scholarly journals Media Education as a Strategy for Online Civic Participation in Portuguese Schools

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 9-18 ◽  
Author(s):  
Tânia Dias-Fonseca ◽  
John Potter
Keyword(s):  
Civic Engagement ◽  
Media Literacy ◽  
Local Governments ◽  
Civic Participation ◽  
Media Education ◽  
Online Activity ◽  
Literacy Strategies ◽  
Teachers And Students ◽  
On Line ◽  
Composite Scores

Whilst various studies have examined participation on the Internet as a key element of a new emergent civic engagement, informally or formally through national and local governments’ online measures, less has been done to measure or suggest ways of overcoming social and technological constraints on online civic participation. Additionally, few studies have looked at the relationship between the actual implementation of such initiatives in classrooms and the messages which are conveyed indirectly as a result of teachers’ own conceptions of classroom strategies, which are perhaps better described as a “hidden curriculum”. This paper reports on these constructions through a set of detailed quantitative and qualitative case studies of the implementation of civic engagement through online activity in several regions of Portugal. The data, obtained through questionnaires, were used to produce novel composite scores reflecting the participatory and media literacy strategies of schools, as well as teachers and students’ media literacy and online civic actions. We present empirical results from a study population consisting of 12 public secondary school principals, 131 teachers, and 1,392 students in grades 11 and 12, suggesting that students’ online civic engagement and media literacy levels are affected by their teachers’ classroom practices and further training and by the implementation of a project-based approach to media education.Mientras que numerosos estudios han examinado la participación en internet como elemento clave de una nueva involucración cívica emergente, informal o formal, a través de medidas gubernamentales locales o nacionales on-line, el esfuerzo ha sido menor para medir o sugerir formas de superar las restricciones sociales y tecnológicas de la participación cívica on-line. Pocos estudios se han centrado en la relación entre la implementación de las iniciativas en las aulas y los mensajes expresados indirectamente como resultado de las concepciones personales de los docentes en las estrategias didácticas que probablemente pueden ser descritas como «currículo oculto». Nos basamos en un análisis cuantitativo y cualitativo de un conjunto de estudios de casos sobre la implementación del compromiso cívico a través de actividades en línea en varias regiones de Portugal. Los datos obtenidos a través de cuestionarios fueron usados para crear un sistema de puntuación capaz de reflejar las estrategias escolares sobre la participación y la alfabetización mediática, así como, la acción cívica on-line de docentes y alumnos. Presentamos los resultados empíricos con una población que comprende 12 directores de escuelas públicas secundarias, 131 docentes y 1.392 alumnos de los cursos 11º y 12º. Los resultados sugieren que los niveles mediáticos de los estudiantes y sus niveles de compromiso cívico on-line están influenciados por las prácticas de sus profesores, su formación y por la implantación de proyectos de alfabetización mediática.

scholarly journals Media Literacy in the US

2005 ◽  
Vol 11 (Media Education) ◽  
pp. 1-21 ◽  
Author(s):  
Douglas Kellner ◽  
Jeff Share
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Education ◽  
Media Education ◽  
The Us ◽  
National Media ◽  
Teachers And Students ◽  
Critical Media ◽  
English Speaking

Media literacy education is not as advanced in the US as in several other English-speaking areas such as Great Britain, Canada, and Australia. Despite decades of struggle since the 1970s by individuals and groups, media education is still only reaching a small percentage of Americans. While some major inroads have been made, such as getting elements of media literacy included in most of the 50 state's educational standards and the launching of two national media education organizations, most teachers and students in the United States still have never heard of media literacy. In this paper, we first set forth some models of media literacy, delineate key concepts of critical media literacy, and then examine some of the most active organizations in the United States and differences in their goals and pedagogy.

THE NEW APPROACH TO TEACHING OF MEDIA EDUCATION FOCUSING ON PSYCHOLINGUISTICS

2018 ◽  
pp. 39-42
Author(s):  
Yuliya Krylova-Grek
Keyword(s):  
Media Literacy ◽  
Personal Responsibility ◽  
Text Messages ◽  
Media Education ◽  
New Approach ◽  
Analytical Skills ◽  
The People ◽  
The Social ◽  
On Line ◽  
Line Space

