JOURNAL OF MEDIA LITERACY (original) (raw)
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CHILDHOOD AND LITERACY (A CRITICAL STUDY OF MEDIA EDUCATION AS CONTEMPORARY CULTURE
Childhood is the phase of where the human beginning to learn about its surrounding obviously. This phase needs more attention from us as parent however, to make sure that our children keep in the right path of their development. Therefore, the development of ICT brings many consequences in every aspect of our life; and this condition has influenced too toward children development anyway. Based on this phenomenon, the writer would like to introduce some problems relate with childhood and literacy. The literacy of using the media education, therefore, teacher and parents should be concerned about it to the children. Teacher and parents however, they have to give better guidance to children relate with may information and ICT which are used in the classroom or at home. Children should be given better understanding by teacher and parents everytime they need information. Some experts say that media can give positive and negative effect obviously. Thus, the writer hopes that may give any review by this article.
Frequently the relation between young people and the technologies of communication is trivialized by describing adolescents as naturally predisposed to digital technology or as incautious users. Media education goes beyond this oversimplification in trying to help adolescents to improve their digital and media literacy. Many debates have taken place around media education but only a small number of them take into consideration what adolescents think about their experiences with media education and what they expect from it. In this paper, I will discuss the results of a qualitative study carried out in the Veneto Region (Italy) on upper secondary school students. The article aims to explore media-educational activities through adolescents’ own words. The objective is to bring out what interviewees define as the strengths and weaknesses of media education as they have experienced it. The paper seeks to be a point of reflection about media-educational activities, which frequently in Italy continues to be crystallized around technical aspects and sometimes maintains an old approach that could be incapable of listening to girls and boys or of comprehending their lives and needs.
XI International scientific conference „Improving the quality of life of children and youth” 26 th - 28th June 2020, Sunny Beach, Bulgaria, 2020
This article examines the implications for the formal and informal acquisition of media competencies with a focus on school-aged children. The importance of gaining media competence is emphasized in regards to the opportunities, either with institutional support or through the informal channels. The first part of the paper describes the impact of mass media on the generations that grew up using modern technology. With the help of media perceptions, the propaganda industry aims to influence the perceptual, moral and affective development of the young people. Here are also listed the recent research on exposure of children and youth to the media. The second part of the paper critically examines the different means where different types of media influence the cognitive processes in students' school and out-of-the-school environment. Listed are the features of traditional and seemingly linear media versus the modern and interactive displays conveyed by the digital technologies. Accordingly, the psychological and sociological paradigm of the media audience are contrasted, where the student is referred to as a passive recipient of information in a transmission teaching style, while the transactional learning model portrays the student as competent to construct his / her own learning process, or to analyze it himself/herself. Emphasized are the implications for the acquisition of media competence, where students could be assisted by teachers and parents, either institutionally or informally. It is concluded that the implementation of the critical thinking in the concept of media competence can reduce the adverse impact of the contemporary media on young people. Media competence can be developed successfully both formally and informally. It is also necessary to institutionalize the media education in schools and to educate both teachers, students and parents.
Young People’s Media Literacy: Research and Possibilities of the Educational System
2022
The number of risks that young people may face when using the Internet and other information channels is increasing every year. Disinformation, data fraud, information bubble as an effect of social media algorithms, and negative impact on mental health are some reasons why media literacy education has become particularly relevant in recent years. Also, in Latvia, starting from the 2020/2021 school year, a new standard of education has been introduced. The article aims to provide insight into two issues interrelated with young people's media literacy-its research in Latvia and its possibilities to improve how media literacy is included in the formal education system. The study consists of the analysis of the documents-the regulations of the Cabinet of Ministers, which determine the educational standards in the stages of basic and secondary education, as well as the analysis of media literacy studies conducted among young people in Latvia and published over the last five years. Studies on media literacy among young people in Latvia have some gaps which determine that currently, it is more difficult to predict young people's exact and current needs in terms of media literacy. Although media literacy is represented in the newest educational standard for basic and secondary education, the main concern is the actual implementation of this standard in work with students, as there is still a lack of official supporting methodological materials and regular and systematic teacher education (including lifelong education) in media literacy in Latvia. An article could be helpful for education policy and media policy planners, practitioners, researchers, and organizations/institutions working in the media literacy field.
