scholarly journals РОЗВИТОК МЕДІАОСВІТИ І МЕДІАКУЛЬТУРИ В УМОВАХ СУЧАСНОГО ІНФОРМАЦІЙНОГО СУСПІЛЬСТВА

2016 ◽  
Vol 54 (4) ◽  
pp. 32
Author(s):  
Olga E. Konevshchynska
Keyword(s):  
Media Literacy ◽  
Information Society ◽  
Media Culture ◽  
Learning Activities ◽  
Media Education ◽  
Network Technology ◽  
Culture Of Learning ◽  
Use Of The Internet ◽  
Main Components

In the article there was analyzed the urgency of introducing media education into the national educational sector, the essence of basic definitions, identified and specified range of concepts and terminology research. Also there was done an overview of public documents on the implementation of media education in Ukraine, as well as issues related to the safe and responsible use of the Internet, including network technology in educational activities. There was analyzed the recent research and publications related to justification of the importance and necessity of introduction of media education in the educational sector, as well as the formation of a sufficient level of media culture of learning activities, the essence of the main components of individual media culture, including media literacy, media education, media awareness. There was identified the role of networking as a necessary instrument for the introduction and development of media education and media culture forming identity in the modern information society.

scholarly journals SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 4-9
Author(s):  
O. Vysotska ◽  
S. Vysotska
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Education ◽  
Media Education ◽  
Successful Implementation ◽  
The West ◽  
Effective Media ◽  
Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

Media Education and the End of the Critical Consumer

2003 ◽  
Vol 73 (3) ◽  
pp. 309-327 ◽  
Author(s):  
DAVID BUCKINGHAM
Keyword(s):  
Identity Formation ◽  
Empirical Studies ◽  
Media Culture ◽  
Media Education ◽  
Children's Media ◽  
Media Pedagogy ◽  
The United Kingdom ◽  
Media Environments ◽  
Modernist Project

In this article, David Buckingham addresses the challenges media educators face in dealing with postmodern media culture. Buckingham begins by outlining the nature of contemporary developments in children's media environments and how these relate to broader changes in their social status. He argues that these developments represent a fundamental challenge to the modernist project of media education, with its emphasis on the production of critical consumers. Buckingham then moves on to draw on his own empirical studies of media classrooms in the United Kingdom. He deals first with the issue of identity formation and the implications of current changes for teaching about representation. Second, he considers the role of play, particularly in relation to students' media production, and the potential limitations of a more ludic, or playful, approach. Buckingham then addresses the difficulties posed by students' use of parody, both ideologically and in terms of learning. Finally, he considers a more comprehensively postmodern approach to media pedagogy. Ultimately, Buckingham suggests that the modernist project cannot simply be abandoned by media educators, but that it does need to be comprehensively reconsidered in light of contemporary developments.

The Dynamics of Media Landscape and Media Policy in Indonesia

2019 ◽  
Vol 29 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Vidi Sukmayadi
Keyword(s):  
Media Literacy ◽  
Information Society ◽  
Literacy Skill ◽  
Media Policy ◽  
Media Industry ◽  
Media Technology ◽  
Media Consolidation ◽  
Starting Point ◽  
The Media

Democratization in communication is the starting point for mass media in achieving a prosperous information society. However, building an ideal democratic role of media is not trouble free. The incredible pace of the development of media industry in Indonesia in the last two decades poses at least two main threats to media consumers. First, the growth of the media industry in Indonesia has been driven by capital interests that lead to media oligopoly. Second, the integration of conventional media and the internet and social media technology place our society information flow on a stranglehold. The media consolidation gives the audience an illusion of information choice without realizing that actually they are losing their rights for reliable information. Hence, an upgrade of media literacy skill and a proper media policy are needed to cope with the current fast-paced world.

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.

New Media Literacy and the Digital Divide

2009 ◽  
pp. 72-88 ◽  
Author(s):  
Jörg Müller ◽  
Juana M. Sancho ◽  
Fernando Hernández
Keyword(s):  
New Media ◽  
Digital Divide ◽  
Media Literacy ◽  
Economic Status ◽  
Intervention Strategies ◽  
New Media Literacy ◽  
Use Of The Internet ◽  
Physical Access

This chapter explores the intimate relationship between new media literacy and the digital divide. The longer and deeper digital technology (DT) penetrates the fabric of society, the more it becomes connected to broader social concerns such as disadvantaged minorities, long-term poverty, access to resources or equal opportunities for all citizens. Contrary to initial expectations, DT is far from providing immediate responses to educational problems and even less, automatic relief to real world injustice; left to its own devices, it tends to reflect and increase existing forms of exclusion rather than ameliorate them. In order to address these issues, this chapter combines three major topics. Firstly, we summarize the argument on the closing vs. deepening digital divide. Physical access figures are presented according to adult and younger population, their socio-economic status and in relation to schools. Secondly, more recent findings are shown, dealing with the quality and use of the Internet by pupils. Thirdly, a more general reflection is introduced in relation to the role of schools and intervention strategies for implementing sustainable educational projects aimed at helping to improve social participation in a society for all.

scholarly journals Edukacja medialna w rodzinie

2019 ◽  
pp. 301-320
Author(s):  
Beata Kosmalska
Keyword(s):  
Media Literacy ◽  
Media Education ◽  
Media Influence ◽  
Role Of Parents ◽  
Family Setting ◽  
First Contact ◽  
At Home

This article discusses issues of forming and developing media skills in children in a family setting. Research on the role of media (mainly television) in a child’s life has been conducted for many years and indicates a necessity to develop a child’s media skills early (Izdebska, 1996, 2007; Kossowski 1999; Braun-Gałkowska 2003). There is a shortage of data on the role of parents in preparing children for formal media education (at school or preschool). It is the parents’ responsibility to ensure that a child’s first contact with media is handled properly. In light of this, the following questions arise: Do parents know about the risks, and also opportunities, resulting from the use of media by children? Do they teach children how to choose which media to use and manage the amount of time spent doing it? Do they teach children proper ways of using media for play? I attempt answering these questions by referencing opinions of media experts, psychologists and educators on the topic of media influence (“media childhood”), the significance of media education in developing media literacy in children, and by presenting the conclusions of my research that inspire further insightful analyses into media education of children at home.