The article considers a new approach in the field of media education that based on applying psycholinguistics for text analysis. The author's course “Psycholinguistic Basics of Media Literacy” is aimed at the development of analytical skills for understanding media content, critical and logical thinking. Moreover, the course gives comprehension of the basics of the psycholinguistic analysis of the text messages. The goals of the course shall include as follows: 1) development of analytical skills, 2) development of skills of psycholinguistic analysis of the text, 3) development of ability of understanding the mechanism of creation of fake news and advertorials, 4) forming the ability of identification of techniques of mind manipulation, 5) development of abilities of orientation in an information field, 6) raising personal responsibility for the actions in the Internet (writing posts in the social networks, blogs or spreading the information, adding ideas and comments). The proprietary method of the psycholinguistic analysis of the text includes the psychological methods of analysis like content analysis, intent analysis, etc. To add to it, the psycholinguistic approach presupposes the analysis of semantic units of the text, stylistic means and figures, meanings of words, utterances as well as analysis of the stylistics of the message and identification of the author’s attitude to an event and persons, etc. The course participants have to be able to analyse the information from the on-line space and to realize, how the content is created and which factors have an impact on this process. The course gives new knowledge in the field of communication and information education in terms of psychology. The course can be applied in the education system for the people interested in the basics of media literacy.

scholarly journals Evolving Local E-Government

2013 ◽  
pp. 119-138 ◽  
Author(s):  
Julie Freeman
Keyword(s):  
Civic Engagement ◽  
Service Delivery ◽  
Local Governments ◽  
Information Dissemination ◽  
Ad Hoc ◽  
Civic Participation ◽  
Infrastructure Development ◽  
Ict Adoption ◽  
Information And Communication ◽  
Support Policy

Effective policy frameworks are essential when developing e-government projects. Participatory e-government practices that facilitate civic engagement depend upon a combination of direct and indirect information and communication technology (ICT) policies. Direct policies focus on infrastructure development and enhancing citizens’ ICT adoption and use. Indirectly, ICTs can be used to support policy processes through, for example, information dissemination and the provision of spaces for deliberation. This chapter examines Australian e-government initiatives, suggesting that local governments provide a useful context for online civic participation and engagement. However, local initiatives are often developed on an ad hoc basis and are largely limited to the provision of one-way information and service delivery features. Conversely, federal documentation addresses both direct and indirect ICT policy areas and stresses the value of online civic participation. Yet, there is a significant disconnection between federal ideals of engagement and the actual implementation of two-way participatory practices, with service delivery mechanisms again prioritised. This chapter suggests that greater online civic engagement may be achieved through a policy approach that combines national guidance and resources with local knowledge, while using policies to support ICTs and ICTs to support policy processes.

scholarly journals The Development of Media Literacy among Grade Five Teachers and Students - A Case Study

2008 ◽  
Vol 29 (1) ◽  
Author(s):  
Rachel McCabe ◽  
Winston Emery
Keyword(s):  
Media Literacy ◽  
Media Education ◽  
Literacy Curriculum ◽  
Use Of Technology ◽  
Grade 5 ◽  
Effective Media ◽  
Teachers And Students ◽  
The Media ◽  
Use Of Internet

This is the first of two articles about a study of the implementation of a media literacy curriculum project in three inner city school Grade 5's in Montreal. The authors describe what the teachers and students learned about two key Media Literacy concepts: the media construct reality and audiences negotiate the meanings of media texts. The teaching featured the use of Internet and computer technology. Their findings suggest that it is possible to teach elementary students to read media critically and raises some issues that merit further investigation: the ideology of positivism that permeates the use of technology in education; the training of media education teachers; and the factors that characterize effective media education pedagogy.

Evolving Local E-Government

2015 ◽  
pp. 1824-1843
Author(s):  
Julie Freeman
Keyword(s):  
Civic Engagement ◽  
Service Delivery ◽  
Local Governments ◽  
Information Dissemination ◽  
Ad Hoc ◽  
Civic Participation ◽  
Infrastructure Development ◽  
Ict Adoption ◽  
Information And Communication ◽  
Support Policy

