scholarly journals Media Education beyond School

Comunicar ◽  
2009 ◽  
Vol 16 (32) ◽  
pp. 139-145 ◽  
Author(s):  
Victoria Camps-Cervera
Keyword(s):  
Media Literacy ◽  
Educational System ◽  
Regular Education ◽  
Self Regulation ◽  
Media Education ◽  
The Internet ◽  
Educational Work ◽  
El Sistema ◽  
The Media ◽  
Medios De Comunicacion

Education in and for the media is doubtlessly necessary and is very slowly slipping into regular education, but not very satisfactorily. This work must be fleshed out by the media’s effort to take some responsibility for the educational work as well, not by educating directly, but by trying to match their broadcasts with the values that education is trying to convey. Audiovisual Councils can play a role in driving media education, helping the educational system to meet its responsibility to educate children to use properly the television, the Internet and other regular screens habitually surrounding them. At the same time, these Councils can help media professionals enforce and interpret legislation about audiovisual contents freely and responsibly, thereby facilitating self-regulation. The article contributes the experience garnered by the Audiovisual Council of Catalonia in promoting media literacy. La educación en y para los medios de comunicación es una necesidad indudable que, muy lentamente y de forma poco satisfactoria, se está introduciendo en la educación reglada. Dicha labor, por otra parte, debería verse complementada por un esfuerzo de los medios audiovisuales de hacerse responsables también de la tarea educativa, no educando directamente, pero sí procurando que sus emisiones fueran coherentes con los valores que la educación procura transmitir. Los Consejos Audiovisuales pueden ejercer una función en el impulso de la educación en medios, propiciando que el sistema educativo asuma la responsabilidad de formar a los menores para el buen uso de la televisión, de Internet y del resto de «pantallas» que constituyen su entorno habitual. Al mismo tiempo dichos Consejos están en condiciones de ayudar a los profesionales de los medios a aplicar e interpretar la legislación relativa a los contenidos audiovisuales de una forma libre y responsable, facilitando de este modo la autorregulación. El artículo aporta las experiencias realizadas por el Consejo Audiovisual de Cataluña para promover la alfabetización mediática.

scholarly journals Influence of the media sphere on modern education

2021 ◽  
Author(s):  
И.Ю. Стрельникова
Keyword(s):  
Human Activity ◽  
Media Literacy ◽  
Mass Communication ◽  
Media Education ◽  
Modern World ◽  
The Internet ◽  
Modern Education ◽  
Media Space ◽  
The World ◽  
The Media

Статья посвящена анализу феномена медиаобразования в современном мире. Исходя из работ отечественных и зарубежных исследователей, автор полагает, что современная ситуация в мире делает медиаобразование необходимым атрибутом каждого человека, который использует интернет. Постулируется всепроникающий характер средств массовой коммуникации (СМК) в жизни современного человека и общества. Любая сфера человеческой деятельности (от труда до развлечения) в той или иной мере связана с медиапространством, будь то интернет или телевидение. Обучение потенциальных реципиентов грамотному взаимодействию с медиасредой — насущная педагогическая задача. В настоящее время особенно остро стоит проблема дифференциации реципиентом предлагаемого СМК контента на заслуживающий доверия или внимания и так называемый «информационный шум». В этом вопросе может помочь только целенаправленно воспитываемая медиаграмотность. The paper is devoted to the analysis of the phenomenon of media education in the modern world. Based on the work of domestic and foreign researchers, the author believes that the modern situation in the world makes media education a necessary attribute of every person who uses the Internet. The work proves the pervasive nature of the mass communication media (SMK) in the life of modern man and society. Any sphere of human activity (from labor to entertainment) is in one way or another connected with the media space, whether it is the Internet or television. Therefore, training potential recipients in competent interaction with the media medium is an urgent pedagogical task. Currently, the problem of the recipient differentiating the content offered by the QMS into trustworthy or noteworthy and the so-called «information noise» is especially acute. Only purposefully nurtured media literacy can help in this matter.

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.

scholarly journals ENTRE SUJEITO E PERSONAGEM: a morte de Roberto Bolaños e a vida de Chespirito

2018 ◽  
Vol 4 (2) ◽  
pp. 624
Author(s):  
Vanessa Matos Santos ◽  
Victor Pereira Albergaria
Keyword(s):  
Media Coverage ◽  
The Public ◽  
Cultural Aspect ◽  
Palabras Clave ◽  
El Sistema ◽  
The Media ◽  
The Subject ◽  
Medios De Comunicacion ◽  
Estudio De Caso

