scholarly journals Analisis Kemampuan Literasi Media Online Mahasiswa Fakultas Agama Islam Universitas Ibn Khaldun Bogor

2020 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Enggar Arie Syahbara ◽  
Chodidjah Makarim ◽  
Santi Lisnawati
Keyword(s):  
Media Literacy ◽  
Literacy Skills ◽  
Communication Process ◽  
Online Media ◽  
Ibn Khaldun ◽  
Rapid Flow ◽  
Information And Communication ◽  
Problem Formulations ◽  
Flow Of Information ◽  
Communicative Abilities

<p class="15bIsiAbstractBInggris"><em>Literacy is the ability to read, write and count to understand information. In its application, literacy can be done anywhere to understand more deeply the information available, the information currently available can be found anywhere such as electronic media, print media and online media. The importance of literacy in understanding various information in online media first so that the rapid flow of information in online media is also accompanied by literacy skills in online media, so that the audience can become a filter for the information they get and prevent unwanted things from the rapid flow of information and communication. This study discusses online media literacy skills among students, in order to see their literacy skills in online media. So that found 3 problem formulations including regarding, how students' knowledge about online media literacy, how students do online media literacy, how online media literacy helps the student communication process. This study uses a qualitative approach, the research method is to analyze student literacy in using online media. Researchers take samples at each student level. After researching, it was found that the results in the sample showed that students of the Islamic Faculty of Religion have online media literacy skills and online media literacy helps in the student communication process through technical skills and communicative abilities.</em></p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Literisi merupakan kemampuan membaca, menulis dan berhitung yang dilakukan untuk memahami informasi. Dalam penerapannya literasi dapat dilakukan dimanapun untuk memahami lebih dalam informasi yang tersedia, informasi yang tersedia pada sekarang ini bisa didapatkan dimanapun seperti media elektronik, media cetak dan media online. Pentingnya literasi untuk memahami berbagai informasi terlebih dahulu di media online agar dengan derasnya arus informasi di media online bersamaan pula dengan kemampuan literasi pada media online, ini bertujuan agar khalayak dapat menjadi penyaring untuk informasi yang didapatnya dan mencegah hal yang tidak diingikan dari derasnya arus informasi dan komunikasi. Penilitian ini membahas tentang kemampuan literasi media online pada kalangan mahasiswa, guna melihat kemampuan literasinya pada media online. Sehingga ditemukan 3 rumusan masalah diantaranya mengenai, bagaimana pengetahuan mahasiswa mengenai literasi media online, cara mahasiswa dalam melakukan literasi media online, bagaimana literasi media online membantu proses komunikasi mahasiswa. Penlitian ini menggunakan metode pendekatan kualitatif, metode penelitian tersebut guna menganalisis literasi mahasiswa dalam menggunakan media online. Peniliti mengambil sampel pada setiap tingkat mahasiswa. Setelah diteliti, maka ditemukan hasil pada sampel tersebut bahwa mahasiswa Fakultas Agama Islam memiliki kemampuan literasi media online dan literasi media online membantu dalam proses komunikasi mahasiswa melalui technical skill dan communicative abilies</p>

scholarly journals DAMPAK MEDIA SOSIAL TERHADAP PERPUSTAKAAN

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Endang Fatmawati
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
New Technology ◽  
Online Media ◽  
Rapid Flow ◽  
False News ◽  
Release Of Information ◽  
The Impact ◽  
Flow Of Information ◽  
The Way

<p>Online media has penetrated in all areas including the library so the impact on the rapid flow of information. Library into the gates of knowledge so librarian most responsible for the release of information entered into the goal. Information posts from library can be made through any type of social media application. Sosial media was created to enable people to communicate and connect with others. Social media has changes the way librarian in doing their jobs related to communicate with the users, how to communicate both individually and at the library level. Social media have forever changed the way interact, share, and ultimately conduct our relationships. Various information appeared like seawater unstoppable spread so users required to be wise in choosing and using them. A wave of false news more so by the presence of social media. Social media become a challenge for librarians to improve their competence with media literacy of new technology. Librarian library through a very important role as a gateway healthy information.</p><p>Media online sudah merambah di semua bidang termasuk perpustakaan sehingga berdampak pada pesatnya arus informasi. Perpustakaan menjadi gerbang pengetahuan sehingga pustakawanlah yang paling bertanggung jawab menjadi gawang masuk keluarnya informasi. Informasi dari perpustakaan dapat dilakukan melalui semua jenis aplikasi media sosial. Media sosial memungkinkan kita berkomunikasi dan terhubung dengan yang lain. Media sosial<strong> </strong>dapat mengubah pekerjaan pustakawan yang berhubungan dengan komunikasi dengan pemustaka, baik perseorangan maupun pada level perpustakaan.<strong> </strong>Media sosial merubah cara untuk berinteraksi, berbagi, dan menjalin hubungan. Beragam informasi muncul bagaikan air laut yang tak terbendung penyebarannya sehingga pemustaka dituntut harus bijak dalam memilih dan menggunakannya. Gelombang berita bohong semakin terasa dengan hadirnya media sosial. Media sosial menjadi tantangan bagi para pustakawan untuk meningkatkan kompetensi literasi media dengan teknologi baru. Perpustakaan melalui pustakawannya sangat berperan sebagai gerbang informasi sehat.</p>

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

scholarly journals PERSEPSI NETIZEN TERHADAP POLA PEMBERITAAN LAMBE TURAH SEBAGAI STRATEGI KOMUNIKASI DALAM PERSPEKTIF FILSAFAT SOSIAL

