Media education in the teaching of social studies. Between theory and practice

2018 ◽  
Vol 28 (2) ◽  
pp. 11-21
Author(s):  
Marcin Jurzysta ◽  
Keyword(s):  
Social Studies ◽  
Theory And Practice ◽  
Media Education

scholarly journals Development of media education in Canada: a brief history

2020 ◽  
Vol 75 ◽  
pp. 01001
Author(s):  
Hanna Tsvietkova ◽  
Olena Beskorsa ◽  
Liudmyla Pryimenko
Keyword(s):  
Theory And Practice ◽  
Media Culture ◽  
Media Education ◽  
Practical Skills ◽  
Audiovisual Media ◽  
Canadian Experience ◽  
Information And Communication ◽  
History Of ◽  
Modern Mass ◽  
First Time

The article focuses on a holistic retrospective analysis of the history of media education in Canada, which has been done for the first time. Based on the theoretical findings of Canadian media educators, the authors substantiate the periodization, identify the trends, the periodization criteria and three main periods of establishment and development of Canadian media education in the context of sociopolitical and socio-pedagogical determinants. The historical preconditions of the development of media education in Canada are revealed. The essence of media education is regarded as a theory study and development of practical skills for mastering modern mass media, which is considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice. The authors determine that media education is associated with all types of media, which include the set of information and communication tools that each person interacts with in everyday life: printed (newspapers, magazines), auditive (radio, audio) and screen or audiovisual media (cinema, TV, video, multimedia, Internet, etc.); they identify the essential characteristics of media education, determine that media education is the form of media literacy and media culture of an individual; as well as they find out, characterize and systematize the gaps in media education in Canada. The article presents the evolution of media education programs, techniques as well as media education associations. In the context of studying the experience of Canadian media theorists and practitioners, the necessity of applying positive Canadian experience to solve the problems of implementing media education in Ukraine in terms of reforming and humanizing its educational space has been substantiated.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2020 ◽  
pp. 233-261 ◽  
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2022 ◽  
pp. 1231-1252
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals Towards a new concept of media education

Comunicar ◽  
2005 ◽  
Vol 12 (24) ◽  
pp. 21-24
Author(s):  
José-Manuel Pérez-Tornero
Keyword(s):  
Latin American ◽  
Theory And Practice ◽  
Media Education ◽  
New Strategies

Many changes are in progress in the field of media education in Latin American context. These changes have made possible that we can find new actors, new languages and new strategies. This situation implies the need to think about new issues and to renovate the basis of the theory and practice in this field. Se están produciendo grandes cambios en el ámbito de la educación en medios en el contexto iberoamericano. Hay nuevos actores, nuevos lenguajes y nuevas estrategias. Ello hace necesario reflexionar y renovar los fundamentos teóricos y las prácticas existentes en ese campo.

Critical Media Literacy in Teacher Education, Theory, and Practice

2019 ◽  
Author(s):  
Jeff Share ◽  
Tatevik Mamikonyan ◽  
Eduardo Lopez
Keyword(s):  
Public Schools ◽  
Media Literacy ◽  
Social Transformation ◽  
Theory And Practice ◽  
Media Education ◽  
Critical Education ◽  
Critical Media Literacy ◽  
Critical Media ◽  
K 12 ◽  
Media And Technology

Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.

Improving Coherence in Teacher Education

2018 ◽  
pp. 166-191
Author(s):  
Tracy L. Weston
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
Theory And Practice ◽  
Methods Course ◽  
Social Studies Methods ◽  
Elementary Literacy ◽  
Coherent Field ◽  
Definition Of

This chapter describes the author's work as a teacher educator to establish, sustain, and improve a methods course partnership with a local K-6 school using an integrated school-situated, practice-based model. The model was designed with an aim of improving the coherence of teacher candidates' experiences and learning to better prepare them for the complicated work of equitable teaching. Coherent field-based components in teacher education offer opportunities to mitigate divisions between 1) theory and practice and 2) coursework and fieldwork. The chapter begins with a definition of coherence, describes how this definition of coherence was used to design an elementary literacy/social studies methods course, shares data to evaluate the course from the perspective of the teacher candidates, and describes what candidates learned by participating in the course.

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