DEVELOPING MEDIA LITERACY SKILLS BASED ON COMPETENCY APPROACH AS A TOOL FOR DEVELOPING STUDENTS’ CRITICAL THINKING

The article deals with the conditions of developing a theoretical foundation of students’ basic media literacy knowledge as well as practical skills of effective and safe interaction with information received from various media sources, including the use of modern information and communication technology in practical daily life, namely during the study process and interpersonal communication. The article explores how integrating media literacy into the educational process can help foster critical thinking, as well as the skills of understanding the implicit meanings of different messages, and the ability to counteract the manipulation of individual conscience on part of mass media outlets. A real-life illustration thereof can be derived from the experience of Scientific Lyceum #3 in Poltava, where media literacy is integrated in humanitarian subjects. In practice, this is carried out through working on scientific research projects, individual mini-projects, learning to differentiate between and compare the effects of different sources of audiovisual information (e.g. in World Literature lessons, when comparing books to their film adaptations) etc. The authors’ hands-on experience allows them to speak not only to the theoretical background of their research work, which is based on the competency approach, but also introduce a number of useful real-world examples which might be of interest to fellow educators. It is stated that the main objectives of increasing media literacy among students include developing the skills of interacting with diverse forms of media, critical thinking, successful interpersonal communication, facilitating creativity and the ability to analyze and interpret information from various sources as well as express oneself through the means of modern technology. Furthermore, the diversity of tools employed over the course of the lessons ensures that the learning process retains its exciting and engaging nature for the students. The article might be of interest to teachers, students, and anybody who is interested in media literacy within humanitarian subjects and practical application thereof.

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Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

Feminist Teacher ◽

10.1353/ftr.0.0042 ◽

2009 ◽

Vol 19 (2) ◽

pp. 168-171 ◽

Cited By ~ 5

Author(s):

Cheryl L. Radeloff ◽

Barbara J. Bergman

Keyword(s):

Critical Thinking ◽

Media Literacy ◽

Literacy Skills ◽

Global Perspectives

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PROBLEM-ORIENTED TEACHING OF CHILDHOOD INFECTIOUS DISEASES FOR MEDICAL STUDENTS GRADUATE COURSES

Медична освіта ◽

10.11603/me.2414-5998.2020.1.10989 ◽

2020 ◽

pp. 27-30

Author(s):

L. A. Volyanska ◽

Т. О. Vorontsova ◽

E. I. Burbela ◽

Y. V. Rohalska

Keyword(s):

Infectious Diseases ◽

Technological Development ◽

Research Work ◽

Real Life ◽

Role Playing ◽

Educational Process ◽

Real Problem ◽

Teacher Student ◽

Wide Range ◽

Attending Physician

The accelerated pace of scientific and technological development of modern Ukrainian society, is steadily striving to unite with the world community, puts the requirement for urgent modernization in front of the traditional higher school. The quality of education to an outstanding extent depends on the effectiveness of communication in the “teacher-student” system. Our proposed form for the study of childhood infectious diseases allows to bypass the imposition of the authoritarian thought of the teacher. This is achieved through the formation of a productive team of teacher – students on mutually beneficial conditions of cooperation on the basis of bilateral (both of the teacher and the student) internal motivation. The basis of innovations in the teaching of medicine today is the introduction of interactive cooperation between those who help to study, and those who study, and problem-oriented learning. Therefore, in the study of children's infectious diseases by graduate students, the practical lesson is based on thematic (according to the topic of the practical lesson) supervision of the patient in the presence of the attending physician and under the supervision of the teacher. This is a real child with a real problem, and therefore, the teacher created an original task, tied to a real life situation. Such a clinical task for its solution requires the student to independently apply a wide range of knowledge and skills in the studied discipline in related subjects. A role-playing game begins: the attending physician (the student who observed the patient) invites other specialists (the rest of the group's students) to the council to help make a diagnosis. Prospects for further improvement of the educational process in the study of pediatric infectious diseases will relate to stimulating interest in the subject by promoting the idea of involving students to actively participate in the development of their practical skills through elements of research work within the scope of the work program.

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The Effect of a Gender Course on the Gender Attitudes, Critical Thinking Dispositions, and Media Literacy Skills of University Students

Yuksekogretim Dergisi ◽

10.2399/yod.20.640377 ◽

2021 ◽

Vol 11 (2Pt2) ◽

pp. 387-400

Author(s):

Gülten Koç ◽

Çiğdem Yücel Özçırpan ◽

Füsun Terzioğlu ◽

Şahika Şimşek Çetinkaya ◽

Fatma Uslu-Şahan ◽

...