EDULEARN 2021, 2021
Children's routines are increasingly populated by the media, in its multiple formats and contents, which are configured as important agents of socialization together with family, school and peer group. There are studies that conclude that this reality presupposes a range of opportunities for those who have the skills to take advantage of media socially, professionally, politically and individually. Other researches indicate potential risks associated with media interaction, especially with regard the Internet usage, like cyberbullying, cyber predators, phishing, Internet Addiction Disorder, misinformation, among others. In this sense, the importance of promoting the development of skills that allow children to be critical actors towards media, but also active participants and creative media producers, is highlighted. The school institutions play a major role in media literacy, especially if we take into account that media are also a source of learning. However, the task of fostering media literacy in school contexts has presented several challenges for the agents involved, specially if we consider the Portuguese context, where there is little investment in teacher training regarding the field of media literacy. It is in this sense that the present research aims to understand the ways in which media education, and especially news literacy, can be integrated into the formal contexts of learning, so as to contribute to the development of media literacy skills among children. According to the action-research methodology, the empirical study was conducted in a school in Braga District, located in northern Portugal, during 2015, weekly, in two Elementary school classes, under the subject of Education for Citizenship, which is an opcional subject in the Portuguese school curriculum. 40 children, with an average age of 10 years old, participated in the research. Its main target was the planning, implementation and evaluation of an intervention project which was divided into three stages: i) diagnosis, ii) action and iii) evaluation. Educational activities that stimulated the interpretation of the media and current events and the development of a critical perspective towards them were carried out, avoiding situations of risk and manipulation and encouraging the use of their potentialities. Pedagogical dynamics promoted the expression, interaction, participation, creativity and the production of media contents from an inclusive and citizen perspective, placing children at the center of the learning process. The results indicate that although children contact media on a daily basis, specially in the family context, their use is passive and not very reflective. Especially with regard to news consumption, although the children reported that they contact with the news almost daily, they showed little predisposition to reflect on the contexts in which the news are published, on its relevance to society, and on the factors that can influence the news production. In this sense, the results highlight the pertinence and relevance of integrating media literacy into school curricula, in order to help young citizens to develop their critical, reflexive and autonomous skills towards the media and the news about the world.
Media Literacy: Empowering Youth Worldwide
Center for Independent Media Assistance: National Endowment for Democracy, 2009
The Center for International MediaAssistance (CIMA) at the National Endowment for Democracy commissioned a series of studies on media literacy worldwide, focusing on citizen journalists,the general public, and youth. This studyhighlights the role of media literacyinitiatives for youth and young adults ona global scale. The aim is to shed light onhow support for media literacy educationcan enable more effective responses to thechallenges of educating youth about the roleof media in democratic societies.Media literacy is growing globally. At alllevels of education, initiatives in medialiteracy are premised on teaching youth andyoung adults to consume media critically— from how media shape political messages tothe increasing pervasiveness of advertising.Few would argue with the need to offer youth effective educational platforms to helpthem understand the role of information inan increasingly hyper media age.The successful implementation of such platforms, however, depends on manyvariables. Governments must have the proper infrastructure and expertise toenable successful media literacy educationinitiatives for youth. Educators must haveadequate training to teach media literacy.Schools must have the resources to engagestudents with media on a personal level. Andeducational bodies must have a framework from which they can produce positiveoutcomes in media literacy learning inclassroom settings. These challenges are not small. Withmedia growing and converging at ever-quickening rates, civil societies and civicdialogue are being influenced by mediain new and unforeseen ways. Supportingmedia literacy education for youth can help prepare children and young adults for livesof active inquiry around media and for a better understanding of the ties betweeninformation, community, and democracy.Government agencies, NGOs, foundations,and private developers looking to supportcivic and democratic endeavors in thedeveloping world should be made awareof media literacy as a key educationalcomponent for developing stable democraticdiscourse. This report explores support anddevelopment of media literacy educationand curriculum initiatives for youth in thedeveloping world. It has two aims: 1. To describe existing media literacy education programming for youth and young adults and support for it; 2. To highlight for policymakers theessential need for media literacyeducation for youth and young adultsas the next generation of citizens
Media Literacy in Primary School: new challenges in the digital age
Revista Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, vol. 15. Pages, 43-69, 2014
here are heated debates occurring around the world about the big changes and huge advances which technology has performed in our society. Digital divide, digital skills, knowledge and network society, unequal resources... These are all concepts we all have in mind when we think about what is happening in our environment with developments in technology. Even more so when we consider thoroughly what is happening in the education of our offspring. Although the new digital environment offers great opportunities and possibilities of constructing knowledge, our society urgently needs different strategies in the educational system to ensure a comprehensive training in the digital age. This essay will deal with the aspects of this new emerging society emphasizing that finding, evaluating and using information will be crucial for our children´s future. The key aspect of this paper is how to empower children in their daily Internet browsing by introducing media literacy at primary school. To this end this paper will present the results of a media literacy project named "Conectados" which introduces media literacy in the classroom using one specific tool: the iPad. With this new device the project tries to enhance the instruction of children between 7-8 years of age, who are in fact daily users of the Internet.
