A Discipline Approach

2019 ◽  
pp. 50-64
Author(s):  
Hacer Dolanbay
Keyword(s):  
Social Studies ◽  
Media Literacy ◽  
Literacy Skills ◽  
Visual Images ◽  
Communication Program ◽  
The Social ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Right ◽  
The Relationship

Social studies is one of the most related fields of media literacy, such as health, language, information, and communication program. Contrary to popular belief, media literacy is not the use of media tools such as newspaper in the social studies courses. Students must have the ability to choose the right one among myriad of information, to understand visual images, to reach reality through eliminating stereotypes and prejudices, questioning the construction and context of a text. In this way, media literacy and social studies aim the formation of good, questioning, and active citizens. In this chapter, the relationship between media literacy education and social studies is examined based upon previous researches. The importance of media literacy for teaching social studies is discussed and concrete sample activities that can be used by teachers and students in social studies lessons are presented In this way it is aimed to make a synthesis by associating social studies with media literacy skills that is access, analyze, evaluation, create, and act.

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.

scholarly journals A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy

2021 ◽  
Vol 10 (5) ◽  
pp. 101
Author(s):  
Hüseyin EROL
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Media Literacy ◽  
Digital Literacy ◽  
Document Analysis ◽  
Literacy Skills ◽  
Social Studies Curriculum ◽  
Class Level ◽  
The Social ◽  
Academic Year

This study investigated the extent to which digital literacy and media literacy among the 21st century skills are included in the social studies curriculum of the 4th, 5th, 6th and 7th grades in Turkey. Among qualitative research methods, the document analysis was used in the study. Since the data were collected from printed and digital materials, this method was believed to be appropriate. The study is limited to social studies course books that re taught to the 4th, 5th, 6th and 7th grade students in Adıyaman province of Turkey in the 2020-2021 academic year. The study found that among the skills included in the social studies curriculum, digital literacy and media literacy skills are included. Four learning outcomes in the curriculum (no: 5.4.1, 5.4.2, 5.4.3. and 7.5.6.) are associated with digital literacy and 3 learning outcomes (no: 5.4.2, 6.7.4, 7.1.3.) are associated with media literacy. Among all learning outcomes in the curriculum (127 learning outcomes), the digital literacy and media literacy are included at a rate of 5.51%. The contents on digital literacy and media literacy were not distributed balancedly in the social studies course books and the contents that could be associated with digital literacy and media literacy in the social studies course books of the 5th and 7th grades were included. Of the contents in the 5th and 7th grade social studies course books, 6.6% were related to digital literacy and 6.24% were related to media literacy. However, there were no content in the 4th and 6th grade social studies course books that could be associated with digital literacy or media literacy. On the other hand, the contents related to digital literacy and media literacy in the social studies course books were consistent with the learning outcomes in the curriculum. The number of learning outcomes regarding these two literacy types can be increased in the curriculum. The number of contents about digital literacy and media literacy can be increased in the social studies course books to be published. The contents on digital literacy and media literacy at every class level (4th, 5th, 6th and 7th grade) provided with social studies course can be distributed equally.

Czech Social Democracy and its “cohabitation” with the Communist Party: The story of a neglected affair

2008 ◽  
Vol 41 (3) ◽  
pp. 317-338 ◽  
Author(s):  
Lubomír Kopeček ◽  
Pavel Pšeja
Keyword(s):  
Communist Party ◽  
Democratic Party ◽  
Social Democratic Party ◽  
Pragmatic Approach ◽  
Social Democrats ◽  
Unsuccessful Attempt ◽  
Social Democratic ◽  
The Social ◽  
The Right ◽  
The Relationship

This article attempts to analyze developments within the Czech Left after 1989. Primarily, the authors focus on two questions: (1) How did the Czech Social Democratic Party (ČSSD) achieve its dominance of the Left? (2)What is the relationship between the Social Democrats and the Communist Party of Bohemia and Moravia (KSČM)? We conclude that the unsuccessful attempt to move the KSČM towards a moderate leftist identity opened up a space in which the Social Democrats could thrive, at the same time gradually assuming a pragmatic approach towards the Communists. Moreover, the ability of Miloš Zeman, the leader of the Social Democrats, to build a clear non-Communist Left alternative to the hegemony of the Right during the 1990s was also very important.

Social justice and administrative justice

2021 ◽  
Author(s):  
Jackie Gulland
Keyword(s):  
Social Justice ◽  
Health Education ◽  
Life Expectancy ◽  
United Nations ◽  
Material Wealth ◽  
Community Activists ◽  
The Social ◽  
The Right ◽  
The Relationship ◽  
Administrative Justice

Social justice is a popular concept, used by academic theorists, international bodies such as the United Nations, politicians on both the left and the right and by community activists. This chapter considers how the term ‘social justice’ may or may not be useful in the context of ‘administrative justice’ by looking at the relationship between administrative justice and structural inequalities. Administrative justice scholars usually focus on procedures. By contrast, social justice scholars are more concerned with substantive outcomes. They draw attention to the major rifts in society which lead to huge inequalities of outcome in terms of material wealth, health, education and life expectancy. Administrative justice, with its emphasis on rule following and fair procedures, can often seem divorced from these inequalities. This is where the concept of social justice can help administrative justice scholars. Administrative justice scholars, often dismiss outcomes as being beyond the reach of law, as being about politics. The emphasis on the ‘social’ in social justice compels us to look at this broader context and to show us how the great schisms in society create and enforce inequality.

