scholarly journals The film's the thing : investigating the use of visual media and the pedagogical approach of Ontario's media studies curriculum

2021 ◽  
Author(s):  
Taunya Tremblay
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Qualitative Analysis ◽  
Media Studies ◽  
Media Literacy ◽  
Critical Ethnography ◽  
Visual Media ◽  
Media Education ◽  
Pedagogical Approach ◽  
English Program

Media Studies now makes up one quarter of the mandatory English program curriculum for students, grades one through twelve, in the province of Ontario. Prompted by the recent changes in prescribed media requirements, this study explores the history and theory behind current Media Studies curriculum in Ontario to gain insight on how theses ideals function in practice. More specifically, this study involved a qualitative analysis in three major parts: a genealogy of visual media and media education that explores the motivations behind the study of popular meda; a discourse analysis of curricular texts that addresses current expectations for Grade Twelve media literacy; and finally, a critical ethnography of a Grade Twelve classroom in Toronto that provides examples of how the curriculum can be implemented when informed by critical pedagogy.

scholarly journals The film's the thing : investigating the use of visual media and the pedagogical approach of Ontario's media studies curriculum

2021 ◽  
Author(s):  
Taunya Tremblay
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Qualitative Analysis ◽  
Media Studies ◽  
Media Literacy ◽  
Critical Ethnography ◽  
Visual Media ◽  
Media Education ◽  
Pedagogical Approach ◽  
English Program

Media Studies now makes up one quarter of the mandatory English program curriculum for students, grades one through twelve, in the province of Ontario. Prompted by the recent changes in prescribed media requirements, this study explores the history and theory behind current Media Studies curriculum in Ontario to gain insight on how theses ideals function in practice. More specifically, this study involved a qualitative analysis in three major parts: a genealogy of visual media and media education that explores the motivations behind the study of popular meda; a discourse analysis of curricular texts that addresses current expectations for Grade Twelve media literacy; and finally, a critical ethnography of a Grade Twelve classroom in Toronto that provides examples of how the curriculum can be implemented when informed by critical pedagogy.

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 Media deliberation on intra-EU migration. A qualitative approach to framing based on rhetorical analysis

2016 ◽  
Vol 16 (3) ◽  
pp. 73
Author(s):  
Alexandru Cârlan ◽  
Mălina Ciocea
Keyword(s):  
Discourse Analysis ◽  
Qualitative Analysis ◽  
Critical Discourse Analysis ◽  
Media Studies ◽  
Rhetorical Analysis ◽  
Qualitative Approach ◽  
Argumentation Theory ◽  
Critical Discourse ◽  
Specific Approach ◽  
Framing Processes

In this paper we investigate how the model of deliberation proposed by Isabela and Norman Fairclough can be used for a better clarification and understanding of the framing processes in media – especially in opinion articles. We thus aim at integrating theoretical contributions from critical discourse analysis and argumentation theory with standard approaches to framing, originating in media studies. We emphasize how a rhetorical approach to framing can provide analytical insights into framing processes and complement the typical quantitative approaches with qualitative analysis based on textual reconstruction. Starting from an issue-specific approach to framing, we discuss a particular case of framing of intra-EU migration, analyzing four opinion articles selected from a larger corpus of Romanian, British and French media. We highlight, along our analysis, various methodological options and analytical difficulties inherent to such an approach.

New Times, New Media: Where to Media Education?

2001 ◽  
Vol 101 (1) ◽  
pp. 87-100 ◽  
Author(s):  
Carmen Luke
Keyword(s):  
Cultural Studies ◽  
New Media ◽  
Media Studies ◽  
Media Literacy ◽  
Computer Literacy ◽  
Information Technologies ◽  
Computer Education ◽  
Media Education ◽  
New Information ◽  
Information And Communication

Have media education and media literacy reached an impasse? Media literacy scholars and educators are beginning to raise issues concerning the relevance of ‘old-style ‘ media studies in the context of new times and new media. Media literacy is formalised as part of the Australian National Literacy Framework, yet it remains largely marginalised as an elective in the senior school syllabus. In contrast, computer education — or computer literacy — has been embraced by governments, educators and parents with blind and cheery optimism. I argue here that media studies, cultural studies, computer and technology studies can no longer be taught independently of each other. The fervour with which computer education has been embraced, and the relatively modest incursions media and cultural studies have made into mainstream curriculum, suggest that blending media-cultural studies with information and communication technology (ICT) studies can inject new life into both fields of study. Largely bereft of a critical orientation, computer literacy education can benefit from the theoretical and critically analytic orientation of media-cultural studies, which in turn can be ‘mainstreamed’ through broader exposure typical of computer education in schools today. Media studies must contend with new information technologies, and computer education needs the critical analytic tools and cultural framing approach typical of media studies.

scholarly journals Visual Competence, Media Literacy and "New Literacies" – Conceptual Considerations in a Plural Discursive Landscape

Seminar.net ◽  
2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Theo Hug
Keyword(s):  
Media Studies ◽  
Media Literacy ◽  
Visual Literacy ◽  
New Literacies ◽  
Educational Communication ◽  
Educational Theory ◽  
Media Theory ◽  
Media Education ◽  
Future Developments

