scholarly journals Teaching Media Literacy in Colleges of Education and Communication

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 187-195 ◽  
Author(s):  
Laura López-Romero ◽  
María de la Cinta Aguaded-Gómez
Keyword(s):  
New Media ◽  
Media Education ◽  
Communication Studies ◽  
Colleges Of Education ◽  
Quantitative Methodology ◽  
Teaching Pedagogy ◽  
Semantic Fields ◽  
Language Technology ◽  
Production And Distribution ◽  
Spanish Universities

This work is part of an R&D project involving thirteen Spanish universities in which needs and wants in the field of media education in higher education are studied in the areas of Communication (Communication Studies, Journalism and Advertising) and Education (Teaching, Pedagogy, Psychology and Social Education). The objective of this study focuses on analysing the college textbooks directly related to Media Education most used in Education and Communication,. The report has been developed based on six educational competence dimensions: language, technology, interaction processes, production and distribution processes, ideology and values and aesthetics. Using each of these parameters the scope of the analysis and the scope of the expression were taken into account, based on guidelines set by Ferrés and Piscitelli in their well-known proposal of indicators for defining new media competence and which is structured around two areas of work: the production of own messages and interaction with others. The results were obtained by applying a quantitative methodology through a content analysis of semantic fields. The main conclusions point to a greater presence of the «Ideology and Values» dimension, and almost non-existent representation of the «Aesthetics» indicator.El presente trabajo forma parte de un proyecto I+D integrado por trece universidades españolas en el que se estudian las necesidades y carencias en materia de educación mediática en el ámbito de la enseñanza superior, tanto en las áreas de Comunicación (Comunicación Audiovisual, Periodismo y Publicidad) como de Educación (Magisterio, Pedagogía, Psicopedagogía y Educación Social). Esta investigación centra su objeto de estudio en el análisis de los manuales universitarios más utilizados en Educación y Comunicación, en asignaturas directamente relacionadas con la educación mediática. Este informe se ha desarrollado en base a seis dimensiones competenciales mediáticas: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores y estética. De cada uno de estos parámetros se ha tenido en cuenta el ámbito del análisis y de la expresión, partiendo de las pautas señaladas por Ferrés y Piscitelli en su conocida propuesta articulada de indicadores para definir la nueva competencia mediática, que se ha estructurado en torno a dos ámbitos de trabajo: el de la producción de mensajes propios y el de la interacción con otros ajenos. Los resultados han sido obtenidos mediante la aplicación de una metodología cuantitativa, a través de un análisis de contenido por campos semánticos. Las principales conclusiones extraídas apuntan hacia una mayor presencia de la dimensión Ideología y Valores, y una casi inexistente representación de la dimensión Estética.

scholarly journals Researching ELT 4.0 and Transmediality: Fostering Transliterate Reading through Transmedia Storytelling

2019 ◽  
Author(s):  
R. Della N Kartika Sari Amirulloh ◽  
Muhammad Amir Zikri
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Interactive Media ◽  
Communication Studies ◽  
Story Comprehension ◽  
Transmedia Storytelling ◽  
Class A ◽  
Reading Activities

The notion of Education 4.0 has directed to the utilization of various media platforms in teaching, which, in this context, is the adoption of Transmedia storytelling. Transmedia storytelling is the material presented to the students during the teaching and learning session that aims at fostering students transliterate reading. Through transmedia storytelling students are introduced to reading activities that enable them to read through multiple media platforms presented in class. A number of studies have been done in researching transmediality in the area of communication studies, however only little is known in ELT research. Therefore, this paper endeavors to explore the ways in which transmedia storytelling helps foster students’ transliterate reading. Adopting Transmedia Play and Storytelling theories grounded in transmediality, the paper utilizes a case study as the research design. Employing classroom observation and students’ response sheets, the findings reveal that transmedia storytelling promotes students transliterate reading through facilitating them in engaging with multiple types of visual, audio and interactive media activities. It helps them develop awareness in three areas: 1) awareness of the function of pictures for story comprehension and vocabulary acquisition; 2) awareness of the way sound helps for narrative elements interpretation; 3) awareness of the needs of text-reader transaction through new media for comprehension.

scholarly journals The importance of media education in rationalizing youth use of digital media An educational vision according to the work of the gatekeeper theory

2021 ◽  
Author(s):  
محسن عبود كشكول
Keyword(s):  
New Media ◽  
Digital Media ◽  
Negative Impact ◽  
Media Education ◽  
Fourth Power ◽  
Entertainment Education ◽  
Educational Vision ◽  
The Family ◽  
The Media ◽  
Use Of The Internet

