The Mold Is the Message

Glimpse ◽  
2019 ◽  
Vol 20 ◽  
pp. 135-142
Author(s):  
Yoni Van Den Eede ◽  
Keyword(s):  
Media Literacy ◽  
Philosophy Of Technology ◽  
Fungal Growth ◽  
Digital Technologies ◽  
Vantage Point ◽  
Theoretical Level ◽  
Marshall Mcluhan ◽  
Media Technologies ◽  
Starting Point ◽  
The Media

Expecting that media and/or digital technologies “do” things (Verbeek), we are called upon to take a stance on them, theoretically as well as practically. Media literacy represents one such stance—we are prodded to be literate about media—but there are others. To this extent media literacy is a lens through which we look at issues and that shapes what we see. This becomes particularly clear when we consider another lens, namely, that of media health. While media literacy suggests a rather pragmatic way of doing, making do with what is on offer, the image of media health dramatically alters the starting point: media are seen here as affecting us, even to the extent that we become sick and need to be cured. This image or model of media as somehow related to disease and health is developed in varying degrees of explicitness in the work of Bernard Stiegler and Marshall McLuhan among others. In this paper, we investigate the differences between the media literacy and media health models from a meta vantage point and ask how the lens determines how we view and understand certain problems in relation to media/technologies. We do this by deploying a metaphor ourselves, namely that of mold. Our models are molds. They are understood as a “frame or model around or on which something is formed or shaped,” but the connotations of fungal growth helping organic decay and of soil and earth are also at stake. Depending on which meaning we prefer, it might turn out that we do not need to choose between our molds/models: they are interconnected, like mold. On a more theoretical level, we link up the media literacy and media health approaches to two major strands in philosophy of technology, namely to the pragmatist/postphenomenological and transcendentalist/critical streams respectively.

scholarly journals Media Literacy in the Lifeworlds of Malaysian Children

2013 ◽  
Vol 3 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Shanthi Balraj Baboo
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Meaning Making ◽  
User Experiences ◽  
Childhood Experiences ◽  
Media Technologies ◽  
School Settings ◽  
The World ◽  
The Media ◽  
Home And School

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

scholarly journals MEDIA LITERACY IN EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 2 ◽  
pp. 613-623
Author(s):  
Katarina Vanek
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Primary Schools ◽  
Educational Practice ◽  
School Year ◽  
Starting Point ◽  
8Th Grade ◽  
The Media ◽  
The Republic ◽  
School Curricula

This research has been set in view of the increasing exposure of children and youth to the media and the challenges of the modern education system. The aim was to establish the existence and representation of extracurricular activities in school curricula aimed at media literacy of students in primary schools in the area of Virovitica-Podravina and Požega-Slavonia Counties in the Republic of Croatia. The data were collected by studying the documentation - analysis of 25 school curricula for the 2020/2021 school year, which are available on websites of the schools. The results are described by the descriptive method and point to the existence of extracurricular activities aimed at media literacy of students, but not in all schools. Such extracurricular activities are more represented in higher grades of primary school (5th -8th grade) and are mostly oriented toward journalism, while in lower grades (1st - 4th grade) the most frequent activities are related to Computer Science or a specific aim set within media literacy education. Finally, this research can be a starting point for other research projects for determining the causal links that led to such results and an incentive to improve educational practice in Croatian schools.

The Dynamics of Media Landscape and Media Policy in Indonesia

2019 ◽  
Vol 29 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Vidi Sukmayadi
Keyword(s):  
Media Literacy ◽  
Information Society ◽  
Literacy Skill ◽  
Media Policy ◽  
Media Industry ◽  
Media Technology ◽  
Media Consolidation ◽  
Starting Point ◽  
The Media

Democratization in communication is the starting point for mass media in achieving a prosperous information society. However, building an ideal democratic role of media is not trouble free. The incredible pace of the development of media industry in Indonesia in the last two decades poses at least two main threats to media consumers. First, the growth of the media industry in Indonesia has been driven by capital interests that lead to media oligopoly. Second, the integration of conventional media and the internet and social media technology place our society information flow on a stranglehold. The media consolidation gives the audience an illusion of information choice without realizing that actually they are losing their rights for reliable information. Hence, an upgrade of media literacy skill and a proper media policy are needed to cope with the current fast-paced world.

scholarly journals From Traditional to New Media - Pmi (Public Media Institution Radio Television of Vojvodina) Rtv of Vojvodina in Step with the 21st Century and Media Literacy

