scholarly journals History, Policy, and Practices of Media Education in South Korea

Comunicar ◽  
2009 ◽  
Vol 16 (32) ◽  
pp. 85-95 ◽  
Author(s):  
Hyeon-Seon Jeong
Keyword(s):  
Civil Society ◽  
South Korea ◽  
Media Literacy ◽  
National Curriculum ◽  
Social Background ◽  
Media Education ◽  
Media Industry ◽  
Governmental Organizations ◽  
The Media ◽  
Sociedad Civil

The authors begin by providing the historical and social background of Korean media education, which has its roots in civil participation activities in the 1980s. Then, they discuss the legal and governmental policies on media education, focusing on the Broadcasting Act and the diverse programs provided by governmental organizations, particularly those under the Ministry of Culture, Sports and Tourism. They also provide good examples of media education practices by groups of teachers, civil society associations and the media industry, in addition to introducing the recent changes in the newly reformed National Curriculum, which includes some elements of media literacy. They conclude by pointing out the need for a more consistent policy on media literacy and a forum to activate discussion on the topic. Los autores parten de los antecedentes históricos y sociales de la educación en medios coreana, la cual tiene sus raíces en actividades de participación civil en los ochenta. Luego, discuten las políticas legales y gubernamentales en educación en medios, fijando su atención en el Acta de Difusión y los diversos programas elaborados por organizaciones gubernamentales, particularmente aquéllas bajo el Ministerio de Cultura. También brindan buenos ejemplos de prácticas de educación en medios por grupos de educadores, asociaciones de la sociedad civil y la industria mediática, además de presentar los últimos cambios en el recién reformado Plan de Estudios Nacional, el cual incluye algunos elementos de alfabetización mediática. Concluyen señalando la necesidad de una política más consistente en alfabetización mediática y un foro para activar la discusión sobre el tema.

scholarly journals The media in the civil society

Comunicar ◽  
2004 ◽  
Vol 12 (23) ◽  
pp. 89-93
Author(s):  
Tomás Pedroso-Herrera
Keyword(s):  
Civil Society ◽  
Mass Media ◽  
Economic Profit ◽  
Governmental Organizations ◽  
The World ◽  
The Media ◽  
The Mass Media ◽  
Sociedad Civil ◽  
Medios De Comunicacion

The philosophers of the Illustration strained for defining the concept of «civil society», and came to the conclusion that this one was composed by the citizens’ associations that defended their interests out of the habitual politics. Nowadays, the civil society is made up by the not governmental organizations (NGO) and by the internationals organizations (for example, UNO), far from the economic profit that the market persecutes. The mass media have the force of changing the world and, because of it, the ONU and the NGO strain for creating programs that manage to put the mass media to the service of the civil society. Here are exposed the programs IPDC, the actions PNUD and the campaigns NetAid and CRIS. Los filósofos de la Ilustración se esforzaron por definir el concepto de «sociedad civil», y llegaron a la conclusión de que ésta estaba compuesta por las asociaciones de ciudadanos que defendían sus intereses fuera de los cauces habituales de la política. Actualmente, la sociedad civil está formada por las organizaciones no gubernamentales (ONG) y por los organismos internacionales (por ejemplo, la ONU), alejados de la ganancia económica que persigue el mercado. Los medios de comunicación tienen la fuerza de cambiar el mundo y, por eso, la ONU y las ONG se esfuerzan por crear programas que consigan poner a los medios de comunicación al servicio de la sociedad civil. Aquí aparecen expuestos los programas IPDC, las acciones PNUD y las campañas NetAid y CRIS.

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.

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.

Media literacy in the system of the secondary education in Russia

2020 ◽  
Vol 41 (48) ◽  
pp. 393-401
Author(s):  
Ilia A. BYKOV ◽  
◽  
Maria V. MEDVEDEVA ◽  
Keyword(s):  
Secondary Education ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
School Level ◽  
Educational Standards ◽  
Main Attention ◽  
Russian School ◽  
Insufficient Attention ◽  
The Media

This article is devoted to the issue of media education in Russian school. The main attention is paid to the concepts of media education and media literacy. The authors have studied the issue of media literacy in the education system of Russia. They have discovered that today an insufficient attention is paid to the problem of media literacy and media education at the school level. The authors argue that the educational standards and the school textbooks do not take into account the need to teach methods of protection against manipulation in the media.

Going Critical: The Limits of Media Literacy

1993 ◽  
Vol 37 (2) ◽  
pp. 142-152 ◽  
Author(s):  
David Buckingham
Keyword(s):  
Media Literacy ◽  
Social Factors ◽  
Critical Analysis ◽  
Classroom Practice ◽  
Theoretical Basis ◽  
Media Education ◽  
Social Functions ◽  
The Social ◽  
The Media ◽  
Critical Discourses

This article seeks to question the emphasis on critical reading in media education curricula, both in terms of the assumptions about children's existing knowledge which it entails and in terms of its implications for classroom practice. The first part of the article draws on recent research on children's understanding of television, and considers the social functions of critical discourses about the medium. Summarising findings from the author's research, it points to the inter-relationships between cognitive, affective and social factors in children's talk. The second part of the article draws on recent classroom research in the field to consider the processes by which children acquire critical discourses about the media, and the limitations of a purely analytical approach. The article concludes by arguing for the need to develop a more complex theoretical basis for media education pedagogy, based on the interaction between critical analysis and other teaching strategies.