The Future of Digital Society and the New Values of Media

2008 ◽  
pp. 292-309
Author(s):  
Jose Manuel Perez Tornero
Keyword(s):  
Information Society ◽  
Social Impact ◽  
Point Of View ◽  
Media Education ◽  
Digital Society ◽  
The Future ◽  
Social Behaviours

This chapter concerns the conceptualization of information society and its social impact. From this point of view it worked like a myth, emphasizing the role of technology and producing some effects on social behaviours. This idea is develop in three main ways. First of all the chapter explains how the myth was born and how it is producing effects. Second, it investigates how it is changing the anthropology of how we are thinking about technology and its development. Finally, it imagines how media education is affected by this process, pointing out some ideas for redesigning its epistemological profile.

scholarly journals Public television and media literacy: the role of TV ombudsman programmes in Portugal and Brazil

2016 ◽  
Vol 30 ◽  
pp. 245-265
Author(s):  
Sara Pereira ◽  
Jairo Faria ◽  
Clarisse Pessôa
Keyword(s):  
Media Literacy ◽  
Public Service ◽  
Media Education ◽  
Public Broadcasting ◽  
Public Television ◽  
The Public ◽  
The Media

Is Media Literacy a dimension of the Public Service of the Media? Does public service television, in Portugal and in Brazil, contemplate Media Education in their policies and grids? Taking these questions as a departure and debating point, we have used sixteen editions of the ombudsman programmes of the public broadcasting companies of Brazil (Empresa Brasil de Comunicação – EBC) and Portugal (Rádio e Televisão de Portugal – RTP) as analysis corpus. In order to examine O Público na TV (The Public on TV) from EBC and A Voz do Cidadão (The Citizen’s Voice) from RTP, we have used a set of analysis categories which will allow, among other aspects, to understand the contribution of these programmes to the promotion of Media Literacy of the societies where they are broadcast and of the public they will reach. Generally speaking, the results show that, by developing a role of mediation with the public/audiences, the Ombudsman plays an important role as a Literacy Agent for the Media towards those audiences, even though that role could be reinforced and could express, in a more direct and clear form, the objective of Media Literacy.

scholarly journals The subject of education in the information society: cognitive identity of a media culture carrier

2020 ◽  
Vol 75 ◽  
pp. 03005
Author(s):  
Iryna Pokulyta ◽  
Mariana Kolotylo
Keyword(s):  
Information Society ◽  
Cognitive Activity ◽  
Media Culture ◽  
Media Education ◽  
Audiovisual Communication ◽  
Communicative Interaction ◽  
Modern Culture ◽  
Content Quality ◽  
Information Activity ◽  
The Subject

The article substantiates that the temporality of being of the subject as synchronization of communicative, cognitive demands on a person with dynamic changes of information reality, is the basis for the development of media education. It is justified that the formation of competencies of the carrier of modern culture is a difficult task, since such traits as critical thinking, free possession of judgments about content quality, preventive measures in guarantees of dangers of communicative activity and others, fall into the scope of the main threats “ leveling of important conditions of cognitive activity, multiplicity of models of communicative interaction, complex of semiotic systems of media culture, etc. Identified symptomatic cognitive features of the modern subject of information activity indicate the need for an urgent educational response, which means the formation of requirements and criteria for media literacy, a balanced approach to the consideration of temporality, procedural thinking in terms of knowledge, memory, self-identification. It is stated that mastering the semantics, topology, and navigation of the basics of audiovisual communication is an important vector of media education. The article emphasizes the importance of a comprehensive response from the education system to the civilizational challenges of the transition to the information society.

scholarly journals Stereotypes in media and media literacy among young people

2006 ◽  
Vol 38 (2) ◽  
pp. 456-471
Author(s):  
Ivana Djeric ◽  
Rajka Studen
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Media Culture ◽  
Media Education ◽  
Media Content ◽  
Behavioral Patterns ◽  
Television Programs ◽  
Children And Young People ◽  
Critical Attitude ◽  
Media Manipulation

Young people, the most common consumers of media content, bear out the view that media shapes people?s lives. Therefore we must not underestimate the effect media exerts on young people?s values and behavioral patterns. Television is the medium which draws children and young people for the greatest part of their free time. Regardless whether television programs are described as positive or negative, whether they abound with stereotypes or not, it is important that young people develop a critical attitude towards them so that they may resist different forms of media manipulation. The paper discusses how stereotypes are generated and used by media and the manners in which stereotypical concepts affect young people?s attitudes. It highlights the importance of the development of media literacy which implies a critical attitude towards media images and discourses, the development of criteria for the selection and evaluation of information broadcast by media, the development of skills in interpreting and understanding stereotypical concepts and familiarity with alternative forms of media culture. The paper draws special attention to the issue of media education. The conclusion is that schools should offer media literacy as part of their curriculum and in it possible solutions to the problems discussed. .

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