2017 ◽  
Vol 10 (2) ◽  
pp. 291
Author(s):  
MsC Sonja Kokotović ◽  
PhD Miodrag Koprivica
Keyword(s):  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Regular Education ◽  
Media Technologies ◽  
Internet Users ◽  
Public Media ◽  
Technological Developments ◽  
The Media ◽  
Made In

Today, digital media technologies enable faster reaching the necessary information and placement information that are important to the user, quickly and easily using new communication channels available to everyone around the world. Internet mainly compared with the "information buffet" from which users take as much information as he is when he needs to. This information can be used for information, education, entertainment, advertising, sales, and other aspects of the business. As we live in the age of new media, which enabled the creation and exchange a wide variety of content, including the content of traditional media such as those produced by JMU broadcasting a large number of Internet users, researchers influence of the media warn of increase dependence on the media, especially new and the need to create the institutional basis for the introduction of media education in the regular education program. Gradual influence of new media people indirectly determine the meaning of life, because it is believed that two-thirds of our waking time with the media or with media and other activity. This work will define terms such as Internet, communications, new media, media literacy, social media, media content, but ... I will analyze the expectations and challenges that we accelerated technical and technological developments made in terms of the Internet and other forms of electronic promotions.

scholarly journals The Formation of Teachers’ Media Competencies as a Problem of Modern Pedagogy

2020 ◽  
Vol 18 (2) ◽  
pp. 65-76
Author(s):  
Aida TOPUZYAN ◽  
Lusine POGHOSYAN
Keyword(s):  
Media Literacy ◽  
Information Technologies ◽  
Parental Education ◽  
Modern Society ◽  
Media Education ◽  
Correct Selection ◽  
Media Technologies ◽  
Innovative Methods ◽  
The Media ◽  
The One

In the 21st century, modern society learns and lives with new rules and laws. They are dictated by the surrounding reality. If education is cut off from modern life, then it can not be of interest to the pupils, which would make it ineffective. The introduction of information technologies is one of the keys to organizing effective education for pupils. Therefore, the role of the teacher in this process is extremely important. Teacher’s media competencies are aimed at pupils' correct selection and interpretation of media content, their perception and understanding of the content, avoiding manipulation, and literate media use. Our research among learners, teachers, parents shows that the use of media in modern schools is not widespread. Teachers rarely use media technologies during lessons and, as a rule, they are not aimed at the development of the pupils' media literacy, but act as meeting the demand of applying innovative methods and technical means. In order to organize children's media education, to use media tools, to identify teachers' level of media literacy, and to develop media competencies, studies have been conducted in various secondary schools. The studies show that some teachers don't know exactly what the media is. The responses of some of the teachers who participated in the survey show that teachers do not exactly understand the nature of the media, the forms, the answers of many of them are different and incomplete. Teachers are mostly unaware of media technologies and do not realize its role in the upbringing and development of children. Summing up the results of surveys of teachers, children, and their parents, we came to the conclusion that the central role in the implementation of media education is played by the teacher. He is the pedagogue of ICT and the media the one who carries out parental education; he is the one who turns students into media educators. So it is necessary to help the teacher and the future teachers in carrying out their mission. All this forced us to try to develop the following media competencies of teachers and in parallel, determine the pupil's media competencies.

scholarly journals Community dimension of media literacy

Comunicar ◽  
2008 ◽  
Vol 16 (31) ◽  
pp. 129-136
Author(s):  
Gemma Abellán-Fabrés ◽  
Carme Mayugo-i-Majó
Keyword(s):  
Media Literacy ◽  
Social Cohesion ◽  
Social Sphere ◽  
Mutual Knowledge ◽  
Starting Point ◽  
The Social ◽  
The Media ◽  
Set Up ◽  
Medios De Comunicacion ◽  
Vital Factor