Esta pesquisa consiste no estudo de caso entre as coberturas da morte do ator mexicano Roberto Gómez Bolaños, o “Chespirito”, feitas pelo canal FOROtv, pertencente ao conglomerado de mídias mexicano Televisa, e pelo Sistema Brasileiro de Televisão. O aspecto cultural merece especial destaque e, por meio da problematização das distinções existentes entre a morte (substantivo) e o morrer (verbo), o presente estudo demonstra que as coberturas da mídia nestes casos se fazem a partir da relevância da personagem para a identidade do público. Conclui-se, por meio do estudo de caso, que ocorreu o ofuscamento do sujeito (Roberto Bolaños) em detrimento da personagem (Chespirito). A cobertura sobre o morrer de Chespirito serviu, na verdade, para reafirmar sua vida e presença na mídia.     PALAVRAS-CHAVE: Morte; Morrer; Roberto Bolaños; Chespirito; Cobertura de mídia; Televisão.     ABSTRACT This research is the case study of the coverage of the death of Mexican actor Roberto Gómez Bolaños "Chespirito" made by FOROtv, news channel belonging to the Mexican media conglomerate Televisa, and the Sistema Brasileiro de Televisão. The cultural aspect deserves special attention, and through the questioning of existing distinctions between death (noun) and the die (verb), this study shows that media coverage in these cases are made from the importance of the character to the identity of the public. So, through the case study, the conclusion is that ocurred the obscuring of the subject (Roberto Bolaños) at the expense of the character (Chespirito). The coverage of the death of Chespirito served actually to reaffirm his life and presence in the media.   KEYWORDS: Death; Dying; Roberto Bolaños; Chespirito; Media coverage; Television.     RESUMEN Esta investigación es el estudio de caso de la cobertura de la muerte del actor mexicano Chespirito, el "Power Board", realizado por el canal FOROtv perteneciente al conglomerado de medios Televisa de México, y el Sistema Brasileño de Televisión. El aspecto cultural merece una atención especial y, a través de preguntas de las diferencias existentes entre la muerte (sustantivo) y la matriz (verbo), este estudio muestra que la cobertura de los medios de comunicación en estos casos se hace de la importancia del carácter de la identidad el público. En conclusión, a través del estudio de caso, que se oscurece el sujeto (Roberto Bolaños) a expensas de carácter (Chespirito). La cobertura de la muerte de Chespirito sirve en realidad para reafirmar su vida y su presencia en los medios de comunicación.   PALABRAS CLAVE: Muerte; morir; Roberto Bolaños; Chespirito; la cobertura de los medios de comunicación; Televisión.

scholarly journals Mídia, medo e controle: Ensaio sobre o papel da mídia na dinãmica do recrudescimento do sistema penal

2016 ◽  
Vol 20 (2) ◽  
Author(s):  
Felipe Lazzari da Silveira
Keyword(s):  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Palabras Clave ◽  
El Sistema ◽  
The Media ◽  
Medios De Comunicacion

Partindo do pressuposto que a mídia possui grande influência sobre os indivíduos, e que ao veicular notícias sobre crimes de forma excessiva, muitas vezes sob um viés sensacionalista, dissemina o medo e a insegurança no tecido social, o presente artigo tem como objetivo identificar de que modo a mídia se relaciona com o sistema penal, bem como o papel que desempenha na dinâmica que enseja o seu recrudescimento.Resumen: Partiendo de la suposición de que los medios de comunicación ejercen gran influencia en los individuos, y que al transmitir excesivamente noticias sobre crímenes - a menudo a partir de un sesgo sensacionalista - siembran el miedo y la inseguridad en el tejido social, el presente trabajo tiene como objetivo identificar el modo por lo cual los medios de comunicación se relacionan con el sistema penal, así como el rol que desempeñan en la dinámica que posibilita su endurecimiento. Palabras clave: Medios - Crimen - Miedo - Sistema Penal  Abstract: Assuming that the media has the ability to influence people , and to convey news about crimes excessively, often in a sensationalist bias , spreading fear and insecurity in society , this paper aims to identify how the media relates to the criminal justice system , and the role it plays in the dynamics that gives rise to its expansion. Keywords: Media – Crime – Fear – Criminal System

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 Media as a Learning-Teaching Tool in the Context of Media Literacy from Turkish Language Teacher Candidates’ Perspective

2021 ◽  
Vol 9 (4) ◽  
pp. 93
Author(s):  
Hatice Coşkun
Keyword(s):  
Qualitative Research ◽  
Media Literacy ◽  
Teacher Candidates ◽  
Educational Process ◽  
University Education ◽  
The Internet ◽  
Teaching Tool ◽  
Language Teacher ◽  
The Media ◽  
Turkish Language

