Cognitive Approach to Improve Media Literacy

2016 ◽  
pp. 351-373
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

Cognitive Approach to Improve Media Literacy

2018 ◽  
pp. 266-289
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

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.

An Interactive and Digital Media Literacy Framework for the 21st Century

2009 ◽  
pp. 119-127
Author(s):  
Wei-Ying Lim ◽  
David Hung ◽  
Horn-Mun Cheah
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Communications ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
The Media ◽  
Literacy Framework ◽  
Global World ◽  
Digital Media Literacy

We are entering into a milieu which makes the global world look much smaller because of digital communications and technologies. More recently, there has also been a coming together of participants from the media world such as those in cinema and animation with those from the technology sectors. This partnership forms what we now know as interactive and digital media (or IDM). In this chapter, the authors aim to articulate the importance of IDM literacies in relation to the 21st century. They attempt to clarify the distinctions between ICT (information and communications technology) and IDM, and from their analysis, they propose a matrix integrating both.

The Transformation of Literacy and Media Literacy

2022 ◽  
pp. 363-380
Author(s):  
Hacer Dolanbay
Keyword(s):  
Media Literacy ◽  
Basic Skills ◽  
Literacy Skills ◽  
Technological Developments ◽  
The Media ◽  
The Way ◽  
Age Of Information

Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels.

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 Media Literacy Capabilities of Broadcast Monitoring in Regional Indonesian Broadcasting Commission (KPID) of West Java

2020 ◽  
Vol 36 (4) ◽  
pp. 126-142
Author(s):  
Dedeh Fardiah ◽  
◽  
Ferry Darmawan ◽  
Rini Rinawati ◽  
◽  
...  
Keyword(s):  
Media Literacy ◽  
Literacy Skills ◽  
Television Programs ◽  
West Java ◽  
Broadcasting Regulation ◽  
High Participation ◽  
The Media ◽  
High Level ◽  
Broadcast Monitoring ◽  
Harmful Effects

The role of media literacy is significantly needed to ward off the harmful effects of the media, especially television. Ideally, media literacy skills should be possessed by all people to avoid numerous harmful effects of television. The Indonesian broadcasting commission (KPI) as the broadcast regulator in Indonesia has the task of monitoring broadcast content and also educating the public to be media literate. In conducting its duties, it involves the community to monitor broadcasts by forming volunteers, known as broadcast monitors. This study uses a quantitative approach to examine accessibility, analysis, evaluation, and broadcast monitoring communication in supporting broadcast regulator performance. The research object is broadcast monitors supervised by the Regional Indonesian Broadcasting Commission (KPID) of West Java Province in 2018. The monitors consist of five batches from five regions in West Java, namely Sumedang, Subang, Karawang, Bogor, and Bandung. Based on the research results, it shows that the media literacy capability of broadcast monitors is high, both in terms of the ability to access the media, analyze television programs and evaluate them, and even communicate the results of their monitoring to KPID West Java. The high level of media literacy has decent implications for the high participation of broadcast monitors to make complaints and the frequent findings of violations related to broadcast contents. Keywords: Media literacy, broadcasting, regulation, regulator, television.

Media Literacy in the Digital Age

2017 ◽  
pp. 1-27
Author(s):  
Amir Manzoor
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
Formal Education ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Literacy Programs ◽  
The World ◽  
Information And Communication ◽  
The Media ◽  
Informal Settings

Time has come to equip people communities around the world with digital and media literacy skills. In order make informed decisions, people need ability to access, analyze and engage in critical thinking about the daily messages they receive on a variety of issues such as health and politics. Today's “connected homes” provide people access to latest information and communication technologies. To become an effective participants in the information society of 21st century, people need not only acquire the multimedia skills but also the ability to use these skills effectively. One way this can be achieved is by including digital and media literacy in formal education. The objective of this chapter is to examine the media literacy programs working across the world to equip citizens to analyze and evaluate incoming information. In addition, the chapter provides some specific recommendations to bring digital and media literacy education into formal and informal settings.

Media Information Literacy

2019 ◽  
pp. 102-135
Author(s):  
Darlington Musemburi ◽  
Collen Nhendo
Keyword(s):  
Learning Environment ◽  
Media Literacy ◽  
Information Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Media Convergence ◽  
Teachers And Students ◽  
Information Literacy Skills ◽  
Access Information ◽  
The Relationship

Media and information literacy skills are critical contemporary skills to enable the 21st century citizen to effectively and efficaciously function in the information glut economy. This chapter explores what MIL is, outlining the relationship between media literacy and information literacy. The chapter builds a case for adoption of MIL by organizations, educators, and information practitioners. Significance of MIL against the backdrop of media convergence is interrogated. Various ways in which MIL can be integrated into the curriculum and necessary competencies required to deliver MIL by teachers and librarians are explored and a section on MIL into curriculum was developed from the UNESCO MIL curriculum for teachers. MIL evaluation was also tackled focusing on the capacity of teachers and students to evaluate sources and access information. The chapter concludes with MIL learning environment and resources.

Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects

2014 ◽  
pp. 150-168
Author(s):  
Melda N. Yildiz ◽  
Belinha S. De Abreu
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Global Education ◽  
Universal Design ◽  
New Technologies ◽  
Literacy Skills ◽  
Multiple Literacies ◽  
Global Competencies ◽  
Content Areas

This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.

scholarly journals Media Literacy Skills and Social Media: A Portray of Teenagers in Urban Area

2018 ◽  
Vol 7 (3.7) ◽  
pp. 236
Author(s):  
Ragil Tri Atmi ◽  
Iswanda F. Satibi ◽  
Indah R. Cahyani
Keyword(s):  
Social Media ◽  
Urban Area ◽  
Media Literacy ◽  
Literacy Skills ◽  
Media Analysis ◽  
Digital Environment ◽  
Significant Difference ◽  
The Media ◽  
Use Of Social Media ◽  
High Level

What we know about association between social media and media literacy is largely based upon case studies that investigate how teenagers’ behavior in digital environment. Although studies focusing on the level of media literacy skills towards social media have been conducted in recent years, much uncertainty still exists about the relationship between the media literacy skills and the use of social media among teenagers. This study aims to contribute to this growing area of research by exploring the level of media literacy skills and motivations among the teenagers towards social media in urban area. A quantitative descriptive survey research design was used to identify, analyze, and describe the media literacy skills of teenagers towards social media. The purposive sampling method was taken to appropriately select an evenly balanced group of participants. In total, 34 students participated, of which 83% living in the rural-urban fringe area, the intersection area between urban and farming field. It is evidently clear from the findings that the average level of media literacy skills among teenagers in urban area is at medium level. There is a high level of information dimension among teenagers, whereas other dimensions are fractionally less popular. On average, the level of dimensional motivations is medium. Teenagers seem to use social media to support their study and socially engage with friends. The result of this study confirm previous studies that focused on the level of media literacy among teenagers towards social media. Analysis of data shows that teenagers acknowledged the benefits of social media. However, no statistically significant difference between the mean sores of four sets of media literacy skills was evident. Media literacy is maturing, as evidenced by the significant understanding of social media in the digital environment.  

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