scholarly journals Media Education, Media Literacy and Digital Competence

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 31-39 ◽  
Author(s):  
Alfonso Gutiérrez-Martín ◽  
Kathleen Tyner
Keyword(s):  
New Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Media Education ◽  
Digital Competence ◽  
International Media ◽  
Competencia Digital

This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2009 ◽  
pp. 403-418
Author(s):  
Susan Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Digital Literacy Skills Among Librarians in University Libraries In the 21st Century in Edo And Delta States, Nigeria

2017 ◽  
Vol 6 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Ogochukwu Thaddaeus Emiri
Keyword(s):  
Mobile Phones ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Trial And Error ◽  
University Libraries ◽  
Level Of Use ◽  
Research Questions ◽  
Descriptive Survey

This paper discussed the contemporary digital literacy skills (DLS) among librarians in university libraries the 21st century in Edo and Delta States of Southern Nigeria. The study was guided by six objectives and research questions and one hypothesis. The design of the study is descriptive survey and the population consist of all librarians from university libraries in the aforementioned states in Nigeria. The instrument used to generate data is the questionnaire and the date generated was analysed using simple percentages and frequency count for research questions and SPSS version 14.0. The findings show that electronic mailing, social networking, use of PDAs, mobile phones and internet surfing are the major DLS amongst librarians. It was also discovered that librarians acquired DLS through colleague's assistance, trial and error, IT programmes and formal education while librarian's level of use of DLS is low amongst other findings. Researcher made useful recommendations.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2011 ◽  
pp. 1554-1569
Author(s):  
Susan E. Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Critique and the video production classroom: providing students the skills to navigate new media literacies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jessie Nixon
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Skills ◽  
Video Production ◽  
Structured Interviews ◽  
Content Type ◽  
New Media Literacy ◽  
The Impact

Purpose This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media. Design/methodology/approach This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos. Findings Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended. Originality/value This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

scholarly journals MEDIA EDUCATION: the fight against post-truth and misinformation on trafficking in women and girls

2020 ◽  
Vol 6 (6) ◽  
pp. a6en
Author(s):  
Sandra de Souza Machado ◽  
Begoña Sánchez Torrejón ◽  
Víctor Amar Rodríguez
Keyword(s):  
Gender Studies ◽  
Media Literacy ◽  
Young Women ◽  
21St Century ◽  
Gender Violence ◽  
Media Education ◽  
Fake News ◽  
Global Pandemic ◽  
Trafficking In Women ◽  
Women And Girls

Data, discursive and methodological analysis, from the perspective of Communication and Education gender studies, are applied aiming media literacy for a responsive citizenship in the fight against trafficking in women and girls. Questioning gender violence in misinformation, fake news, post-truths, and malicious intentions. Media literacy, co-education and collective awareness function as strategies of action to combat the trafficking of (young) women, which reaches alarming degrees in the 21st century, including during the global pandemic of COVID-19.

Media literacy in libraries as a basic factor in information verification

Infolib ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 21-23
Author(s):  
Stanislav Germansev ◽  
Keyword(s):  
Media Literacy ◽  
Literacy Skills ◽  
Basic Factor ◽  
Reliable Information ◽  
Media Education ◽  
Information Verification

The article provides a rationale for the need to introduce media literacy skills into the library industry. The author, taking into account his own experience, gives recommendations for finding reliable information which are available even to an ordinary librarian- there would only be a desire and aspiration to increase your efficiency. In turn, the banal aspects of hanging questions and problems in this direction were noted -it is disinterest and lack of understanding of the need for media education both by the librarians themselves and by officials-curators…

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

Digital Competence

2017 ◽  
pp. 1026-1055
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

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