Effective policy frameworks are essential when developing e-government projects. Participatory e-government practices that facilitate civic engagement depend upon a combination of direct and indirect information and communication technology (ICT) policies. Direct policies focus on infrastructure development and enhancing citizens' ICT adoption and use. Indirectly, ICTs can be used to support policy processes through, for example, information dissemination and the provision of spaces for deliberation. This chapter examines Australian e-government initiatives, suggesting that local governments provide a useful context for online civic participation and engagement. However, local initiatives are often developed on an ad hoc basis and are largely limited to the provision of one-way information and service delivery features. Conversely, federal documentation addresses both direct and indirect ICT policy areas and stresses the value of online civic participation. Yet, there is a significant disconnection between federal ideals of engagement and the actual implementation of two-way participatory practices, with service delivery mechanisms again prioritised. This chapter suggests that greater online civic engagement may be achieved through a policy approach that combines national guidance and resources with local knowledge, while using policies to support ICTs and ICTs to support policy processes.

scholarly journals Audiences, Intertextuality and new media literacy

Comunicar ◽  
2008 ◽  
Vol 15 (30) ◽  
pp. 79-85 ◽  
Author(s):  
Kathleen Tyner
Keyword(s):  
New Media ◽  
Media Studies ◽  
Media Literacy ◽  
Knowledge Creation ◽  
Online Resources ◽  
Multimedia Analysis ◽  
New Media Literacies ◽  
Teachers And Students ◽  
On Line ◽  
New Media Literacy

This article explores intertextuality as a technique that can be used to bridge old and new media literacies for teachers and students who hope to move beyond the textbook model of instruction into a world of online resources, flexible pedagogies and innovative designs for learning. These include the uses of online archives, media studies techniques, participatory knowledge creation, and multimedia analysis and production. Este artículo explora la intertextualidad como una técnica que puede ser usada para tender un puente entre viejos y nuevos programas de alfabetización con los medios dirigidos a profesores y estudiantes que esperan pasar de un modelo de enseñanza basado en los libros de texto a un mundo de recursos on-line, pedagogías flexibles, técnicas de estudio de los medios, construcción interactiva del conocimiento y análisis y producción de multimedia.

Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions

SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner
Keyword(s):  
Cultural Studies ◽  
Everyday Life ◽  
Media Literacy ◽  
Focus Of Attention ◽  
Popular Media ◽  
Media Education ◽  
Cultural Formations ◽  
The Relationship

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

scholarly journals Internet users’ utopian/dystopian imaginaries of society in the digital age: Theorizing critical digital literacy and civic engagement

2021 ◽  
pp. 146144482110186
Author(s):  
Gianfranco Polizzi
Keyword(s):  
Civic Engagement ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Age ◽  
The Internet ◽  
Online Engagement ◽  
Internet Users ◽  
Utopian Studies ◽  
Utopian Thinking ◽  
Literacy Research

This article proposes a theoretical framework for how critical digital literacy, conceptualized as incorporating Internet users’ utopian/dystopian imaginaries of society in the digital age, facilitates civic engagement. To do so, after reviewing media literacy research, it draws on utopian studies and political theory to frame utopian thinking as relying dialectically on utopianism and dystopianism. Conceptualizing critical digital literacy as incorporating utopianism/dystopianism prescribes that constructing and deploying an understanding of the Internet’s civic potentials and limitations is crucial to pursuing civic opportunities. The framework proposed, which has implications for media literacy research and practice, allows us to (1) disentangle users’ imaginaries of civic life from their imaginaries of the Internet, (2) resist the collapse of critical digital literacy into civic engagement that is understood as inherently progressive, and (3) problematize polarizing conclusions about users’ interpretations of the Internet as either crucial or detrimental to their online engagement.

Does Social Media Engagement Translate to Civic Engagement Offline?

2021 ◽  
pp. 089976402199944
Author(s):  
Jaclyn Piatak ◽  
Ian Mikkelsen
Keyword(s):  
Social Media ◽  
Civic Engagement ◽  
Presidential Election ◽  
Civic Participation ◽  
Political Engagement ◽  
Political Campaigns ◽  
The Internet ◽  
Online Engagement ◽  
Informal Volunteering ◽  
Using Data

People increasingly engage in politics on social media, but does online engagement translate to offline engagement? Research is mixed with some suggesting how one uses the internet maters. We examine how political engagement on social media corresponds to offline engagement. Using data following the 2016 U.S. Presidential Election, we find the more politically engaged people are on social media, the more likely they are to engage offline across measures of engagement—formal and informal volunteering, attending local meetings, donating to and working for political campaigns, and voting. Findings offer important nuances across types of civic engagement and generations. Although online engagement corresponds to greater engagement offline in the community and may help narrow generational gaps, this should not be the only means to promote civic participation to ensure all have a voice and an opportunity to help, mobilize, and engage.

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