scholarly journals The Specifics of Media Literacy Development Among Future Teachers in Studying Pedagogic Disciplines

2019 ◽  
Author(s):  
Natalia Fedoseeva ◽  
Yelena Levkina
Keyword(s):  
Media Literacy ◽  
Literacy Development ◽  
Future Teachers

scholarly journals The technique for future teachers’ digital literacy development

2020 ◽  
Vol 1691 ◽  
pp. 012129
Author(s):  
T A Kulikova ◽  
N A Poddubnaya ◽  
L Sh Bagdasaryan ◽  
A H Ardeev
Keyword(s):  
Digital Literacy ◽  
Literacy Development ◽  
Future Teachers

Teachers and Technology

2011 ◽  
pp. 452-468 ◽  
Author(s):  
Karen Cadiero-Kaplan
Keyword(s):  
Media Literacy ◽  
Technology Use ◽  
Literacy Development ◽  
Technology Development ◽  
Technological Literacy ◽  
Student Centered ◽  
Use Of Technology ◽  
Portfolio Development ◽  
Literacy Identity ◽  
K 12

This chapter focuses on the pedagogy necessary in critically considering technology development for K-12 teachers and their students’. Three key questions frame this analysis: First, what literacies are necessary in the learning and use of technology? Second, what methods or processes are most effective in developing and implementing such technological literacy? Third, how do teachers best develop skills in using computers which ultimately ensure the development of skills and knowledge for students in classrooms? The chapter will illustrate, through the author’s work in professional development settings, pedagogical techniques and strategies that have been implemented successfully in building capacity among new and experienced teachers in using technology for lesson planning, teaching enhancement, and portfolio development. Finally, Pailliotet and Mosenthal’s (2000) four “I’s” of media literacy—identity, intermediality, issues, and innovations—are utilized to analyze the case studies and provide a framework for implementing student-centered processes for technology use and literacy development.

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 “I don’t like hearing Angel and not seeing her! Why did we do that?” An Exploration of Students’ Media Literacy Development Through Production

2004 ◽  
Vol 30 (1) ◽  
Author(s):  
Michele Luchs ◽  
Winston Emery
Keyword(s):  
Conceptual Framework ◽  
Media Literacy ◽  
Literacy Development ◽  
Critical Consciousness ◽  
Media Education ◽  
Media Production ◽  
Video Documentary ◽  
The Media ◽  
Media Learning

Abstract: In this exploratory casestudy we look at student media production to find out what students know and have learned about the media through production work. We used a media education conceptual framework developed by Dick as a means of describing the day to day media learning of a group of ten students, four girls and six boys, producing a video documentary on rape. We found that as they worked, the students encountered most of the concepts of Dick’s framework; however, with the exception of the development of a sophisticated understanding of the documentary genre, there was little formal opportunity for the students to articulate their nascent critical consciousness about the media.

Sign in / Sign up

Export Citation Format

Share Document