scholarly journals Social Isolation - a Prerequisite for Forced and Intensive Development of Media Literacy and Digital Education of Society

2021 ◽  
Vol 11 (1) ◽  
pp. 76-84
Author(s):  
Zhivko Rachev
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
The European Union ◽  
Digital Education ◽  
The Media ◽  
Level Of Training ◽  
Crisis Conditions ◽  
Media Learning ◽  
Media Data ◽  
Intensive Development

The paper analyzes the behavior of society in a crisis and social distance and the increased influence of the media. Data on the level of training of teachers, students and parents related to media and information literacy are presented. The degree of forced media literacy in crisis conditions is measured. Models and methods of distance and media learning within the European Union are compared. In conclusion, examples are given of media connections and media literacy in the absence of a social environment and live communication among children and students in the context of the COVID-19 pandemic.

scholarly journals Digital Media Literacy, School and Contemporary Parenting

2019 ◽  
Vol 10 (19) ◽  
pp. 83-101
Author(s):  
Lana Ciboci ◽  
Danijel Labaš
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Parental Mediation ◽  
Children And Young People ◽  
Digital Education ◽  
Theoretical Approaches ◽  
The Media ◽  
New Phenomena ◽  
Digital Media Literacy

Today’s societies live in a world where the media construct reality, which also affects each individual media user. Children and their parents spend most of their time with digital media and contents. Therefore, researchers emphasize the importance of digital literacy of media users. They analyse new phenomena, challenges and risks associated with the anthropological, cognitive and social development of children and young people. An important role in media and digital education is played not only by teachers and schools, but also by parents and family. The aim of this paper is to present and analyse the theoretical approaches to digital media literacy, so-called digital parenting, and to interpret the results of the latest research in Croatia devoted to the digital habits of parents, their attitudes towards parental mediation strategies as well as to their satisfaction with the programmes of media literacy in the education system.

A Trans*+ Media Literacy Framework for Navigating the Dynamically Shifting Terrain of Gender in Media

2017 ◽  
pp. 216-239
Author(s):  
Steven S. Funk
Keyword(s):  
Media Literacy ◽  
The European Union ◽  
Secondary System ◽  
Secondary Educators ◽  
Post Secondary ◽  
Gender Binary ◽  
Critical Media ◽  
The Media ◽  
The Many ◽  
Educational Journeys

Of the many identity markers that students claim and encounter throughout their educational journeys, none might be more salient than gender. While much of the European Union seems to be sloughing off the gender binary as a vestige of the 20th century, many educators and students in the U.S. continue to reinforce the binary through explicit and implicit strategies that normalize the cisgender condition while othering those who are trans*+. The purpose of this chapter is to explore the entrenchment of the gender binary in the American post-secondary system, to analyze the media frenzy currently addressing trans*+ identities, and to offer a theoretical framework of Trans*+ Media Literacy, borne of Critical Media Literacy, to address specifically how post-secondary educators and students can create gender expansive and inclusive spaces that might foster the growth of students prepared to think of gender representation and media production that challenge the binary and encourage gender expansiveness to flourish.

scholarly journals “I don’t like hearing Angel and not seeing her! Why did we do that?” An Exploration of Students’ Media Literacy Development Through Production

2004 ◽  
Vol 30 (1) ◽  
Author(s):  
Michele Luchs ◽  
Winston Emery
Keyword(s):  
Conceptual Framework ◽  
Media Literacy ◽  
Literacy Development ◽  
Critical Consciousness ◽  
Media Education ◽  
Media Production ◽  
Video Documentary ◽  
The Media ◽  
Media Learning

Abstract: In this exploratory casestudy we look at student media production to find out what students know and have learned about the media through production work. We used a media education conceptual framework developed by Dick as a means of describing the day to day media learning of a group of ten students, four girls and six boys, producing a video documentary on rape. We found that as they worked, the students encountered most of the concepts of Dick’s framework; however, with the exception of the development of a sophisticated understanding of the documentary genre, there was little formal opportunity for the students to articulate their nascent critical consciousness about the media.

scholarly journals Media Literacy and Development of Human and Social Capital in the European Union

2013 ◽  
Vol 4 (4) ◽  
pp. 77-89
Author(s):  
Katarzyna Kuźniar-Żyłka
Keyword(s):  
Social Capital ◽  
Media Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Media Content ◽  
The European Union ◽  
Technical Ability ◽  
Knowledge Based Economy ◽  
The Media ◽  
Human And Social Capital