COMMUSTY Journal of Communication Studies and Society
This study aims to determine the benefits of media literacy in families where parents carry out acts of assisting the use of media in children. The research used qualitative and descriptive methods with in-depth interviews and observations of parents when mentoring the children of SDIT ALFAUZEIN while watching television programs. This study shows that parents are not optimal in providing assistance to children when watching television because of busyness. This adversely affects the psychology and behavior of children because they have not been able to distinguish between actual or manipulative impressions. To carry out media literacy in the family, parents should spend time mentoring, communicating, and being critical of the impressions consumed by children. Limiting time, providing means of activity, and interesting recreation so that children do not spend their time-consuming television shows. Literacy assistance in the family is beneficial for the mental development of children....
Media Literacy Education for a New Prosumer Citizenship
Revista Comunicar, 2014
Access to technology and the Internet is having a positive impact on all levels, personal, family, professional and social. However, the influence of the media has not been accompanied by the promotion of media literacy. The development of the media skill among citizens, especially young people and children, in order to exercise a critical and active role in relation to the media, is a key development in this society of «media prosumers». This paper discusses the results of a research project at state level, surveying a sample of 2.143 students from Kindergarten, Primary and Secondary School, in this study using a questionnaire ad hoc online. The objetive of the research project is to identify levels of media literacy amongst children and adolescents. It can be seen that a significant portion of the sample is proficient in the media, at an acceptable level. However, and despite belonging to the generation of socalled «digital natives» the sample does not possess the skills necessary to practice as a «media prosumers». We conclude the work highlighting the necessity of complementing the digital competence established in the school curriculum with media literacy as a key element into developing a «prosumer culture». This would resolve the convergence of an urgent need to improve the training of young audiences as responsible citizens capable of consuming and producing media messages in a free, responsible, critical and creative way.
Introduction: On the Multiple Facets of Media Literacy
2020
The notion of media literacy is one of the most fundamental concepts in media education and is central to the question of a confident and self-determined approach to media, whatever the perspective-be it academic (communication studies, media studies, education studies, psychology, linguistics, cultural studies, etc.), practical (the teaching of abilities and skills), social (participation, the knowledge gap, digital inequality, etc.) or political (digitalization, economic competitiveness, etc.). Within communication studies and particularly in the field of audience research, discourses on media literacy are mainly significant in the context of media use by children and adolescents. In some cases, empirical studies on the way children and adolescents deal with media conclude with policy recommendations about the promotion of media literacy for various target groups. Media literacy is also part of the debate on the opportunities and risks of the Internet. [m]edia education has been taught in schools in many countries for some decades sometimes as part of a protectionist agenda (teaching children to critique and be wary, the better to defend themselves against mass culture), sometimes as part of a creative agenda (teaching children to appreciate the cultural forms and genres, the better to extend their aesthetic and critical understanding), and more recently as part of an empowerment agenda (teaching children to use the technical tools of self-expression, the better to participate in modern society). The value of media literacy is also recognised by critical scholars and civil society advocates as part of a wider citizenship agenda, as a form of participation and inclusion, as a means of overcoming disadvantage, a means of community empowerment or, more tactically, as a preferable alternative to technical or regulatory content restrictions (Lunt and Livingstone 2012, p. 117). Within communication studies and particularly in the field of audience research, discourses on media literacy are mainly significant in the context of media use by children and adolescents. In some cases, empirical studies on the way children and adolescents deal with media conclude with policy recommendations about the promotion of media literacy for various target groups (e.g. parents, educational institutions, policymakers, etc.) in various contexts (e.g. Paus-Hasebrink et al. 2019; O'Neill and Staksrud 2014). Media literacy is also part of the debate on the