The importance of media education in our present time lies in its supposed role in rationalizing the youth’s use of digital media, as the school is no longer able to continue its knowledge and educational pioneering role in light of the excessive and absurd use of the Internet, just as the teacher is no longer a main source of science and knowledge. Considering the study curricula, addressing the negative impact of the excessive use of digital media on the school, as well as addressing the decline in the role of the family and its withdrawal from educational competition with the school, and thus education has lost the mandate of the school and the family to educate the new generation in favor of the hegemony of the new media authority, which is called metaphorically. Fifth, which overtook all authorities, including the authority of traditional media (the fourth power), so that control over the child went beyond control of his family and parents, and the challenge became before those concerned with education, how can the new media be a source of education, entertainment, education, guidance and direction, and in various methods of influence, By using multiple and amazing techniques that are characterized by transcending the limits of time and space, and according to that the great impact of the new media, we see a decline in public education. Illiteracy and its limited means, as well as retreating and losing its control over the social environment, which calls on researchers to study ways to rationalize media education, enhance human awareness of the media, and give it the largest share in influence and direction, and in social upbringing and raising young and old together.

EDUCATION IN THE AREA OF NEW NEW MEDIA ON THE EXAMPLE OF YOUTUBE AND INTERDISCIPLINARY WORKSHOPS

2017 ◽  
Author(s):  
Renata Stasko ◽  
◽  
Karolina Czerwiec ◽  
Katarzyna Potyrala ◽  
Emanuel Studnicki ◽  
...  
Keyword(s):  
New Media ◽  
Technical Skills ◽  
Media Education ◽  
Scientific Thinking ◽  
Future Teachers ◽  
Communication Problems ◽  
Social Communications ◽  
The University ◽  
Research Show

The aim of the research concerning the organization of interdisciplinary educational workshops for 50 students-future teachers of technics and informatics. It was important to raise their level of social, communications and media competences, as well as the diagnosis of their attitudes towards the possibility of improving their technical skills of using new new media, in particular YouTube service. Results of the research show that the workshops allow students not only to develop their scientific thinking during the manual-technical and communication actions at the university, but also percept of the need to organize such activities in order to shape an appropriate approach to contemporary scientific and communication problems. Keywords: media education, interdisciplinarity, digital competences, workshops, YouTube.

scholarly journals On the relativity of old and new media: A lifeworld perspective

2019 ◽  
Vol 25 (4) ◽  
pp. 657-672 ◽  
Author(s):  
Manuel Menke ◽  
Christian Schwarzenegger
Keyword(s):  
New Media ◽  
Empirical Data ◽  
Theoretical Work ◽  
Daily Basis ◽  
Communication Studies ◽  
Theoretical Approaches ◽  
Media Change ◽  
Media And Communication ◽  
Depth Interviews ◽  
Accurate Observation

It is an old, yet, accurate observation that the ‘newness’ of media is and most probably will continue to be a catalyst for research in media and communication studies. At the same time, there are numerous academic voices who stress that studying media change demands an awareness of the complexities at play interweaving the new with the old and the changes with the continuities. Over the last decades, compelling theoretical approaches and conceptualizations were introduced that aimed at grasping what defines old and new media under the conditions of complex, disruptive media change. Drawing from this theoretical work, we propose an empirical approach that departs from the perception of media users and how they make sense of media in their everyday affairs. The article argues that an inquiry of media change has to ground the construction of media as old or new in the context of lifeworlds in which media deeply affect users on a daily basis from early on. The concept of media ideology (Gershon, 2010a, 2010b) is used to investigate notions of ‘oldness’ and ‘newness’ people develop when they renegotiate the meaning of media for themselves or collectively with others. Based on empirical data from 35 in-depth interviews, distinct ways how the relativity but also relationality of old and new media are shaped against each other are identified. In the analysis, the article focuses on the aspects of rhetoric, everyday experiences, and emotions as well as on media generations, all of which inform media ideologies and thereby influence how media users define old and new media.

Thought Beats: New Technology, Music Video and Media Education

2006 ◽  
Vol 120 (1) ◽  
pp. 142-155
Author(s):  
Steve Archer
Keyword(s):  
New Media ◽  
Classroom Management ◽  
Media Studies ◽  
Digital Technology ◽  
Culture Media ◽  
Rapid Expansion ◽  
Media Education ◽  
Music Video ◽  
Creative Work ◽  
Dominant Feature

This paper has as its focus two key strands that are significant to contemporary media education. The first is the increasing move towards creative production work as the central and dominant feature of media studies courses. In UK schools, this has largely been facilitated by the rapid expansion of digital technologies. Whilst this offers unprecedented opportunities for students to construct advanced and highly polished artefacts, it has also created new challenges for the media teacher in relation to pedagogy and classroom management. The second strand is the emergence of globalised, commercial media cultures and their relation to new media forms facilitated by digital technology. Here, this paper is interested in the relatively new media form of the music video which, in its dominant mode of distribution and exhibition, exists globally as part of satellite and digital packages. Music video as a form is ideal for use in Media Studies as an object of study and as a framework for facilitating creative work. Based on practitioner research methods, this paper teases out the tensions that exist between popular culture, media education and digital technology, incorporating the way a sense of community located beyond the school can create opportunities for student creative work.

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