Together with the growing level of the digitalization in the field of multimedia, also convergence of media, information and digital literacy have been growing up. In case of the traditional mass media, it was important to have skills to use the media content in a critical, aware and selective way. Nevertheless, in the era of the Internet and extended availability of information in the digital form, the importance of information and digital technologies literacy also grows. It regards to some extent the technical ability to use particular technological solutions, but also forming aware and active consumers and authors of the media content. The main goal of this paper is researching the relation between forming the media literacy as a component of human capital, and the realization the European Union’s targets in the area of building a knowledge-based economy. On the basis of the subject-matter literature and other source materials a hypothesis, which classifies the media education as a key process during creating a single European information space, shall be verified. In the first part of the paper, the author concentrates on presenting the dependence between human, personal and social capital. Next, on the basis of the European definition of media literacy, the author examines capabilities of achieving progress in the field of media education in terms of the present European audiovisual policy.

A Trans*+ Media Literacy Framework for Navigating the Dynamically Shifting Terrain of Gender in Media

2018 ◽  
pp. 213-236
Author(s):  
Steven S. Funk
Keyword(s):  
Media Literacy ◽  
The European Union ◽  
Secondary System ◽  
Secondary Educators ◽  
Post Secondary ◽  
Gender Binary ◽  
Critical Media ◽  
The Media ◽  
The Many ◽  
Educational Journeys

Of the many identity markers that students claim and encounter throughout their educational journeys, none might be more salient than gender. While much of the European Union seems to be sloughing off the gender binary as a vestige of the 20th century, many educators and students in the U.S. continue to reinforce the binary through explicit and implicit strategies that normalize the cisgender condition while othering those who are trans*+. The purpose of this chapter is to explore the entrenchment of the gender binary in the American post-secondary system, to analyze the media frenzy currently addressing trans*+ identities, and to offer a theoretical framework of Trans*+ Media Literacy, borne of Critical Media Literacy, to address specifically how post-secondary educators and students can create gender expansive and inclusive spaces that might foster the growth of students prepared to think of gender representation and media production that challenge the binary and encourage gender expansiveness to flourish.

scholarly journals The role of critical thinking in the digital media culture and strengthening of digital immunity

Kultura ◽  
2020 ◽  
pp. 397-409
Author(s):  
Maja Zarić
Keyword(s):  
Critical Thinking ◽  
Digital Media ◽  
Media Literacy ◽  
Information Literacy ◽  
Media Culture ◽  
Policy Framework ◽  
The Public ◽  
Digital Space ◽  
The Media ◽  
Media Habits

The public health emergency and the proclaimed state of the global pandemic caused by the COVID-19 virus have led to the biggest world crisis since World War II. With the introduction of quarantine measures in spring 2020, the digital transformation has accelerated in many societies and the importance of media and information literacy in these new circumstances has been clearly emphasized. The pandemic has changed the information and media habits of the citizens, work from home was introduced, online school classes became mandatory, and an uprise of e-commerce reflected the new reality. The digital space has become oversaturated with informative, educational, commercial contents and many cultural institutions and international organizations have made their cultural heritage accessible online. Interaction in the public digital space has became more and more intense, and critical thinking stood out as a necessity for strengthening the digital immunity of each individual as well as the society. The pandemia was followed by infodemia. The information channels used by citizens point to a certain re-examination of the new digital media culture, the very concept of media as well as the accompanying regulations and media policy. The findings of the paper draw attention to the media and information literacy policy framework in Serbia, and review a set of activities that the Ministry of Culture and Media has been conducting over the past two years on both national and international level. It describes the correlation between the framework and the practice and depicts the trends in the international policy in this field. The paper focuses on the strategic vision and provides information throughout the two-year period on setting up of the holistic 360 approach and setting up media literacy network of stakeholders with the aim of strengthening advocacy and developing of the media literacy field.

scholarly journals LITERASI MEDIA BAGI GURU PAUD DI KECAMATAN CICALENGKA

Dharmakarya ◽  
2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Encang Saepudin ◽  
Ninis Agustini Damayani ◽  
Sukaesih
Keyword(s):  
Community Service ◽  
Media Literacy ◽  
Information Literacy ◽  
Community Services ◽  
Department Of Education ◽  
Learning Design ◽  
Literacy Training ◽  
Teachers And Students ◽  
The Media ◽  
Training Activities