Debates on media competence and media literacy have been going on now for a few decades. Many concepts have been developed in various disciplines. Along with that, discourses on visual literacy have been intensified, too, although visuals have been used in educational contexts throughout history. But only recently, after almost three thousand years of historiography, turns like the iconic turn, pictorial turn or mediatic turn have been claimed. "Competencies of Visuals" (Ratsch et al. 2009) and their epistemological relevance are intensively discussed in arts, architecture and philosophy as well as in educational, communication and media studies. In this situation, we are facing new conceptual challenges for media education and media literacy discourses.   The paper starts (1) with an outline of some points of departures, followed (2) by a discussion of selected concepts of 'visual competence,' 'media competence' and 'media literacy.' In part (3), "new literacies" are questioned. Finally (4), the contribution aims at conceptual clarifications and the relativization of literacy concepts. In this context, medial forms sensu Leschke (2010) are being considered as a fruitful framework not only for future developments in media theory but also in media education and educational theory.

scholarly journals Seeing the Media Education from the Lens of Critical Discourse Analysis

2020 ◽  
Vol 2 (1) ◽  
pp. 27-31
Author(s):  
Veronica Saragi ◽  
Annisa Septiani ◽  
Jumiati Jumiati
Keyword(s):  
Discourse Analysis ◽  
Mass Media ◽  
Critical Discourse Analysis ◽  
Media Literacy ◽  
Media Education ◽  
Critical Discourse ◽  
Education Students ◽  
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 an adverse 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 ФЕНОМЕН МЕДІАОСВІТИ В ПРОФЕСІЙНО-ПЕДАГОГІЧНОМУ ДИСКУРСІ

2020 ◽  
pp. 6-17
Author(s):  
І. А. Хижняк ◽  
О. Є. Ішутіна
Keyword(s):  
Media Studies ◽  
Media Literacy ◽  
Media Education

Глобалізаційні процеси в суспільстві, а також швидкі темпи цифровізації актуалізують ролі освіти в умовах сьогодення. Сучасний освітній процес нерозривно пов’язаний із інформаційно-комунікаційними технологіями та засобами масової комунікації, що підкреслює актуальність досліджень у галузі медіаосвіти. Наявні розбіжності у трактуванні феномену медіаосвіти зумовили мету дослідження. Зауважено, що в нормативних документах медіаосвіта в Україні тлумачиться як складова освітнього процесу, спрямована на формування медіакультури, підготовку особистості до безпечної та ефективної взаємодії із сучасною системою традиційних (друковані видання, радіо, кіно, телебачення) і новітніх (комп’ютерно-опосередковане спілкування, Інтернет, мобільна телефонія) засобів масової комунікації. Автори проаналізували різні визначення медіаосвіти українських і зарубіжних науковців у контексті професійно-педагогічного дискурсу і дійшли висновку, що в науковому полі України паралельно функціонують розуміня медіаосвіти як вивчення медіа і навчання за допомогою медіа. Автори пояснюють цей факт взаємонакладанням двох запозичених із зарубіжної наукової термінології понять – медіаосвіта (media education) і вивчення медіа (media studies), які обидва спрямовані на формування і розвиток медіаграмотності (media literacy) особистості. Зважаючи на багатогранність феномену медіаосвіти, автори зауважують розбіжності у трактуванні цього поняття зарубіжними і вітчизняними науковцями: у зарубіжних дослідження наголошено на формуванні особистості автономної від медіа, здатної критично мислити і аналізувати медіатексти. У вітчизняних дослідженнях медіаосвіта більше спрямована на підготовку особистості до життя і ефективної взаємодії в інформаційному суспільстві, а також на формування готовності працювати з медіаобладнанням та використовувати можливості медіа в освітньому процесі.

Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions

SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner
Keyword(s):  
Cultural Studies ◽  
Everyday Life ◽  
Media Literacy ◽  
Focus Of Attention ◽  
Popular Media ◽  
Media Education ◽  
Cultural Formations ◽  
The Relationship

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.

Separatism: a cross-linguistic corpus-assisted study of word-meaning development in a time of conflict

Corpora ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. 379-416
Author(s):  
Tatyana Karpenko-Seccombe
Keyword(s):  
Discourse Analysis ◽  
Qualitative Analysis ◽  
Historical Context ◽  
Word Meaning ◽  
Political Context ◽  
The Political ◽  
Word Usage ◽  
Parliamentary Debates ◽  
Dominant Ideologies

This paper considers the role of historical context in initiating shifts in word meaning. The study focusses on two words – the translation equivalents separatist and separatism – in the discourses of Russian and Ukrainian parliamentary debates before and during the Russian–Ukrainian conflict which emerged at the beginning of 2014. The paper employs a cross-linguistic corpus-assisted discourse analysis to investigate the way wider socio-political context affects word usage and meaning. To allow a comparison of discourses around separatism between two parliaments, four corpora were compiled covering the debates in both parliaments before and during the conflict. Keywords, collocations and n-grams were studied and compared, and this was followed by qualitative analysis of concordance lines, co-text and the larger context in which these words occurred. The results show how originally close meanings of translation equivalents began to diverge and manifest noticeable changes in their connotative, affective and, to an extent, denotative meanings at a time of conflict in line with the dominant ideologies of the parliaments as well as the political affiliations of individuals.

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.

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