Keyword(s):

Critical Thinking ◽

Media Literacy ◽

Attitude Scale ◽

Literacy Skills ◽

Gender Attitudes ◽

Control Group ◽

Thinking Dispositions ◽

Critical Thinking Dispositions ◽

Significant Difference ◽

Student Information

This study aims to determine the effect of a university elective course focusing on gender on students' gender attitudes, critical thinking dispositions, and media literacy skills. The research design was quasi-experimental, and the study was conducted with a pretest/posttest control group. The sample of the study consisted of 74 students who took a course on gender during the fall semester of the 2016-2017 academic year and 70 students who had similar characteristics but did not receive the course. In the pretest and posttest evaluation conducted in the first week and the last week of the semester, respectively, the Student Information Form, the Gender Roles Attitude Scale (GRAS), the Critical Thinking Dispositions Scale (CTDS), and the Media Literacy Scale (MLS) were administered to the students in both groups. The Course Satisfaction Assessment Form was administered at the end of the term to the students who enrolled for the gender course. The GRAS scores of the experimental group increased at the end of the course (p<0.05). The GRAS total mean scores of both the groups were similar in the pretest, but there was a statistically significant difference between their total mean scores in the posttest (p<0.05). This study recommends more comprehensive and long-term studies on integrating a gender course into the university curriculum, which will help develop students' critical thinking disposition and media literacy skills and raise awareness of gender equality among students.

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What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy

Thinking Skills and Creativity ◽

10.1016/j.tsc.2019.05.004 ◽

2019 ◽

Vol 33 ◽

pp. 100570 ◽

Cited By ~ 5

Author(s):

Kelly Y.L. Ku ◽

Qiuyi Kong ◽

Yunya Song ◽

Lipeng Deng ◽

Yi Kang ◽

...

Keyword(s):

Social Media ◽

Critical Thinking ◽

Media Literacy ◽

News Media ◽

Real Life ◽

News Consumption

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A ESCOLA E O MUNDO: pressupostos para a integração da atualidade na sala de aula

Revista Observatório ◽

10.20873/uft.2447-4266.2018v4n4p638 ◽

2018 ◽

Vol 4 (4) ◽

pp. 638-659

Author(s):

Patrícia Silveira

Keyword(s):

Critical Thinking ◽

Media Literacy ◽

School Context ◽

Literacy Skills ◽

Learning Models ◽

Keywords Children ◽

Palabras Clave ◽

Current Events ◽

Globalized World ◽

Medios De Comunicacion

No contexto atual de transformações sociais e tecnológicas, a escola deve proporcionar modelos de ensino-aprendizagem que possam auxiliar as crianças a compreender o mundo no qual vivem, e a desenvolver competências de literacia mediática. É com base nesta premissa que desenvolvemos este estudo com o propósito de debater sobre como a escola ajuda as crianças a conhecer o mundo mediato e o imediato. Através da administração de questionários a uma amostra de 690 crianças portuguesas (8-12 anos), os resultados permitem concluir que a escola não integra os assuntos da sociedade e do mundo, na sala de aula, embora as crianças demonstrem o desejo de que estes temas possam ser abordados neste contexto. PALAVRAS-CHAVE: crianças; literacia mediática; media; escola; atualidade. ABSTRACT In a globalized world, where social and technological transformations are taking place, school must provide learning models in order to help children in the development of media literacy skills. Based in this question, we develop this research to understand and discuss about how the school context is helping children to know about the global and the immediate world. Through the application of questionnaires to a sample of 690 portuguese children (8-12 years old), we conclude that the school doesn`t integrate current events in the classroom, although students demonstrate the need to address these topics in this context. KEYWORDS: children; critical thinking; media; school; current events. RESUMEN En el contexto actual de transformaciones sociales y tecnológicas, la escuela debe proporcionar modelos de enseñanza-aprendizaje que puedan ayudar a los niños a comprender el mundo en el que viven, ya desarrollar competencias de alfabetización mediática. Es sobre la base de esta premisa que desarrollamos este estudio con el propósito de debatir sobre cómo la escuela ayuda a los niños a conocer el mundo mediato y lo inmediato. A través de la administración de cuestionarios a una muestra de 690 niños portugueses (8-12 años), los resultados permiten concluir que la escuela no integra los asuntos de la sociedad y del mundo, en el aula, aunque Los niños demuestren el deseo de que estos temas puedan abordarse en este contexto. PALABRAS CLAVE: Niños; alfabetización mediática; medios de comunicación; escuela; actualidad.