Some theoretical contributions to the Media Literacy set up the dialogue, the exchange and the renegotiation of meanings as a starting point for interaction and knowledge. In all these approaches, the environment becomes a vital factor, because in its position we find the social interrelations and the possibility of learning in a collective and/or community way. In our societies, media are holding a big space in people’s social sphere. At the same time it is acquiring more critical competence towards contents reception, the knowledge and the use of media skills bring new languages to the citizenship to explore its surroundings, promoting the mutual knowledge and the social cohesion, keys for social change. Algunas aportaciones teóricas a la Educación en Comunicación priorizan el diálogo, el intercambio y la renegociación de significados como base para la interacción y el conocimiento. En estos enfoques, el entorno se convierte en un elemento vital, ya que ahí se dan las interrelaciones sociales y la posibilidad de aprender de manera colectiva y/o comunitaria. Actualmente, los medios de comunicación ocupan buena parte de la esfera social de los individuos. A parte de dotarla de más capacidad crítica en la recepción de contenidos, el conocimiento y uso de herramientas mediáticas provee a la ciudadanía de nuevos lenguajes para explorar su entorno, fomentando el conocimiento mutuo y la cohesión social, motores para la transformación social.

scholarly journals MEDIA COMPETENCE AND MEDIA LITERACY: THE ESSENCE OF CONCEPTS

2021 ◽  
pp. 18-23
Author(s):  
Olena Murzina
Keyword(s):  
Media Literacy ◽  
Personal Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Media Culture ◽  
Media Environment ◽  
Professional Activities ◽  
Media Technologies ◽  
The Media ◽  
Pedagogical Literature

The analysis of the scientific and pedagogical literature, during which the essence of the concepts of «media literacy» and «media competence» is revealed through different views of scientists is performed in the article. We understand media competence as a set of knowledge, skills, abilities that contribute to the search, selection, interpretation, use, evaluation, critical analysis, creation and transmission of media information. The media competence of future doctors we consider as their competence in the application of media technologies in their professional activities. Media competence includes competence of information, competence of communication, informational and communicative competences. Media competence is formed through media literacy, which, in turn, is achieved in the process of media education. It helps individuals to think critically, which helps to form a certain understanding and make competent decisions in response to media information. We define media literacy as a process of personal development through the media and in order to form media culture, develop communicative and creative abilities, critical thinking, skills of finding, interpreting, evaluating and analyzing media information with the help of media technologies. That is, a media literate person is able to control the media and navigate in the media environment, to find the necessary information, can control erroneous messages.

Learning Content Creation in the Field

2017 ◽  
pp. 125-137
Author(s):  
Sujatha Sosale
Keyword(s):  
Study Abroad ◽  
Media Literacy ◽  
Educational Experiences ◽  
Digital Technologies ◽  
Content Creation ◽  
Learning Content ◽  
Course Experience ◽  
The Media ◽  
Video And Audio ◽  
Us University

Media literacy is the raison d'être of journalism and media education in universities. With the advent of digital technologies and generational online developments such as Web 2.0, media literacy has now turned into multimedia literacy, where future media professionals learn to write, produce video and audio, edit, link, curate, and disseminate the content produced as individual communicators rather than members of a production team where each member specializes in one or two of these aspects to media production. Simultaneously there has been an increase in efforts to globalize educational experiences for students. These developments raise questions about new elements to media literacy, pedagogy, assessment, and learning the ethics of responsible communication about foreign cultures in the media. This chapter tackles these questions by reflecting on a Study Abroad course experience where students in a US university traveled to South India, and created content in the field about specific experiences related to development.

Gaia, God, and the Internet: The History of Evolution and the Utopia of Community in Media Society

Numen ◽  
2007 ◽  
Vol 54 (2) ◽  
pp. 138-173 ◽  
Author(s):  
Oliver Krüger
Keyword(s):  
Evolutionary Model ◽  
Human Mind ◽  
The Internet ◽  
Marshall Mcluhan ◽  
Cultural Perceptions ◽  
Media Technologies ◽  
History Of ◽  
The Media ◽  
Gaia Theory ◽  
Promising Perspective

AbstractThe question of religious content in the media has occupied many scholars studying the relationship between media and religion. However, the study of recent religious thought offers a promising perspective for the analysis of the cultural perceptions of various media technologies. After the Internet first appeared in American households in the middle of the 1990s, a variety of religious or spiritual interpretations of the new medium emerged. The far-reaching ideas see the Internet as the first step of the realisation of a divine entity consisting of the collective human mind. In this vision, the emergence of the Internet is considered to be part of a teleological evolutionary model. Essential for the religious and evolutionary construction of the Internet is an incorporation of Pierre Teilhard de Chardin's model of evolution — especially the idea of the noosphere, and its adoption in media theory by Marshall McLuhan. The connections of these ideas to James Lovelock's Gaia theory illustrate the notion of the Internet as an organic entity. The article outlines the processes of the reception of religious and evolutionary ideas which led to the recent interpretations of the Internet as a divine sphere.

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