scholarly journals Empowering media citizenship through educommunication

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 129-136 ◽  
Author(s):  
Vicent Gozálvez-Pérez ◽  
Paloma Contreras-Pulido
Keyword(s):  
Interdisciplinary Approach ◽  
Media Education ◽  
Educational Systems ◽  
Philosophical Foundation ◽  
Political Dimension ◽  
The Social ◽  
The Media ◽  
Sociedad Civil ◽  
Communicative Context ◽  
Sobre Todo

This article analyses the different meanings of the citizenship concept (political, legal, social, economic, ecological and intercultural) in order to justify the current media citizenship concept, which is particularly useful and valid for media education. The ultimate goal is to rebuild the social, ethical and political dimension of educommunication on a practical and philosophical foundation. With this in mind, we have analysed two very powerful and current ap proaches, the ethics of dialogue and ability, mainly because of their links to communication and their contribution to the human development concept, which is on the media education agendas of international organizations such as UNESCO or the European Commission. From the philosophical foundation proposed, the criteria for evaluating and reconstructing the practical dimension of educommunication are: civic participation, freedom as development and critical autonomy, which are also considered goals of the educational systems in pluralistic and democratic societies, especially from a model of deliberate and participatory democracy. The paper concludes with a positive evaluation of interdisciplinary approach in the study of media education, an educational project that is crucial for the revival of civil society and the empowerment of citizens in the current communicative context. En el presente artículo se analiza el concepto de ciudadanía en sus diferentes significaciones (ciudadanía política, jurídica, social, económica, ecológica e intercultural), con el fin de justificar la actualidad del concepto de ciudadanía mediática, sobre todo por su validez en el ámbito de la educomunicación. El objetivo último es reconstruir la dimensión social, ética y política de la educomunicación a partir de un fundamento filosófico práctico. En esta tarea de fundamentación, cabe apelar a dos enfoques muy potentes en la actualidad como son la ética dialógica y el enfoque de las capacidades, por su vinculación con el ámbito comunicativo y por su contribución a la noción del desarrollo humano, presente en los programas de educación mediática de organismos internacionales como la UNESCO o la Comisión Europea. A partir de la fundamentación filosófica ofrecida, los criterios para evaluar y reconstruir la dimensión práctica de la educomunicación son la participación cívica, la libertad como desarrollo y la autonomía crítica, consideradas asimismo como fines de los sistemas educativos en sociedades plurales y democráticas, sobre todo desde un modelo deliberativo y participativo de democracia. Tras esta argumentación, el artículo concluye a favor de la interdisciplinariedad en el estudio de la educación mediática, un proyecto educativo que es crucial para la reactivación de la sociedad civil y el empoderamiento de la ciudadanía en el actual contexto comunicativo.

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.

scholarly journals Post Media Literacy: Menyaksikan Kuasa Media Bersama Michel Foucault

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Iswandi Syahputra
Keyword(s):  
Critical Theory ◽  
Mass Media ◽  
Media Literacy ◽  
Mass Culture ◽  
Control Process ◽  
Media Industry ◽  
The Media ◽  
New Space ◽  
New Perspective ◽  
Unique Style

This article would like to present Michel Foucault’s idea concerning Knowledge and Power in media industry. As a contemporary intellectual, Foucault’s thought has a unique style of postmodernism. His thought had gone beyond traditional critical theory whose trying to disclose the relation of power and economic behind the ideology of media. Foucault’s thought had given new perspective in understanding how the media produce truth under tightly control process into something that seems normal. With the assumption of media has the power to create mass culture, which has to be studied critically by media literacy approach, Foucault’s thought had given new space of discursive. An alternative thought on how to estimate the work of mass media as supervisor of truth and creator of information trough normalization practice.

scholarly journals NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT

2020 ◽  
pp. 103-109
Author(s):  
Halyna Horbenko ◽  
Yana Fruktova ◽  
Oleksandra Hondiul
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Formal Education ◽  
Personality Development ◽  
European Countries ◽  
Media Education ◽  
Media Centers ◽  
Wide Range ◽  
Media Component ◽  
The Media

Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

scholarly journals Televisión and viewers: the civil society is changing

Comunicar ◽  
2006 ◽  
Vol 13 (26) ◽  
pp. 131-135
Author(s):  
Mariano Segura-Escobar
Keyword(s):  
Civil Society ◽  
Secondary School ◽  
Point Of View ◽  
Media Education ◽  
The Media ◽  
Medios De Comunicacion ◽  
Relevant Education ◽  
Primary And Secondary School

The author reflects about the relevance of media education for nowadays citizens. He thinks that Primary and Secondary school have to be the place for that relevant education, trying to make the youngters creative receivers of the media. From this point of view, the paper goes on making a revision of the instruments developed by the CNICE in order to make it possible. A través de este artículo el autor quiere dar a conocer algunas de las estrategias, actividades y programas que, desde en Centro Nacional de Información y Comunicación Educativa (CNICE) se están llevando acabo en nuestro país, con el objetivo de educar para obtener lo que denomina «espectadores responsables» y, ya en un contexto más amplio, ser capaces de formar a los usuarios para que sean críticos con los medios de comunicación de masas.

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