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.

scholarly journals Activities Supporting the Development of Media Literacy in European and Slovak Context

2014 ◽  
pp. 5-15
Author(s):  
Dana Petranova ◽  
Norbert Vrabec ◽  
Slava Mazakova
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Literacy Development ◽  
Professional Training ◽  
Media Education ◽  
European Policy ◽  
European Context ◽  
Life Long Learning ◽  
The Media

The development of media competence and critical thinking towards media is an integral part of the European policy in the sphere of education and professional training. The issues of media education and media literacy are reflected in several consecutive documents that decisively influenced the development of research in this area. The submitted study presents the analysis of the current European trends and the prospects of media literacy development. The possibilities of raising the media competencies in the process of life-long learning is considered. The Slovak dimension of education and research in the area of media education is presented. The main aim of the study is to analyze the current conditions, projects and possibilities for the media literacy development in the Slovak and European context.

Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Zlatina Dimitrova ◽  
◽  
◽  
Keyword(s):  
United Kingdom ◽  
Media Literacy ◽  
Media Education ◽  
Theoretical Research ◽  
School Age Children ◽  
Educational Models ◽  
The United Kingdom ◽  
The World ◽  
The Media ◽  
Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

Media literacy in libraries as a basic factor in information verification

Infolib ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 21-23
Author(s):  
Stanislav Germansev ◽  
Keyword(s):  
Media Literacy ◽  
Literacy Skills ◽  
Basic Factor ◽  
Reliable Information ◽  
Media Education ◽  
Information Verification

The article provides a rationale for the need to introduce media literacy skills into the library industry. The author, taking into account his own experience, gives recommendations for finding reliable information which are available even to an ordinary librarian- there would only be a desire and aspiration to increase your efficiency. In turn, the banal aspects of hanging questions and problems in this direction were noted -it is disinterest and lack of understanding of the need for media education both by the librarians themselves and by officials-curators…

Cognitive Approach to Improve Media Literacy

2018 ◽  
pp. 266-289
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

The Transformation of Literacy and Media Literacy

2022 ◽  
pp. 363-380
Author(s):  
Hacer Dolanbay
Keyword(s):  
Media Literacy ◽  
Basic Skills ◽  
Literacy Skills ◽  
Technological Developments ◽  
The Media ◽  
The Way ◽  
Age Of Information

Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels.

Media literacy in the system of the secondary education in Russia

2020 ◽  
Vol 41 (48) ◽  
pp. 393-401
Author(s):  
Ilia A. BYKOV ◽  
◽  
Maria V. MEDVEDEVA ◽  
Keyword(s):  
Secondary Education ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
School Level ◽  
Educational Standards ◽  
Main Attention ◽  
Russian School ◽  
Insufficient Attention ◽  
The Media

This article is devoted to the issue of media education in Russian school. The main attention is paid to the concepts of media education and media literacy. The authors have studied the issue of media literacy in the education system of Russia. They have discovered that today an insufficient attention is paid to the problem of media literacy and media education at the school level. The authors argue that the educational standards and the school textbooks do not take into account the need to teach methods of protection against manipulation in the media.

Going Critical: The Limits of Media Literacy

1993 ◽  
Vol 37 (2) ◽  
pp. 142-152 ◽  
Author(s):  
David Buckingham
Keyword(s):  
Media Literacy ◽  
Social Factors ◽  
Critical Analysis ◽  
Classroom Practice ◽  
Theoretical Basis ◽  
Media Education ◽  
Social Functions ◽  
The Social ◽  
The Media ◽  
Critical Discourses

This article seeks to question the emphasis on critical reading in media education curricula, both in terms of the assumptions about children's existing knowledge which it entails and in terms of its implications for classroom practice. The first part of the article draws on recent research on children's understanding of television, and considers the social functions of critical discourses about the medium. Summarising findings from the author's research, it points to the inter-relationships between cognitive, affective and social factors in children's talk. The second part of the article draws on recent classroom research in the field to consider the processes by which children acquire critical discourses about the media, and the limitations of a purely analytical approach. The article concludes by arguing for the need to develop a more complex theoretical basis for media education pedagogy, based on the interaction between critical analysis and other teaching strategies.

scholarly journals PREPARATION OF FUTURE TEACHERS FOR USING MEDIA SPACE IN THE EDUCATIONAL PROCESS OF PRESCHOOL EDUCATION INSTITUTION

2021 ◽  
pp. 89-93
Author(s):  
T. Ponomarenko ◽  
O. Kuzina
Keyword(s):  
Professional Training ◽  
Preschool Education ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Process ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Media Space ◽  
The Media ◽  
E Mail

