Information and Media Literacy of Polish Children According to the Results of “Children of the Net” and “Children of the Net 2.0” Studies (original) (raw)
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The current research project represents an ethnographic case study at IES Parque Lisboa in Alcorcón, Spain. As a general objective, the study aimed to explore the changing relations between youth, education and media. Through a youth-centered approach, the aim was to give voice to youth within the scientific research surrounding information and communication technology, digital media, and learning. The research aimed to contribute in a qualitative way, the documentation of youth practices, understandings, and experiences with digital media. In this sense, the specific objective of the current research was to explore how youth perceive the changing role of ICT and media in their everyday lives and how it relates to changing conceptions of literacy. The research results suggest that youth express significant experiences with traditional concepts of literacy, while having high confidence in their audio- visual communication and media literacy competencies. The data suggests that an increased focus on media literacy education may help bridge discrepancies between actual and perceived literacy competencies in the 21st century.
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Research objectives: This study examines the role of digital skills in the personal and social development of young people. It aims to measure and understand these skills among the younger generation, while identifying ways to improve their development. Research method: The data comes from the ySkills project under Horizon 2020, a longitudinal study conducted in six countries, including Estonia, Finland, Germany, Italy, Poland and Portugal. Specifically, we have analyzed data on Polish youth from 2021 and 2022. The sample includes 609 individuals aged 11 to 18, i.e. in the entire age range. Self-report scales assess potential impact of COVID-19 on the sample. Future efforts should aim for more robust and objective means of assessing digital skills among young people in Poland.
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Digital and media literacies refer to a specific set of skills and abilities. The range of these skills as they concern the educational process has been broadly discussed. In this paper, we analyzed the Polish educational system to determine the scope of the sorts of digital skills young people and students should achieve in order to be considered digitally and media literate. We compared sets of recommendations from the last ten years issued by different national governmental and nonprofit organizations for the Polish education system. We identified a set of skills that should be expected to be possessed by young people and students during their education. Additionally, we discussed results regarding the situation caused by the COVID-19 pandemic and the shift from regular education to distance learning.
Media Literacy and Media Education Research Methods
Chapter 2 Studying the Media Education Practices of Young Children at Home, 2024
Chaudron, S., Di Gioia, R., Aliagas Marin, C., Kotrla Topić, M., Letnes, M.-A., Lobe, B., Matsumoto, M., Mifsud, C. L., Poveda, D., Velicu, A. (2024). Studying the media education practices of young children at home: Methodological lessons from a cross-national qualitative study on digital activities at home. In P. Fastrez & N. Landry (Eds.), Media Literacy and Media Education Research Methods: A Handbook. New York & Abingdon: Routledge. This chapter has been made available under a CC-BY 4.0 license. The funder of the Open Access version of this chapter is Joint Research Centre, European Commission. This chapter presents the methodological lessons learned from an international, qualitative study, which explored the experiences with digital technologies of children under eight years of age and their families. The challenge was to investigate the digital engagement of young children in the home context cross-nationally, within a qualitative perspective and with the intention of extracting policy-relevant implications. Researchers collected qualitative data on young children’s perceptions and behaviors related to the use of digital technologies through interviews with 234 families in 21 countries between 2014 and 2017. The chapter discusses four methodological dimensions of the study: (1) The initial methodological choices and their theoretical framework; (2) Country-specific and universal challenges that researchers came across in the data collection process and the solutions and strategies that they developed to address them; (3) Challenges brought about by the data analysis, focusing on the demands imposed by the cross-national dimension, including the quality control and management of large and multi-language datasets; (4) Ethical issues and dilemmas. These themes are examined from a research perspective that considers children as active participants and understands research as a reflexive process between researchers and participants.