking is the primary task of the modern school.

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