scholarly journals Media Education in Slovene Preschools: A Review of Four Studies

2019 ◽  
Vol 9 (1) ◽  
pp. 45 ◽  
Author(s):  
Mateja Rek
Keyword(s):  
Preschool Children ◽  
Media Literacy ◽  
Formal Education ◽  
Preschool Teachers ◽  
Media Education ◽  
Preschool Curriculum ◽  
Childhood Education ◽  
The Media ◽  
Professional Capacity ◽  
The Eu

In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals to be followed in educating preschoolchildren on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well asdependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actuallearning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conductedin the groups of preschool children. 

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.

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.

scholarly journals Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World

2019 ◽  
Vol 2 (4) ◽  
pp. 396-420
Author(s):  
Jonna Larsson ◽  
Ingrid Pramling Samuelsson
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Rating Scale ◽  
Preschool Teachers ◽  
Qualitative Content Analysis ◽  
Preschool Curriculum ◽  
Childhood Education ◽  
Environmental Rating Scale ◽  
Initial Interviews ◽  
Global World

Purpose: Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice. However, recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children’s daily preschool experiences through play, care, and education. Research has revealed a potential roadblock to achieving this goal; the difficulty connecting the three inextricably linked dimensions of sustainability: ecological, social–cultural, and economic. The purpose is to generate knowledge about preschool teachers’ professional understanding of education for sustainable development (ESD) in early childhood education (ECE) by implementing and enhancing the operationalization of such work in four Swedish preschools. Design/Approach/Methods: The design of the study rests on the involvement of teachers in work where they created sustainability activities supported by the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC). The data consist of teachers’ narratives and interviews, and a qualitative content analysis is used from which a number of themes emerged. Findings: The initial interviews foregrounded three themes: the value of collective resources, the wonders of nature, and a global world. At the end of the project, the teachers’ expressions of their practice revealed three qualitatively transformed themes: broadened awareness of sustainability, ecology embracing culture, and expanded perspectives, as factors of ESD. Originality/Value: Teachers did increase their awareness of working with children and expressed a strength in using each other as collective resources. By that, their professional understandings of ESD in preschool developed.

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 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.

Media Literacy in the Digital Age

2017 ◽  
pp. 1-27
Author(s):  
Amir Manzoor
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
Formal Education ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Literacy Programs ◽  
The World ◽  
Information And Communication ◽  
The Media ◽  
Informal Settings

Time has come to equip people communities around the world with digital and media literacy skills. In order make informed decisions, people need ability to access, analyze and engage in critical thinking about the daily messages they receive on a variety of issues such as health and politics. Today's “connected homes” provide people access to latest information and communication technologies. To become an effective participants in the information society of 21st century, people need not only acquire the multimedia skills but also the ability to use these skills effectively. One way this can be achieved is by including digital and media literacy in formal education. The objective of this chapter is to examine the media literacy programs working across the world to equip citizens to analyze and evaluate incoming information. In addition, the chapter provides some specific recommendations to bring digital and media literacy education into formal and informal settings.

scholarly journals CRITICAL DISCOURSE ANALYSIS : SEEING THE MEDIA EDUCATION FROM CDA PERSPECTIVE

2018 ◽  
Author(s):  
Annisa Septiani
Keyword(s):  
Discourse Analysis ◽  
Mass Media ◽  
Critical Discourse Analysis ◽  
Media Literacy ◽  
Media Education ◽  
Critical Discourse ◽  
Critical Practice ◽  
Know How ◽  
Critical Media ◽  
The Media

This paper about critical discourse analysis in media education.Students have used mass media to help them to learn. They get any information from it. Although mass media can help the students to learn, mass media also has a bad effect. For that, the students must know how to critically mass media such as they know the theory of critical practice, critical media literacy and CDA in the education media

scholarly journals ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ В УНІВЕРСИТЕТАХ УКРАЇНИ ТА ПОЛЬЩІ ДО РЕАЛІЗАЦІЇ МЕДІАОСВІТИ ДОШКІЛЬНИКІВ

2018 ◽  
Vol 67 (5) ◽  
pp. 264
Author(s):  
Oleksandra I. Yankovych ◽  
Kateryna M. Binytska ◽  
Volodymyr O. Ocheretnyi ◽  
Iryna I. Kuzma
Keyword(s):  
Media Literacy ◽  
School Education ◽  
Media Education ◽  
Educational Institutions ◽  
University Teachers ◽  
Education Improvement ◽  
The Future ◽  
The Media ◽  
Summer Schools ◽  
Experimental Researches

The article provides comparative analysis of the forms, methods, means of the future specialists of pre-school education preparation at the universities of Ukraine and Poland to realization of media education for children and their parents. The achievements of Polish higher educational institutions have been shown: the study of courses “Media Pedagogics”, “Media in Education” the main forms of teaching, these subjects are lectures, practical classes, conversations, master classes; methods –interactive, project, demonstration of films on the formation of media literacy; analysis of media products for the pre-schoolers. The achievements of the Ukrainian pedagogical science have been highlighted, in particular the development of the complex of professionally oriented technologies for the formation of readiness of the future kindergartners for the use of media education. The focus is on the activity of the Academy of Ukrainian Press in forming the readiness of kindergartners, university teachers for media education, in particular organization of summer schools and the publication of the necessary literature. Author’s interpretation of the concept “Media Education in the Establishment of Pre-School Education” has been proposed. The results of experimental researches in Poland and Ukraine have been presented. The necessity of providing system character of media education has been proved. The possibilities of using positive ideas in the field of media education at higher and pre-school educational institutions have been substantiated: the continuous nature of study of topics on the formation of pre-school children media literacy at universities; development of didactic-methodical support of media education; carrying out master-classes on the media topics at pre-school age. The ways of prevention of media threats for children through the organization of parental media education, improvement of training for its implementation have been determined. The necessity to use traditional media, namely books, children’s press together with modern ones has been emphasized. The expediency of studying the experience of national and foreign institutions of pre-school education, which implement individually developed media education programs for children, has been shown. The attention has been focused on the “Preschooler in the Media World” program.

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