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This article analyzes the meanings of media competence, media competence and media education, highlights the teacher's views on media competence in pedagogical activities and its essence.
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In this study the author considers the perceptions of university faculty members regarding media literacy education at the university level. Data from faculty interviews (N=16) suggest that faculty members across multiple discipli...
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In this study the author considers the perceptions of university faculty members regarding media literacy education at the university level. Data from faculty interviews (N=16) suggest that faculty members across multiple disciplines feel that it is important for university students to develop media literacy competencies. Nevertheless, faculty members fell into three categories regarding the extent to which they address media literacy: willing, unwilling because of systemic factors, and unwilling because of personal factors. An exploration of these categories demonstrates the challenges associated with addressing media literacy competencies within higher education.
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摘要 :
In this study the author considers the perceptions of university faculty members regarding media literacy education at the university level. Data from faculty interviews (N= 16) suggest that faculty members across multiple discipl...
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In this study the author considers the perceptions of university faculty members regarding media literacy education at the university level. Data from faculty interviews (N= 16) suggest that faculty members across multiple disciplines feel that it is important for university students to develop media literacy competencies. Nevertheless, faculty members fell into three categories regarding the extent to which they address media literacy: willing, unwilling because of systemic factors, and unwilling because of personal factors. An exploration of these categories demonstrates the challenges associated with addressing media literacy competencies within higher education.
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A theoretical analysis of the literature on the problem of media competence is performed. The results of experimental work are provided. 300 students of pedagogical specialities and directions of training of the Federal State Budg...
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A theoretical analysis of the literature on the problem of media competence is performed. The results of experimental work are provided. 300 students of pedagogical specialities and directions of training of the Federal State Budget Educa- tional Institution of Higher Professional Education “ISLU” form the research base. The purpose is diagnosing the initial state of media competence of individual students of pedagogical specialities. Objectives: 1) determining the presence / absence of the basic indicators of media competence component formation; 2) identification of students' activity during media productive creative activity as a stimulator of desired quality manifestation. A diagnostic program consisted of the author's questionnaire and an instruction- map for a teacher. The undertaken study allowed to make a conclusion that the level of students’ media competence is formed on the basis of organizational and pedagogical conditions of the edu- cational process at the university.
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Based on the full-text collection of thesis abstracts, monographic researches, articles of various levels on the site of ele c- tronic Scientific Library “Media Education” (http://edu.of.ru/medialibrary), the author traces the e...
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Based on the full-text collection of thesis abstracts, monographic researches, articles of various levels on the site of ele c- tronic Scientific Library “Media Education” (http://edu.of.ru/medialibrary), the author traces the evolution of Russian scien- tists’ views on the problem of media education in the second half of XX century. The choice of time frames is due to the fact that the formation and practical approbation of media education was taking part at that very moment in Russia and abroad, and the choice of works is determined by their importance in the development of media education ideas. Analy- sis objectives are to review, clarify, specify the concept, its essence, and nature, identify key categories of media educa- tion as a pedagogical phenomena in the historiographic time period.
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The paper outlines one of the attractive scientific areas forming media competence of the personality. Media education to be the forming science at the peak of its development is at the same time the subject of intensive reconside...
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The paper outlines one of the attractive scientific areas forming media competence of the personality. Media education to be the forming science at the peak of its development is at the same time the subject of intensive reconsideration in the aspect of its position conceptualization and its methodological foundations according to modern trends. The article describes principally new vectors of this scientific area development; formulates the objectives set by the above processes before pedagogical science and practice under conditions of exponential growth of scientific knowledge.
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Adolescents spend a substantial part of their leisure time with playing games and using social media such as Facebook. The present paper examines the link between adolescents' computer and Internet activities and computer literacy...
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Adolescents spend a substantial part of their leisure time with playing games and using social media such as Facebook. The present paper examines the link between adolescents' computer and Internet activities and computer literacy (defined as the ability to work with a computer efficiently). A cross-sectional study with N = 200 adolescents, aged 17 on average, was conducted. Hierarchical regression analyses showed that an increase in time spent playing games on a PC/Mac was related to higher scores on practical and theoretical computer knowledge. Moreover, practical computer knowledge was higher for adolescents who liked playing shooters, fantasy games, or Facebook-games. Frequency of social media use was associated with higher scores in practical computer knowledge. A bootstrap analysis indicated that this relationship was mediated by a decrease in computer anxiety, not by more positive attitudes toward the computer. Gender yielded substantial main effects on the media literacy variables but the associations between the computer and Internet activities and the literacy aspects were similar for boys and girls. This study is expected to encourage future longitudinal research on adolescents' incidental learning during leisure time computer and Internet activities.
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The current research on teacher support strategies for students who have been cyberbullied is inconsistent, which contributes to both teacher inaction and cyber-victims' non-disclosure. Thus, the current study aims to address this...
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The current research on teacher support strategies for students who have been cyberbullied is inconsistent, which contributes to both teacher inaction and cyber-victims' non-disclosure. Thus, the current study aims to address this issue of non-disclosure by measuring adolescents' intent to disclose hypothetical cyberbullying experiences to a teacher after being presented with cyber-bullying vignettes. One-hundred and five adolescents between the ages of 12-to-17 years old (60% self-identified as Female; Mage =14.26; SD = 1.51) participated. The vignettes followed a 5 x 4 within subject design to depict different types of support (No Support, Emotional, Appraisal, Informational, Instrumental) across different cyberbullying forms (Verbal, Visual, Exclusion, Impersonation). This study also aims to examine how self-reported perceptions of school climate influences disclosure intentions after being provided with support. Several multiple regression analyses were conducted to identify predictors of intentions to disclose. The results found that each support type increased intent to disclose in comparison to no support. Disclosure intentions increased when teacher support was provided for severe cyberbullying incidents, but disclosure intentions decreased when teacher support was provided for less severe cyberbullying incidents. Furthermore, disclosure intentions are higher among those who identify as female and have higher school climate scores. These findings highlight how the House (1981) framework can be applied to increase adolescents' intentions to disclose cyber-victimization experiences to their teachers, which has the potential to break the cycle of non-disclosure observed in youth, increase teacher competency to intervene, and boost adolescents' confidence in their teachers.
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The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of...
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The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed.
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This article draws on the work of Foucault to construct a history of the invention and introduction of media studies in the Australian context through the analysis of two of its epistemological regimes: audience studies and media ...
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This article draws on the work of Foucault to construct a history of the invention and introduction of media studies in the Australian context through the analysis of two of its epistemological regimes: audience studies and media production. In so doing, it challenges contemporary assumptions about the subject's foundations, purposes, and achievements, most significant the belief that the story of media education is a story of seamless progress marked by the movement from a protectionist philosophy to one that approaches the media as a representational system. Questioning the normative, taken-for-granted history and conduct of a school subject does not necessarily mean that a subject will, or should, be changed. However, there exists at least the opportunity to bring about change when current practices can be located and understood in terms of historical contingency rather than the more common change and reform rhetoric of curriculum developers.
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