Media Competence as an Integral Quality of a New Teacher for a New School (original) (raw)
Related papers
2021
This article emphasizes that media manipulations are spread not only by the manipulators themselves, who initiate and create (with specific agenda) one or another (partially) false media text, but also by ordinary audiences who uncritically perceive these media messages as true. This is a natural consequence of the modern capabilities of the mass media ("yellow press", "yellow" TV programs, Internet sites), when once created, false information is replicated over and over again bypassing any critical comments and analysis. Based on the analysis of a number of scientific sources, the article's authors developed and presented not only the theoretical model of the development of media competence of students of pedagogical universities in the process of analyzing media manipulative influences, but also the theoretical models of effective media educational activities of (future) teachers, contributing to the development of media competence of the audience in the process of analyzing media's manipulative influences, as well as media educational activities that contribute to the development of media competence of the audience in the process of analyzing the reliability of media texts.
Social Implications of Media Education in the Curriculum of a Future Teacher
Media Education (Mediaobrazovanie), 2019
The article highlights the social implications that determine the use of media in contemporary education. Features of a new post-industrial society advance the necessity to redefine professional competences, taught within all kinds of curricula. Pedagogical schooling is no longer viewed from the perspective of the teacher-centred approach. Students find themselves in the centre of all educational practices. Learners are given a right, and consequently, responsibility to make choices. They receive the opportunity to enjoy a rich assortment of media, which is profoundly used as a learning source by most teachers today. Students can either judge media texts, and manage their content, by themselves, or rely upon teacher's professionalism. In such a context media competence acquires limitless importance. The authors theorize the necessity of mastering media literacy for future teachers. The experience of implementation of the knowledge of media studies is exemplified by the course "Philosophy and Psychology of Education". The curriculum was developed in the framework of the international master programme "Foreign Language Acquisition and Teaching" taught at Northern (Arctic) Federal University (NARFU). In conclusion, a dependency of modern education participants on their understanding of the mechanism and impact of media is pointed out.
Media Educational Practices in Teacher Training.
This article described the methods of media education development of personality (including the audience's individual, creative critical thinking corresponding to conceptual (knowledge of media culture theory), sensory (intentional communication with mass media, orientational experience in genre and topical repertory flow), motivational (emotional, cognitive, moral, aesthetic motives of contact with media and media texts), evaluative (faculty for audiovisual thinking, analysis, synthesis of space-and-time form of media texts narrative, for selfidentification with its character and author, for understanding and evaluation of the author's conception in the context of sound-and-visual media text structure); creative (creative selfexpression in various activities) indicators. As a result of such set of studies a considerable part of the audience proceeds from the initial and secondary levels of media text perception to a higher level of complex identification, showing the students' ability to identify with the author's position.
Media competence. Articulated proposal of dimensions and indicators
2012
The changes occurring in the media environment over the last decade force us to revise the parameters from which media education is to be implemented today, in a new age of communications. This article seeks to provide some criteria that media education or media literacy should follow, and especially a coordinated proposal of dimensions and indicators to define the new media competence. The proposal has been made by the authors of this article from the contributions made by 50 renowned Spanish and foreign experts in Media Literacy. The proposal focuses on six major dimensions: languages; technology; interaction processes; production and dissemination processes; ideology and values, and the aesthetic dimension. And it is structured around two areas of work in every dimension: the production of their own messages and the interaction with outside messages. We propose to develop this media education in the context of participatory culture, combining critical and aesthetic thinking with the expressive capacity; the development of personal autonomy with social and cultural commitment. Finally, we propose to combine technological revolution with neurobiological revolution, assuming changes produced in the conception of the human mind, especially as regards the importance of emotions and unconscious processes over reasoned and conscious ones. ABSTRACT (Spanish) Los cambios que se han producido en el entorno comunicativo durante la última década obligan a revisar los parámetros desde los que se ha de impartir la educación mediática. En este artículo se ofrecen algunos criterios que deberían presidir esta educación y, sobre todo, una propuesta articulada de dimensiones y de indicadores para definir la nueva competencia mediática. La propuesta ha sido realizada por los autores y ajustada a partir de las aportaciones hechas por 50 reconocidos expertos, españoles y extranjeros, y gira en torno a seis grandes dimensiones: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores, y dimensión estética. Y está estructurada en torno a dos ámbitos de trabajo: el de la producción de mensajes propios y el de la interacción con mensajes ajenos. Se propone desarrollar esta educación en el marco de la cultura participativa, compaginando el espíritu crítico y estético con la capacidad expresiva, el desarrollo de la autonomía personal con el compromiso social y cultural. Se pretende, en fin, compaginar la revolución tecnológica con la neurobiológica, asumiendo los cambios producidos en la concepción de la mente humana, sobre todo en lo referente al peso de las emociones y del inconsciente sobre los procesos razonados y conscientes.