This study aims to reveal the Turkish language teacher candidates’ opinions about the media as a learning-teaching tool in the context of media literacy. It has been conducted utilising the basic qualitative research pattern, one of the qualitative research types, with twenty participating teacher candidates studying in the last year of their university education. In the study, a semi-structured interview form is employed as the data collection tool. The collected data are analysed based on the content analysis method, one of the qualitative analysis methods. The results obtained in the study have shown that social media has a central place in Turkish teacher candidates’ media perception; when they were asked about the media tools for teaching, they answered the internet and YouTube primarily. The participants stressed that the media as a teaching tool offers teachers alternative ways and facilitates the educational process. For these reasons, they consider the media a usable teaching tool. The media tools they use the most in their own learning processes are the internet, YouTube and Instagram. The teacher candidates plan to use media tools while performing their jobs. Moreover, the teacher candidates, who consider utilising media tools in the learning-teaching process necessary, plan to advise their students to learn through media.

scholarly journals Literasi Media Internet di Kalangan Mahasiswa

Humaniora ◽  
2015 ◽  
Vol 6 (4) ◽  
pp. 470
Author(s):  
Gracia Rachmi Adiarsi ◽  
Yolanda Stellarosa ◽  
Martha Warta Silaban
Keyword(s):  
Media Literacy ◽  
Instant Messaging ◽  
Group Discussion ◽  
Private University ◽  
The Internet ◽  
Internet Service ◽  
Research Survey ◽  
Internet Users ◽  
The Media ◽  
Media Message

This study aims to find out to what extent the Internet users in line with media literacy. According to Indonesia Internet Service Provider Association (APJII) and BPS Statistic Indonesia, it was found that Internet users in Indonesia have grown since three years ago up to 13% or become 71.19 million people until the end of 2013. According to research survey MarkPlus Insight, “netizen” or Internet users who spend more than three hours per day on Internet. Moreover, they are increasing from 24,2 Million people in 2012 and become 31,7 million people in 2013. This research used qualitative method by gathering the data through Focus Group Discussion (FGD) to private university students who spent for Internet 5 hours per day and less than 5 hours per day. The theory used in this research was media literacy. The result of this research stated that students who accessed the Internet below 5 hours per day were already busy with work and not too intense in using the Internet either via smartphone or a computer. Different findings came up from the students who accessed the Internet over 5 hours per day. Most of the time, they used the Internet for social media and instant messaging (instant messenger) through smartphones. Critical attitude towards the media message depends on the informants’ interest toward the information. 

scholarly journals Educação midiática emancipadora (p. 93-107)

2017 ◽  
Author(s):  
Lucas Gabriel Franco Gomez ◽  
Lilian Maria Paes de Carvalho Ramos
Keyword(s):  
Media Education ◽  
Primary Role ◽  
De Se ◽  
The World ◽  
The Media ◽  
Teaching Learning ◽  
Medios De Comunicacion ◽  
Educational Field

O advento das mídias ocasionou impactos significativos no campo educacional, de forma que o ensino, a aprendizagem e a intervenção no mundo não puderam ser mais como antes. Diante do desafio de se reinventar e se adaptar metodologicamente às demandas geradas pelos novos dispositivos técnicos de comunicação, a escola passou a ser questionada não só quanto a seu papel precípuo, mas também sobre que resposta é capaz de oferecer às questões que surgiram envolvendo o uso das mídias em toda a sociedade. Entende-se que, nesse cenário, são forjadas propostas de mídia-educação irreflexivas e acríticas, mas também proposituras emancipadoras e críticas, as quais este artigo busca elucidar por meio de uma pesquisa bibliográfica.Palavras-chave: Escola. Relação escola-mídia. Sociedade.Emancipatory media educationAbstractThe advent of the media caused significant impacts in the educational field, so that teaching, learning and intervention in the world could not be more like before. Faced with the challenge of reinventing and adapting methodologically to the demands generated by the new technical devices of communication, theschool began to be questioned not only as to its primary role, but also about what response it can offer to the questions that have arisen involving the use of the media throughout society. It is understood that in this scenario are forged thoughtful and uncritical media-education proposals, but also emancipatory and critical propositions, which this article seeks to elucidate through a bibliographical research.Keywords: School. Media-education. Society.Educación mediática emancipadoraResumenEl advenimiento de los impactos significativos causó medios de comunicación en la educación para que la enseñanza, el aprendizaje y la intervención enel mundo no podían ser más que antes. Ante el reto de reinventarse y adaptarse metodológicamente las demandas generadas por los nuevos dispositivos técnicos de comunicación, la escuela fue cuestionada no sólo en cuanto a su función principal, sino también en lo que la respuesta es capaz de ofrecer a las preguntas que han surgido que implica el uso los medios de comunicación en toda la sociedad. Se entiende que en este escenario son las propuestas de las proposiciones y la crítica emancipatorios educación en medios no piensan y no críticos, sino también, que este artículo trata de dilucidar a través de una búsqueda en la literatura forjó.Palabras clave: Escuela. La educación en medios. La sociedad.

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.

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