The study identifies the relevance of effective professional training of future teachers in the field of preschool education, in particular, the preparation for using media space in the educational process of preschool education institution. The content of one of the main concepts of the study — “media space”, which is defined by us as the space of a set of individual, collective entities, social institutions in the production, existence, circulation of audiovisual (electronic) information, is clarified. Modern media space includes television (terrestrial, cable, satellite, etc.), radio, printed media, movies and videos, DVDs, CD-ROMs, e-mail, computer channels and the Internet. The content of the basic concept of the study “readiness of teachers for using the media space in the educational process of preschool education institution”, which we consider as a holistic integrative, rather embedded in content personality quality, which is a set of values, motives, knowledge, skills, personal professional qualities that determine the effectiveness of the use of media space in the educational process of preschool education institution. The peculiarities of the organization of media space in the conditions of preschool education institution are outlined. On the basis of the analysis of curricula and work programs of educational disciplines of a number of Ukrainian universities, the state of formation of researched readiness of future teachers in the field of preschool education in the conditions of university pedagogical training is investigated. Based on the analysis of the educational activities of teachers of preschool education, the features of their readiness regarding the use of media space in the educational process of preschool education have been studied. The need for further improvement of the educational process to form the readiness of future teachers to use the media space in the educational process of preschool education institution and optimize their independent activities in order to effectively develop the studied professional quality.

scholarly journals INVOLVING OF TRAINEES-FUTURE TEACHERS OF PROFESSIONAL TRAINING IN PROJECT ACTIVITIES IN THE DISCIPLINE

2018 ◽  
Vol 6 (2) ◽  
pp. 6 ◽  
Author(s):  
M. P. Prokhorova ◽  
A. A. Semchenko
Keyword(s):  
Experimental Work ◽  
Vocational Training ◽  
Professional Training ◽  
Strong Relationship ◽  
Project Work ◽  
Professional Activity ◽  
Practical Implementation ◽  
Future Teachers ◽  
The Third ◽  
Project Activity

Introduction:The project activity in professional training of future teachers of vocational training ensures its ability to effectively solve pedagogical tasks, participate in teamwork, develop educational systems. The requirements of the future specialist's readiness for the project activity are reflected in the GEF and in the professional standard. This determines the relevance of involving future teachers of vocational training in project activities when mastering disciplines.Materials and methods:Experimental work on involving students in the project activities was carried out in three stages. At first, they had experience of participating in different types of project activities, the second involved work on engaging in project activities, and on the third, the effectiveness of involvement in project activities was assessed. At all stages of the study, methods of observation and generalization of pedagogical experience and questioning were used.Results:The first stage revealed the experience of participation in the project activity (the students took part in the development of the content and the project), the sources of difficulties for the students in the project activity (related to the search for ideas, practical implementation of the project and evaluation of its results) obtaining meaningful results and developing teamwork skills). At the second stage, methodical support of the project activity was developed within the framework of the discipline; experimental work in this direction was carried out. At the third stage, the trainees called the skills they perceived as new (to conduct assessment and self-evaluation of the results of the project work, to apply in ICT projects and on-line resources, etc.), indicated the existence of a strong relationship between the gained experience of the project activity and future professional activity, showed a decrease in the share of difficulties in the project work.Discussion and Conclusions:conclusions were drawn about the significant pedagogical potential for involving learners in the project activity in the discipline, provided that the quality of the methodical study of its content and the provision of project assignments at each stage with future professional activity are provided.

scholarly journals Media Literacy Capabilities of Broadcast Monitoring in Regional Indonesian Broadcasting Commission (KPID) of West Java

2020 ◽  
Vol 36 (4) ◽  
pp. 126-142
Author(s):  
Dedeh Fardiah ◽  
◽  
Ferry Darmawan ◽  
Rini Rinawati ◽  
◽  
...  
Keyword(s):  
Media Literacy ◽  
Literacy Skills ◽  
Television Programs ◽  
West Java ◽  
Broadcasting Regulation ◽  
High Participation ◽  
The Media ◽  
High Level ◽  
Broadcast Monitoring ◽  
Harmful Effects

The role of media literacy is significantly needed to ward off the harmful effects of the media, especially television. Ideally, media literacy skills should be possessed by all people to avoid numerous harmful effects of television. The Indonesian broadcasting commission (KPI) as the broadcast regulator in Indonesia has the task of monitoring broadcast content and also educating the public to be media literate. In conducting its duties, it involves the community to monitor broadcasts by forming volunteers, known as broadcast monitors. This study uses a quantitative approach to examine accessibility, analysis, evaluation, and broadcast monitoring communication in supporting broadcast regulator performance. The research object is broadcast monitors supervised by the Regional Indonesian Broadcasting Commission (KPID) of West Java Province in 2018. The monitors consist of five batches from five regions in West Java, namely Sumedang, Subang, Karawang, Bogor, and Bandung. Based on the research results, it shows that the media literacy capability of broadcast monitors is high, both in terms of the ability to access the media, analyze television programs and evaluate them, and even communicate the results of their monitoring to KPID West Java. The high level of media literacy has decent implications for the high participation of broadcast monitors to make complaints and the frequent findings of violations related to broadcast contents. Keywords: Media literacy, broadcasting, regulation, regulator, television.

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