The Right of Philosophy and the Facts of History: Foucault, Derrida, Descartes

2016 ◽  
Author(s):  
Gabriel Rockhill
Keyword(s):  
Social Sciences ◽  
The Social ◽  
History Of ◽  
Per Se ◽  
The Right ◽  
The Relationship

This chapter proposes a counter-history of a seminal debate in the transition from structuralism to post-structuralism. It calls into question the widespread assumption that Derrida rejects Foucault’s structuralist stranglehold by demonstrating that the meaning of a text always remains open. Through a meticulous examination of their respective historical paradigms, methodological orientations and hermeneutic parameters, it argues that Derrida’s critique of his former professor is, at the level of theoretical practice, a call to return to order. The ultimate conclusion is that the Foucault-Derrida debate has much less to do with Descartes’ text per se, than with the relationship between the traditional tasks of philosophy and the meta-theoretical reconfiguration of philosophic practice via the methods of the social sciences.

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.

Relationship between Senior and Junior Researcher

2017 ◽  
pp. 1262-1298 ◽  
Author(s):  
Katjuša Gorela ◽  
Roberto Biloslavo
Keyword(s):  
Professional Development ◽  
Public Universities ◽  
Structured Interviews ◽  
Face To Face ◽  
The Social ◽  
Junior Researcher ◽  
New Knowledge ◽  
Information And Communication ◽  
Independent Work ◽  
The Relationship

The professional development of a young researcher is mainly influenced by the organizational culture and the relationship with academic colleagues, especially mentors. This chapter presents the results of a qualitative study conducted on a sample of 16 researchers employed in three Slovenian public universities. The study examines the senior-junior researcher relationship, as the relationship between mentor and mentee, the nature of their cooperation, and how new knowledge is generated and transmitted. In-depth semi-structured interviews and content analysis for structuring qualitative data was used. The results indicate that the professional development of junior researchers is based mostly on their independent work where the mentor guidance is only occasional. Despite the development of information and communication technology, and in particular the Social Web tools, the mentorship in the framework of higher education institutions is still based on a face-to-face relationship.

The Use of Blood Money in the Establishment of Non-Justice: Necrodomination and Resistance

2019 ◽  
pp. 160-186
Author(s):  
Cem Özatalay ◽  
Gözde Aytemur Nüfusçu ◽  
Gülistan Zeren
Keyword(s):  
Social Hierarchy ◽  
Judicial Process ◽  
The Social ◽  
Blood Money ◽  
Perpetrators And Victims ◽  
The One ◽  
The Right ◽  
Relationship Of ◽  
The Relationship

The use of blood money by powerful people during the judicial process following different kinds of homicides (workplace homicides, state homicides, gun homicides and so on) has become commonplace within the neoliberal context. Based on data obtained from five cases in Turkey, this chapter shows, on the one hand, how the use of blood money serves as an effective tool in the hands of powerful people to consolidate power relations, particularly necropower, as well as the relationship of domination, which rests upon class and identity-based inequalities. The analysis indicates that the blood money offers made by powerful people allows them to minimize potential penalties within penal courts and also to keep their privileged positions in the social hierarchy by purchasing the ‘right to kill’. On the other hand, the resistance of the oppressed and aggrieved people to the subjugation of life to the power of death is analysed with a particular focus on the role of power asymmetries between perpetrators and victims and their unequal positions in the social hierarchy. This conflictual relationship, which we qualify as an expression of necrodomination, offers novel insights into Turkey’s historically shaped system of domination.

Research Ethics in the Social Sciences

2022 ◽  
pp. 54-64
Author(s):  
Gianluca Attademo ◽  
Alessia Maccaro
Keyword(s):  
Risk Management ◽  
Research Ethics ◽  
Information And Communication Technologies ◽  
Codes Of Conduct ◽  
Communication Technologies ◽  
The Other ◽  
The Social ◽  
Information And Communication ◽  
The One ◽  
The Relationship

The formulation of Charts for research ethics and Codes of conduct has been growing in the last few decades, on the one hand due to a renewed awareness of the ethical dimensions of research governance and the relationship between regulators and researchers, and on the other hand for the expansion of possibilities achieved by innovation in information and communication technologies. The voluntary involvement of research participants, risk management and prevention, data protection, community engagement, reflexivity of researchers are some of the centres of gravity of a debate that involves researchers, institutions, and citizens.

The Fabrication of Networked Socialities

2009 ◽  
pp. 207-223 ◽  
Author(s):  
Paolo Landri
Keyword(s):  
Social Studies ◽  
Virtual Communities ◽  
Social Network Sites ◽  
Information Age ◽  
Social Studies Of Science ◽  
The Social ◽  
Information And Communication ◽  
Theoretical Frame ◽  
Virtual Communities Of Practice ◽  
Social Logics

This chapter is dedicated to analyse the fabrication of networked socialities, that is to address the complex interweaving of technologies of information and communication and the manifold instantiations of sociality. Networked socialities are digital formations being produced out of the intertwining of social logics outside and inside digital spaces and society. Such contribution is organized as follows: first, it will present the theoretical frame necessary to grasp the fabrication of sociologies in our information age, drawing on some concepts elaborated by the social studies of science and technology, together with the studies of the global digital worlds. Then, it will highlight the analytical fruitfulness of this perspective by describing some digital formations, such as social network sites, virtual communities of practice, and electronic markets. Finally, it will discuss the effects and the implications of such fabrication as a re-configuration of social, the emerging post-social relationships as well as the increasing fragility of knowledge societies.

Sign in / Sign up

Export Citation Format

Share Document