scholarly journals The Role of Media Literacy in the Educational Field in the Conditions of a Pandemic

Author(s):  
Liudmyla Kukhar

The article analyzes the regulatory framework for the introduction of media education in the education system of Ukraine, identifies key competencies that modern youth should possess. The purpose of the article is to analyze the international experience of implementing media literacy curricula in the educational process. The following methods were used in the research: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. Results. The international experience of implementation of media literacy curricula in the educational process was studied. A scheme of a single information and educational space in the context of media education has been built, which will ensure the formation of a conscious and responsible consumer of media content. The authors have proposed the ways to organize collaboration with the class, together with the stages of training "Learning and behavior in the virtual classroom". The benefit of the study is that the possibilities of services and resources for collaboration remotely in a Covid-19 pandemic are analyzed, namely services for creating knowledge maps (Coggle, Cacoo), and bulletin boards (Padlet, Linoit), which allow you to organize collaboration and provide proper functionality. The article suggests the examples of tasks with the use of these resources are demonstrated. The authors state that for a long time media literacy has grown and evolved, but it is important to understand that recent advances and events, such as fake news, propaganda, bias, stereotypes and their widespread mechanisms in the fake media, have made media literacy even more relevant and necessary. They define that media literacy is a worldview; it forms a different view of everything we read, see and hear. Conclusions. The expected results of the formation of media competence and digital literacy as its component due to the integration of media education into compulsory disciplines, separate special courses, electives or clubs are formulated in the article as an important and necessary prerequisite for the formation of a modern information society. The authors conclude that the acquired knowledge, skills and abilities will allow people to analyse, critically evaluate and create messages of different genres and forms for different types of media, as well as to understand and analyse the complex processes of media functioning in society and their impact on their lives.

Author(s):  
Monica Fantin

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.


Author(s):  
Laura Manuel Pérez Cervi ◽  
Oralia Paredes ◽  
José Tornero

In this paper, the authors give an overview of the current trends of media literacy in Europe. The study titled “Current trends and approaches to media literacy in Europe”, commissioned in the second half of 2007 by the European Commission to the Universitat Autonoma de Barcelona, maps current practices in implementing media literacy in Europe and recommends measures to increase the level of media literacy in Europe. Starting with information from the study, this paper will examine the evolution of media literacy in Europe, its orientation, and its relationship with other related fields, such as media education and digital literacy to explore the emerging trends, innovations, changes, crisis points, alternatives, and so forth.


2013 ◽  
Vol 4 (4) ◽  
pp. 77-89
Author(s):  
Katarzyna Kuźniar-Żyłka

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.


Author(s):  
Laura Manuel Pérez Cervi ◽  
Oralia Paredes ◽  
José Tornero

In this paper, the authors give an overview of the current trends of media literacy in Europe. The study titled “Current trends and approaches to media literacy in Europe”, commissioned in the second half of 2007 by the European Commission to the Universitat Autonoma de Barcelona, maps current practices in implementing media literacy in Europe and recommends measures to increase the level of media literacy in Europe. Starting with information from the study, this paper will examine the evolution of media literacy in Europe, its orientation, and its relationship with other related fields, such as media education and digital literacy to explore the emerging trends, innovations, changes, crisis points, alternatives, and so forth.


Author(s):  
Monica Fantin

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.


Author(s):  
Olha Maltseva ◽  

In April 2016, the Presidium of the National Academy of Pedagogical Sciences of Ukraine approved a new version of the Concept for the introduction of media education in Ukraine. The purpose of the Concept is to create a system of media education, which should become the foundation of humanitarian security, development and consolidation of civil society, combating external information aggression, comprehensively prepare children and youth for safe and effective interaction with the modern media system, form media literacy and media to their age, individual and other features. The article, based on the analysis of domestic and foreign scientific sources, systematizes theoretical and practical developments of domestic and foreign scientists on the most effective ways, forms and methods of media education. It is established that there are three common ways of introducing media education in the educational process: integrated (through traditional subjects); optional (creation of a network of circles, sections, clubs); special (creation of special courses and special courses). One of the forms of integration of media education is the introduction of media courses. Popular are the creation of television or cinematic mini-scripts, class lectures, role-playing games on the material of various media. It was found that the organization of media centers, media clubs, film clubs and photo laboratories can be considered innovative forms of media literacy. The classifications of media education methods by L. Zaznobina, M. Matviychuk, L. Masterman, S. Penzin, O. Fedorov are considered. It is established that one of the most effective methods of media education researchers consider interactive: trainings, moderations, program training, case method (analysis of practical situations), business and role-playing games, discussions, creative problem solving method, project method. The choice of such methods is due to the possibility of their integration into individual disciplines. They provide an opportunity to intensify the process of understanding, learning and creative application of knowledge and help increase the motivation and involvement of participants in the process of joint problem solving, creative search.


Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 31-39 ◽  
Author(s):  
Alfonso Gutiérrez-Martín ◽  
Kathleen Tyner

This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.


Author(s):  
I.V. Karpova

In the article the question of a new paradigm creating in training students on the course “Advertising and Public Relations”, focused on formation of competences and labour functions presented by professional standards is revealed. Media content as a didactic unit of educational process stipulates the necessity to develop additional abilities, media literacy, in particular. Media literacy is the basis of media competence. The specificity of the training course defines the choice of approaches to training: research training and electronic training.


SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.


2020 ◽  
Vol 22 (5) ◽  
pp. 62-66
Author(s):  
NATALIA S. EPIFANOVA ◽  
◽  
MIKHAIL G. POLOZKOV ◽  

The article studies the necessity and features of transformation of the educational system under conditions of accelerated development in the digital economy. Particular attention in the context of this transformation is given to significance and possibilities of digital literacy, which forms the whole complex of fundamentally new requirements for all participants in the education system. The authors argue that the current stage of development of the digital economy requires the education system not only to digitalize its individual elements and links, but to apply a fundamentally new integrated approach that would transform the education system while taking into account new goals, structure and content of the educational process. The authors define digital literacy as the ability to form and apply educational content through digital technologies. The article gives particular emphasis on the significance and potential of individualizing the educational trajectory and the concept of continuing education. The authors consider the main factors in the development and achievement of the level of digital literacy, considering the requirements that the digital economy is currently imposing on the educational system.


Sign in / Sign up

Export Citation Format

Share Document