Unlocking the Liberation Doctrine in Media Literacy and Higher Education

2018 ◽  
pp. 332-349
Author(s):  
Jayne Cubbage
Keyword(s):  
Higher Education ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Community Education ◽  
Literary Analysis ◽  
Critical Education ◽  
Virtual Absence ◽  
Reality Pedagogy ◽  
The Media ◽  
Dominant Narratives

By considering some of the limits of the media literacy movement to date, such as lack of full implementation at colleges and universities and the virtual absence of awareness of media literacy and its concepts among the general population, this chapter provides an overview of the potential themes of liberation and emancipation as they relate to media literacy in higher education environments, and explores the pathways of liberation and education pedagogy by reframing the approach to teaching and learning in the context of critical education, the end of oppression and ultimately increased social justice. The exploration of the intersection of themes of liberation and media literacy, community education and reality pedagogy each play an important role in examining the ways that dominant narratives have factored into the lack of full absorption of media literacy today. This literary analysis seeks to provide suggestions for a pathway forward from the existing quandary.

Disrupting the Media Literacy Learning Process

2018 ◽  
pp. 270-285
Author(s):  
L. Simone Byrd
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Media Literacy ◽  
Cultural Awareness ◽  
Literacy Learning ◽  
Black Colleges ◽  
Venture Capitalists ◽  
Local Media ◽  
The Media ◽  
Further Development

Community media labs (CMLs) are becoming significant catalysts in driving knowledge, innovation, cultural awareness and talent development. Structurally, these are cooperative efforts engaging academic institutions, media and tech companies and venture capitalists for the purpose of collaboration, innovation, education and monetization. Increasingly, higher education institutions are participating in and designing curricula around these enterprises to offer students more cutting-edge information and media literacy training. Thus, this chapter recommends a preliminary framework for establishing a CML partnership between Historically Black Colleges/Universities (HBCUs) and a local media outlet. HBCUs have a long-standing record of activism, as well as civic and community engagement and, although CMLs are culturally enlightening and worthwhile activities for any institution of higher education to create a footprint beyond campus, there is significant opportunity for further development and innovative creation from within to aid in the future generational sustainability of HBCUs.

Pedagogical Guidelines to Introduce Transmedia Learning into the Classroom

2016 ◽  
pp. 331-350
Author(s):  
Patricia Gallo ◽  
Maria das Graças Pinto Coelho
Keyword(s):  
Public Schools ◽  
Media Literacy ◽  
Information Flow ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Management Team ◽  
Practical Approach ◽  
The Media ◽  
Young Students

Transmedia learning has been adopted as a theoretical and practical approach aimed at young students learning with technologies. It allows for open, dynamic, and engaging teaching and learning, integrating the school curriculum with life and sociocultural demands in a continuous information flow. This paper presents some pedagogical guidelines for introducing transmedia learning into the classrooms. For this, we will take into account the Brazilian context regarding the technologies and media available in Brazilian public schools, the media literacy of students and teachers, and the rules derived from the management team.

Learning to Teach the Media

2016 ◽  
pp. 31-52
Author(s):  
Theresa A. Redmond
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Effective Media ◽  
The Media ◽  
Constant Comparative Analysis ◽  
Media Integration

Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.

Learning to Teach the Media

2018 ◽  
pp. 1275-1297
Author(s):  
Theresa A. Redmond
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Effective Media ◽  
The Media ◽  
Constant Comparative Analysis ◽  
Media Integration

Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.

Pedagogical Guidelines to Introduce Transmedia Learning Into the Classroom

2019 ◽  
pp. 893-913
Author(s):  
Patricia Gallo ◽  
Maria das Graças Pinto Coelho
Keyword(s):  
Public Schools ◽  
Media Literacy ◽  
Information Flow ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Management Team ◽  
Practical Approach ◽  
The Media ◽  
Young Students

Transmedia learning has been adopted as a theoretical and practical approach aimed at young students learning with technologies. It allows for open, dynamic, and engaging teaching and learning, integrating the school curriculum with life and sociocultural demands in a continuous information flow. This paper presents some pedagogical guidelines for introducing transmedia learning into the classrooms. For this, we will take into account the Brazilian context regarding the technologies and media available in Brazilian public schools, the media literacy of students and teachers, and the rules derived from the management team.

scholarly journals INFORMATION AND MEDIA LITERACY FOR TEACHERS: OVERVIEW OF ONLINE COURSES ON THE PROMETHEUS PLATFORM

2020 ◽  
Vol 9.1 (85.1) ◽  
Author(s):  
Sergii Sharov ◽  
◽  
Tetiana Sharova ◽  
Keyword(s):  
Higher Education ◽  
Media Literacy ◽  
Online Courses ◽  
Public Information ◽  
Negative Influence ◽  
Educational Process ◽  
Educational Content ◽  
The Media ◽  
And Behavior ◽  
The Impact