2018 ◽  
Vol 2 (2) ◽  
pp. 60
Author(s):  
Aisyah Abbas Jrk ◽  
Fatimatuz Zahra ◽  
Rofi Rofi
Keyword(s):  
Communication Strategies ◽  
Social Philosophy ◽  
The Other ◽  
Communication Process ◽  
Community Group ◽  
Philosophy Of Communication ◽  
Information And Communication ◽  
Delivery Strategies ◽  
Flow Of Information ◽  
New Phase

 Communication has entered a new phase in its development, namely the era of contemporary communication. This has resulted in changes in the flow of information that is one-way and controlled by the authorities to be very widespread so that anyone can become a medium of communication and information. But this is not flawless, the free flow of communication requires every individual to have a preference for a media. On the other hand, non-journalist media including lambe-turah get the widest possible land to gain sympathy and shape the perceptions of a community group. Lambe Turah comes with more flexible rules so that information can be quickly published even with minimal verification weaknesses. Lambe Turah's media gave rise to the concept of Netizens Netizens as fast-forwarders of information. Devices owned by Netizens are deemed to have met the procedures for documentation and direct reporting of an event. This research uses qualitative methods using the viewpoint of social philosophy of communication philosophy trying to understand the course of the communication process and the effectiveness of contemporary information and communication delivery strategies. The results of this study are expected to be used to utilize the influence of netizen’s perceptions in contemporary communication strategies.  

scholarly journals Developing media literacy skills of future specialists in the contemporary teacher training education

2021 ◽  
Vol 97 ◽  
pp. 01033
Author(s):  
Yulia Semenova ◽  
Svetlana Sotnikova
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Professional Education ◽  
Professional Competence ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Education Environment ◽  
Information And Communication ◽  
High Level

Development of media literacy looks especially crucial in context of globalization characterized by a high level culture-language interaction. Contemporary education environment is defined by intensive information saturation which demands skills to act effectively and be flexible from a modern teacher in accordance with constantly changing needs of modern community. Evidently, media literacy is a significant component of professional competence for specialists of modern teacher training education. The advanced level of media literacy skills allows to raise efficacy and quality of teacher training education which is aimed at training a specialist who is ready for development, improvement and selfrealization in professional sphere. Media literacy is connected with applying information and communication technologies in theory and practice of contemporary professional education. So, the term “media literacy” implies future specialist’s skills to work not only with mass media but with various information and communication sources allowing to search, select and present necessary information possibilities for solving academic, personal, cognitive and developing tasks.

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.

Media Literacy in the Digital Age

2018 ◽  
pp. 97-123
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.

Media Literacy in the Digital Age

2016 ◽  
pp. 249-274 ◽  
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.

A Discipline Approach

2019 ◽  
pp. 50-64
Author(s):  
Hacer Dolanbay
Keyword(s):  
Social Studies ◽  
Media Literacy ◽  
Literacy Skills ◽  
Visual Images ◽  
Communication Program ◽  
The Social ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Right ◽  
The Relationship

Social studies is one of the most related fields of media literacy, such as health, language, information, and communication program. Contrary to popular belief, media literacy is not the use of media tools such as newspaper in the social studies courses. Students must have the ability to choose the right one among myriad of information, to understand visual images, to reach reality through eliminating stereotypes and prejudices, questioning the construction and context of a text. In this way, media literacy and social studies aim the formation of good, questioning, and active citizens. In this chapter, the relationship between media literacy education and social studies is examined based upon previous researches. The importance of media literacy for teaching social studies is discussed and concrete sample activities that can be used by teachers and students in social studies lessons are presented In this way it is aimed to make a synthesis by associating social studies with media literacy skills that is access, analyze, evaluation, create, and act.

Improving Skills in Senior Secondary Schools for Effective Performance in Computer Based Test and Security.

2019 ◽  
pp. 167-174
Author(s):  
Agu B.G. ◽  
Eya G.M.
Keyword(s):  
Cognitive Abilities ◽  
Computer Literacy ◽  
Literacy Skills ◽  
School Students ◽  
Effective Performance ◽  
Information And Communication ◽  
Computer Based ◽  
Senior Secondary Schools ◽  
Matriculation Examination ◽  
Senior Secondary

Students are accessed using paper and pen on cognitive abilities in Nigeria. This method of assessment encourages different forms of examination malpractices. The threat of examination malpractices on the validity of examination outcomes has resulted in some examination bodies adopting different methods of examination. One of such methods is the computer based test (CBT). Using survey research method, this study investigated the levels of competency in computer literacy skills possessed by senior secondary school students. Three research questions and one hypothesis guided the study. Problems encountered by the students and prospective methods of enhancing computer based test (CBT) acceptance in Nigeria were also documented. A total of 310 copies of the questionnaire were administered to students who participated in the 2015 Unified Tertiary Matriculation Examination (UTME) at Afrihub Information and Communication Technology (CBT) centre, Institution of Management and Technology (IMT), Enugu and Godfrey Okoye University, Enugu and 237 representing 76% were adequately completed and found usable. The findings revealed among others that majority of the respondents confirmed that CBT can curb examination malpractice. Majority of candidates were also found to prefer CBT to the paper and pencil test (PPT). The mean, standard deviation and Pearson‟s Correlation Analysis showed that the respondent is preference for CBT were sensitive across gender. While improving electricity was identified as critical in enhancing CBT examinations, poor ICT skills on the part of students and the invigilators were also identified as the major problems facing the implementation of JAMB CBT examination in Nigeria.

Critique and the video production classroom: providing students the skills to navigate new media literacies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jessie Nixon
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Skills ◽  
Video Production ◽  
Structured Interviews ◽  
Content Type ◽  
New Media Literacy ◽  
The Impact

Purpose This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media. Design/methodology/approach This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos. Findings Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended. Originality/value This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

Sign in / Sign up

Export Citation Format

Share Document