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Media education in the common interest: Public perceptions of media literacy policy in Latvia

Central European Journal of Communication ◽

10.19195/1899-5101.13.2(26).4 ◽

2020 ◽

Vol 13 (2) ◽

pp. 202-229

Author(s):

Anda Rožukalne ◽

Ilva Skulte ◽

Alnis Stakle

Keyword(s):

Media Literacy ◽

Public Perception ◽

Culture Media ◽

Social Institutions ◽

Theoretical Background ◽

Literacy Skills ◽

Common Interest ◽

Media Policy ◽

Literacy Knowledge ◽

The Media

Although the academic interest in media and information literacy (MIL) is ever increasing, there are not many studies that analyze the public perception of media literacy. This article analyses the interrelations between encouragement measures implemented by media policy and the perception of media literacy in society. The research employs data from a national representative survey (May 2019; N=1,017 respondents). The study explores the respondents’ media literacy perceptions; opinions on risks potentially caused by insufficient media literacy skills; and respondents’ experience with MIL activities. The survey results are compared with survey data on media literacy encouragement measures, aims and target audiences obtained from the Media Policy Unit at the Ministry of Culture media literacy partners. The theoretical background is supported by the media literacy ideological model, which explains media literacy within relationships with the social institutions in which it is practiced, as well as social processes. The data results are controversial. Even though more than half of Latvia’s population view their media literacy knowledge as insufficient, 52% of the respondents are not interested in MIL issues. Concerning the consequences of insufficient media literacy skills within society, the respondents focused mostly on threats to children (40%) and general public safety (28%), decrease in welfare (28%), societal regress (25%), fewer opportunities for high-quality education (26%) and Latvia being behind other EU countries (24%). Even though the media literacy encouragement measures in Latvia include activities aimed at various audiences, they have been noticed by only a slight number of respondents (7–10%).

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NURSES' PROFESSIONAL COMPETENCE COMPONENTS SELF-ASSESSMENT IN BUILDING A POSITIVE HEALTH CARE ENVIRONMENT

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2016vol3.1471 ◽

2016 ◽

Vol 3 ◽

pp. 486

Author(s):

Madara Miķelsone ◽

Ruta Renigere ◽

Sandra Dreimane

Keyword(s):

Health Care ◽

Critical Thinking ◽

Professional Competence ◽

Research Work ◽

Educational Process ◽

Assessment Scale ◽

Care Process ◽

Health Care Environment ◽

Self Assessment ◽

Care Environment

Nurses' professional competence consists of several interrelated components, which during interacting of critical thinking, reflection and experience, characterizes the essence of the profession of nurses. Critical thinking applies not only to the educational process, it is an expression the nurses’ responsible and professional action during the health care process. Critical thinking and reflection make up of various specific competence component interactions of nurses professional healthcare process. The professional competence of the nurse grows and develops in interaction of social, educational and health care environment, learning process, and is realized in the context of the knowledge and experience. It is constantly exposed to the transformation from the potential state to the actual, developing, increasing its potential and readiness in a systemic perspective.The study aims to determine the self-assessment level of the nurses' professional competence components to create a positive environment for health care and improve health care quality.It is important for nurses to engage in scientific research work, thus developing evidence-based health-care practices. Research task in nursing and health care is the identification and development of knowledge, promoting the use of the theory of nursing in practice through critical and systematic way of thinking and implementing the theory based health care. The study utilized: 1) nurses' professional competence component self-assessment scale (Nurse Competence Scale); 2) The research process implementation barrier assessment scale (Barrier scale).

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ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

Psychology of Personality ◽

10.15330/ps.8.1.103-109 ◽

1970 ◽

Vol 8 (1) ◽

pp. 103-109

Author(s):

Галина Радчук

Keyword(s):

Real Life ◽

Educational Environment ◽

Educational Process ◽

Cognitive Approach ◽

Developmental Potential ◽

Educational Dialogue ◽

Cultural Orientations ◽

Teachers And Students ◽

Stereotyped Role ◽

Internal Initiation

Статтю присвячено проблемі теоретичного обґрунтування діалогу як механізму аксіогенезу особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є загальнокультурні орієнтири, які дозволяють замінити власне когнітивний підхід на смислотворчий, де і викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає зовнішньою спонукою внутрішнього ініціювання особистісно-професійного становлення майбутнього фахівця, становлення його ціннісно-смислової сфери, а рівень діалогізації освітнього середовища може слугувати мірилом реалізації особистісно-розвивального потенціалу освіти. На підставі емпіричного дослідження визначено, що у реальному освітньому процесі найбільшою перешкодою у діалогізації освітнього середовища є догматичність, формалізованість освітнього процесу та закритість, стереотипність рольової поведінки викладачів та студентів. The article is focused on theoretical argumentation of the dialogue as a mechanism for personality axiogenesis in educational process and separation of essential dialogue aspects in higher educational environment. The author argues that general cultural orientations are main goals of modern higher education in the context of its humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of personality and developmental potential in education. On the basis of empirical research it is determined that dogmatism, formalization of educational process, and closeness, stereotyped role of teachers’ and students’ behavior are the greatest obstacles for educational environment becoming more dialogue driven in real-life educational process.

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