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.

Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Zlatina Dimitrova ◽  
◽  
◽  
Keyword(s):  
United Kingdom ◽  
Media Literacy ◽  
Media Education ◽  
Theoretical Research ◽  
School Age Children ◽  
Educational Models ◽  
The United Kingdom ◽  
The World ◽  
The Media ◽  
Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

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.

Media literacy in the system of the secondary education in Russia

2020 ◽  
Vol 41 (48) ◽  
pp. 393-401
Author(s):  
Ilia A. BYKOV ◽  
◽  
Maria V. MEDVEDEVA ◽  
Keyword(s):  
Secondary Education ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
School Level ◽  
Educational Standards ◽  
Main Attention ◽  
Russian School ◽  
Insufficient Attention ◽  
The Media

This article is devoted to the issue of media education in Russian school. The main attention is paid to the concepts of media education and media literacy. The authors have studied the issue of media literacy in the education system of Russia. They have discovered that today an insufficient attention is paid to the problem of media literacy and media education at the school level. The authors argue that the educational standards and the school textbooks do not take into account the need to teach methods of protection against manipulation in the media.

Going Critical: The Limits of Media Literacy

1993 ◽  
Vol 37 (2) ◽  
pp. 142-152 ◽  
Author(s):  
David Buckingham
Keyword(s):  
Media Literacy ◽  
Social Factors ◽  
Critical Analysis ◽  
Classroom Practice ◽  
Theoretical Basis ◽  
Media Education ◽  
Social Functions ◽  
The Social ◽  
The Media ◽  
Critical Discourses

This article seeks to question the emphasis on critical reading in media education curricula, both in terms of the assumptions about children's existing knowledge which it entails and in terms of its implications for classroom practice. The first part of the article draws on recent research on children's understanding of television, and considers the social functions of critical discourses about the medium. Summarising findings from the author's research, it points to the inter-relationships between cognitive, affective and social factors in children's talk. The second part of the article draws on recent classroom research in the field to consider the processes by which children acquire critical discourses about the media, and the limitations of a purely analytical approach. The article concludes by arguing for the need to develop a more complex theoretical basis for media education pedagogy, based on the interaction between critical analysis and other teaching strategies.

scholarly journals Digital Literacy in the Perspective of the Philosophy of Science Through the Media Literature

2021 ◽  
Author(s):  
Muhammad Alan Ad'ha Firdaus ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Survey Method ◽  
Scientific Article ◽  
Individual Level ◽  
The Media ◽  
The Individual ◽  
Descriptive Survey ◽  
Digital Media Literacy

The scientific article contains a survey on digital media literacy of Universitas Airlangga students which was conducted with the aim of knowing the understanding of students from all universities in Indonesia regarding digital media, and to find out how high the individual level of competence of students in Indonesia is in digital media literacy, as well as to find out the factors what influences the level of competent individuals regarding digital media literacy. This research was conducted using a descriptive survey method and using descriptive statistical data analysis techniques to analyze the research data. The results of the study revealed that: 1). The understanding of students in Indonesia regarding digital literacy is in the medium category, 2). The competent individual level of Indonesian students in digital media literacy is at the basic level, 3). The factors that influence the level of competent individuals related to digital media literacy are mainly family environmental factors.

scholarly journals MEDIA LITERACY AS ONE OF THE COMPONENTS OF THE PROCESS OF PREPARATION OF A MODERN TEACHER OF VOCATIONAL TRAINING

2021 ◽  
pp. 69-72
Author(s):  
Dmytrii Verbivskyi ◽  
Yaroslava Sikora ◽  
Olena Usata
Keyword(s):  
Media Literacy ◽  
Vocational Training ◽  
Professional Training ◽  
Legal Framework ◽  
Empirical Method ◽  
Literacy Skills ◽  
Media Culture ◽  
Media Education ◽  
Future Teachers ◽  
The Media

The formation of media information literacy and media culture in accordance with their age, individual and other characteristics is defined as one of the priority areas of media education in Ukraine. That is why in the process of integration of Ukrainian education into the European space and providing the state with measures for information security of the country, the issues of media literacy of modern teachers, including professional teachers, become especially acute and relevant. The purpose of this article is to determine the content of the concept of «media literacy», analysis of the legal framework for the introduction of media education in Ukraine and foreign and domestic experience in the formation of media literacy in future teachers of professional training. The following research methods were used in the work: empirical method of collecting and systematizing materials related to the study of media literacy in future teachers of professional training; terminological analysis, as a result of which the definitions of a number of terms were specified: media literacy, media competence, media education, media pedagogy, professional training, teacher of professional training. The presented material of the article allowed to make the following conclusions: the analysis of foreign and domestic experience of formation of media literacy at future teachers of vocational training gave the chance to define the maintenance of concept «media literacy of the modern teacher of professional training». The analysis of the legal framework for the introduction of media education in Ukraine showed that the media educator, who is included in the media education system and has media literacy skills, is a key figure at all levels of modern education: from preschool to higher.

scholarly journals The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

2021 ◽  
Author(s):  
Paula Renés-Arellano ◽  
Ignacio Aguaded ◽  
Maria Jose Hernández-Serrano
Keyword(s):  
Teacher Training ◽  
New Media ◽  
Information Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Educational Systems ◽  
The Past ◽  
Media Ecosystem ◽  
The Media ◽  
New Curricula

Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.

scholarly journals NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT

2020 ◽  
pp. 103-109
Author(s):  
Halyna Horbenko ◽  
Yana Fruktova ◽  
Oleksandra Hondiul
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Formal Education ◽  
Personality Development ◽  
European Countries ◽  
Media Education ◽  
Media Centers ◽  
Wide Range ◽  
Media Component ◽  
The Media

Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

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