Revista Latina De Comunicación Social, 2022
Introducción: La progresiva transformación de los medios a causa de la digitalización, las nuevas características del entorno comunicativo y las correspondientes prácticas de los usuarios ponen de manifiesto nuevas necesidades y demandas educativas. Una redefinición del contexto y los discursos científicos del concepto de competencia mediática parece necesaria. Metodología: a través de un análisis reflexivo de conceptos y modelos, se presenta una conceptualización de la competencia mediática como una competencia extendida a las competencias personales, sociales, culturales y cívicas. Resultados: como resultado de este trabajo se produce un reajuste de las posiciones conceptuales que requiere el desarrollo de la competencia mediática en un contexto digital convergente: el paradigma participativo, la hiperconectividad y la proliferación de la desinformación. Este enfoque requiere la extensión de las capacidades y habilidades de acceso, evaluación, análisis, creación y comunicación de noticias y medios; las habilidades combinan formas previas de alfabetización con otras propias del entorno digital (Livingstone, 2004; Pérez Tornero, Celot, Varis, 2007; Hobbs, 2008). Discusión: el enfoque presentado se asocia a una demanda y unas necesidades educativas más amplias que aseguren el desarrollo de la personalidad desde una visión holística que ponga en conexión las necesidades de una sociedad donde la presencia de los medios es creciente. Conclusiones: Los cambios en el tema de “Aprendizaje sobre los medios” son reconsiderados al final del texto. Introduction:The ever-progressing transformation of the media as a result of digitization trends, the new characteristics of the communication environment and the associated communication practices and forms of user behaviourresult in new educational needs and demands. Their reassessment in the context of current scientific discourses takes the form of revision and redefinition of the concept of media competence. Methodology:through a reflexive analysis of the concepts and models, we present the conceptualization of media competence as an extended competence to the area of personal, social, cultural and civic competencies. Results:The result of the work is a reassessment of conceptual positions in the projection of features of media competence in the context of the significant phenomena of the converged digital environment: participatory paradigm, hyperconnectivity, proliferation of disinformation. This approach requires the extension of skills and abilities in accessing, evaluating, analyzing, creating and communicating news and media; skills combining the previous forms of literacy and skills of digital environment (Livingstone, 2004; Pérez Tornero, Celot, Varis, 2007; Hobbs, 2008). Discussion: Our approach is associated with broader educational demands and needs aimed at the development of the individual ́s personality in a more holistic way, connected with the more complex needs of a society where media presence is higher. Conclusions:The changes in the subject of ́Learning about the media ́ are resassedat the end of the paper.
The development of media literacy and media competence of students in educational practice
The development of media literacy and media competence of students in educational practice, 2018
The article is devoted to the problem of development of media literacy and competence in educational practice. Main objective is to define opportunities and restrictions of usage of training technologies as means of improvement of media literacy and media competence of students. The authors analyzed the main approaches (New Media Literacy, Critical Media Studies, Medium Theory, Pragmatism) and the most popular model to understanding of media literacy (Mediawijzer.net). According to this model authors defined key elements of media competence. Two cases studies from educational practice are presented. First case study is devoted to issues of development of media literacy and competence of students in the psychological disciplines learning. Second case study deals with development of media literacy and competence of students as an element that increases resistance of youth to the influence of propaganda. Authors consider the features of usage of training technologies for both cases. Ac...
Opportunities of Media Education in Qualification Training for Educators
Journal of Technology and Information
The modern information society and global cooperation in the world are set new requirements for the role and competence of the educators at any level. One of the main focuses is developing of media competence. The conditions of existence in modern society are the life in the media space. The use of media in the system of educators' training allows creating media competence of educator at any level of education efficiently and effectively. The aim of the manuscript is to determine the possibilities of media education in a non-core area as an upgrade of the qualifications of teachers of any level.
New stages of development of modern science in Ukraine and EU countries, 2019
The monograph describes the theoretical and practical aspects of the development of pedagogical science in Ukraine and the EU countries. There are distinguished the general issues on the history of pedagogy, teaching theories and methods, special pedagogy, theories and methods of vocational education and education management, information and communication technologies in education, etc. The publication is intended for scientists, lecturers, postgraduates and students of pedagogical specialities, as well as a wide range of readers, who are interested in pedagogy.