The article is devoted to an overview of the structure and educational content of online courses on the Prometheus platform, which used for increasing level of info-media literacy of users.It is noted that the rapid technological and information development of society increases the ability of society to exchange information between participants in communication, the formation of new relationships between users, access to large amounts of data. It was found that the consumer often forms an idea of the real world with the help of the media. However, the information offered to him is not always true, which has negative influence to thoughts and behavior of the consumer. Therefore, the realities of the information society actualized purpose for acquiring special competencies related to a critical attitude to information. Modern man must be able to search for the necessary information, recognize fakes, be resistant to manipulative influences.Media education helps to solve the problem of increasing the level of media literacy among consumers of information. It was found that this category is a necessary component of the educational process in higher education, is implemented through appropriate technologies and tools, training and electronic educational resources.One of the means of media education is the platform of mass open online courses. It was found that Ukrainian-language educational platforms provide the principle of open education, are free and accessible to any user.The article reviews three media literacy courses on the Prometheus online platform. Describes the structure and analyzes the educational content of the courses «Media Literacy: Practical Skills», «Media Literacy for Educators», «Access to Public Information: from A to Z». It is noted that they all contain different educational material, provide testing, viewing video lectures lasting 5-15 minutes, have the same navigation bar. After successfully passing the tests for each of the courses, you can get an electronic certificate.In the future, we expect to obtain and analyze empirical data on the impact of online media literacy courses on the level of info-media literacy of higher education students.

Learning to Teach the Media

2016 ◽  
pp. 993-1015
Author(s):  
Theresa A. Redmond
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Effective Media ◽  
The Media ◽  
Constant Comparative Analysis ◽  
Media Integration

Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.

scholarly journals Žurnalistikos raštingumo ugdymas kaip aukštojo mokslo studijų programos dalis

2008 ◽  
Vol 47 ◽  
pp. 78-86
Author(s):  
Halliki Harro-Loit ◽  
Kadri Ugur
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
Communication Policy ◽  
Education Curriculum ◽  
Education Programs ◽  
Higher Education Curriculum ◽  
The Media

Europos komunikacijos ir švietimo politikos dokumentuose nuolat kalbama apie žiniasklaidos raštingumą, kaip būtiną sąlygą, ugdant aktyvius piliečius ir sąmoningus vartotojus informacinėje visuomenėje. Esminį vaidmenį sistemingame žiniasklaidos raštingumo ugdyme atlieka formalioji bendrojo lavinimo švietimo sistema. Taigi, kyla klausimas, kokias kompetencijas turėtų įgyti būsimieji mokytojai studijų arba mokymų metu? Pagrindinis šio straipsnio tikslas – išsiaiškinti, kaip vykdomos universitetinių studijų programos žiniasklaidos ir komunikacijos srityje galėtų prisidėti prie žiniasklaidos raštingumo ugdymo programų aukštojo mokslo sistemoje.Autorės sutinka, jog žiniasklaidos raštingumo ugdymo programų įtraukimas į aukštojo mokslo studijų programas priklauso nuo nacionalinės žiniasklaidos ir švietimo politikos; jau vykdomų aukštojo mokslo bei tolesnio ugdymo programų; žiniasklaidos raštingumo ugdymo koncepcijos; vietinio žiniasklaidos konteksto.Remiantis žiniasklaidos ugdymo komponentais, autorės rekomenduoja žiniasklaidos raštingumo ugdymo modulių turinį būsimiems mokytojams. Tokiems moduliams sukurti, būtinos žiniasklaidos studijų ir pedagogikos žinios, kadangi visa programa pagrįsta žiniasklaidos ir pedagogikos diskursu. Media education as a part of higher education curriculum*Halliki Harro-Loit and Kadri Ugur SummaryEuropean communication and education policy documents repeatedly refer to media literacy as a prerequisite of successfully performing active citizens and conscious consumers in information society. Substantial part of the task to provide systematic media education lies on the formal school-based education system. Hence a question arises about the competences teachers should acquire at university or from further training courses. The aim of this article is to examine how existing university curricula on media and communication could contribute to the development of media education programs in higher education system.The authors take into consideration that the media education programs in curricula of a higher education system depend on the national media and education policy; already available programs in higher education curricula and further education projects; concept of media education in national curricula; local media context.Proceeding from the media education components the authors propose a possible content of media education modules that should be available for the students in teacher training. In order to create such modules media studies and pedagogy should be combined and the whole program should be embedded in the discourse of media and pedagogy.Key words: media education, media literacy, media education components, higher education curriculum, European communication policy

scholarly journals Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 1-20
Author(s):  
Daniel Morales Morales ◽  
Carie Ruggiano ◽  
Cee Carter ◽  
Kimberly J. Pfeifer ◽  
Keisha L Green
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Critical Inquiry ◽  
Critical Education ◽  
Inquiry Group ◽  
Research Collective

The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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