 ABSTRAKPengabdian Kepada Masyarakat 2016 ini berjudul Pelatihan Literasi Informasi  Media Pembelajaran Bagi Guru PAUD di Kecamatan Tanjungsari. Kegiatan Pelatihan literasi  media ini  bertujuan untuk menambah wawasan dan memberikan pengetahuan terbaru tentang pemanfaatan media sebagai sumber belajar bagi para guru dan siswa,   terutama bagi guru yang harus membuat sebuah kegiatan pengajaran kepada siswanya. Kegiatan Pengabdian Kepada Masyarakat dilaksanakan bekerja sama  dengan Pihak UPTD Dinas Pendidikan Kecamatan Cicalengka Kabupaten Bandung. Pelaksanaan Kegiatan Pengabdian Kepada Masyarakat yaitu pada  tanggal 1 September 2016. Materi utama yang disampaikan dalam pelatihan ini yakni  literasi media dan langkah-langkah membangun literasi media.  Metode yang digunakan adalah ceramah, diskusi, dan  simulasi. Hasil yang dicapai menujukan adanya peningkatan pengetahuan dan keterampilan dari seluruh peserta.Hal ini terlihat dari hasil pretest dan posttest yang dilaksanakan.Jumlah peserta mencapai target, dengan animo peserta cukup tinggi menghasilkan diskusi mengalir dan simulasi dilaksanakan dengan sangat antusias. Dari hasil refleksi kegiatan, diperoleh kesimpulan bahwa peserta memahami dan mampu membuat rancangan pembelajaran berbasis literasi media.  ABSTRACT This 2016 Community Services is entitled Learning Media Information Literacy Training for Teachers of PAUD in District Cicalengka. Media literacy training activities aim to broaden and provide the latest knowledge about the use of media as a source of learning for teachers and students, especially for teachers who have to make teachingactivities for their students. The community service activities were carried out in collaboration with the UPTD (Department of Education of Subdistrict) Bandung District of Cicalengka. The Community Services Activity was conducted on 1 September 2016. The main materials presented were the media literacy training and steps to build media literacy. The methods used were lectures, discussions, and simulation. The result showed an increase in knowledge and skills of all participants. This was shown from the results of pretest and posttest conducted. The number of participants achieving the target, with the participants' high interest had generated discussion flowed, and simulations were carried out with great enthusiasm. From the results of  activities reflection, it was concluded that participants understood and were able to create media literacy based learning design.  

scholarly journals CONCEPT OF MEDIA LITERACY AND LIBRARY CAMPAIGNS

2020 ◽  
pp. 43-48
Author(s):  
Priyanki Vyas ◽  
Kinjal Parmar
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Electronic Media ◽  
Technology Literacy ◽  
Printed Media ◽  
Digital Era ◽  
Different Types ◽  
The Media

Literacy become common word’s among people, usually it defined the ability to read and write. Development of the information technology literacy develop in the form of various categories, i.e. Information literacy, media literacy, digital literacy etc. Media literacy is the ability to identify different types of media and understand the message they’re sending. The library is place of sharing resources, ideas, information and knowledge with different media, because of the library also need require awareness of media literacy among users. Library have many kinds of media like social media, printed media, electronic media and digital media which help in creating media literacy among users. The digital era makes easy to create any kind of media. With the media literacy innovative ideas and activities should be introduce in form of library campaigns.

scholarly journals Media Literacy in Montenegro

2015 ◽  
Vol 3 (4) ◽  
pp. 91-105 ◽  
Author(s):  
Jelena Perovic
Keyword(s):  
School Culture ◽  
Education Reform ◽  
Media Literacy ◽  
Media Education ◽  
System Reform ◽  
Digital Education ◽  
The Future ◽  
Cultural Mediators ◽  
The Media ◽  
The Many

Few countries in the world have introduced media education into their curriculums. Montenegro became one of them in 2009, when “media literacy” was introduced as an optional subject for 16 and 17 year old students of Gymnasium high schools. This article presents the findings of the first and only research conducted so far on media education in Montenegro. It is a national case study which examines the potential of media education to change the school culture and accelerate education system reform towards embracing the new digital education paradigm in the future. The focus is on the results of research conducted through in-depth interviews with media literacy teachers all over the country. Despite the many challenges, all teachers identify the potential of media education to strengthen some of the key competences of the students and to improve their motivation and academic performance. They also identify potential to change positively school culture by transforming teachers into “cultural mediators” (Morcellini, 2007) and by supporting the formation of a “participative culture” (Jenkins & Kelley, 2013) in schools. This research recommends focusing education reform on spreading the media education pedagogy to the entire curriculum in order to embrace the new digital education paradigm in the future.

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