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Media Literacy - Science topic

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Dear researchers,
Could you assist me what theories can be used as literature review about media literacy topik in the educational context..?
and do you have most related reference about communcation competence in the digital age..?
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In this paper, the theoretical underpinnings from communication theory and education were described. Even though a wide variety of theories have influenced media literacy education, it appears that media literacy scholar and practitioners are reaching consensus on which theoretical approach is the most appropriate. Overall, media literacy scholars have described a shift from a protectionist approach to media literacy to a more democratic approach influenced by educational scholars such as Freire (2000), Postman and Weingartner (1969), and Vygotsky (1962, 1978). They also reflect principles of more recent communication theories. This approach is more student-centered and emphasizes non-hierarchical teaching modes, reflection, and critical thinking. In recent communication and constructivist theories it is proposed that meaning is actively constructed by learners. In addition, media literacy scholars and organizations have established key concepts of media literacy which appear especially grounded in a constructivist and cultural studies framework. These conceptual understandings can provide a theoretical basis for the field of media literacy.
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I am seeking recommendations of strategies or examples of media education interventions to support youth media literacy in area of critical comprehension of online content and skills to collaboratively investigate and address civic/public issues.
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Hi Tao, your question takes on a new, greater meaning because of current events - war in Europe.
The digital media of the network society differ fundamentally from the media of the traditional industrial society. The leitmotif for an understanding of media that has been changing, especially since the turn of the millennium, is situated-adpative media use: electronic, digital, and social media can be used at any time, in any place, and in any mode. In the network society, however, people no longer act as mere consumers, but also as producers of media content of a textual, auditory and/or visual nature, which is often (co-)shared. Increasingly, individuals are thus advancing to become prosumers with their own media cultures, resulting in prosumer cultures.
The change to a knowledge-based network society therefore requires in part completely new and different skills than in the late industrial society: the structures and processes of the network society are primarily enabled by education and knowledge as well as by media and social participation. A positively perceived present and an optimistically expected future therefore depend decisively on whether and to what extent it is possible to accompany all people equally on their way into the complex, contradictory network society and to create democratic opportunities for participation. Media competence is therefore considered a core skill for political and democratic judgment and action.
One promising approach is the 'digital citizenship' concept. It points to the close interconnection of political, civic education and media education for a democracy that by definition depends on the participation of all citizens. However, international research findings suggest that social lines of difference (age, gender, social and ethnic origin, physical abilities) influence whether individuals are able to acquire the skills necessary to participate in the digitally shaped world and to act as prosumers.
In order to ensure educational and equal opportunities in a European community shaped by digital media and technologies and to strengthen the cohesion of a Europe of human rights, it is necessary to investigate which conditions contribute to strengthening children and young people in the process of subjectification as prosumers and to impart appropriate media skills to them. We base our understanding of media literacy on the results of the European Audiovisual Observatory's analysis of 'Practices and Measures to Promote Media Literacy in the EU-28' and the EU's 'Digital Competence Framework for Citizens'.
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Media education should be mainly given at the secondary, tertiary and, non-formal and lifelong education in a country. Media education is not only learning about media, but also improving journalism skills, creativity, critical and analytical thinking etc. to understand the contemporary and practical scenarios in the media and society as well as to cater to the industrial needs and requirements.
So, it is important to introduce media education/ media literary/ information literacy/ communication skills subject/s in the school level and Communication and Media Studies at the university level. Therefore, I would appreciate hearing your opinion on this.
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Dr G.T. Madhubhashini Galagedarage . Yes it is very important & essential for all levels .
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I wonder if there is a questionnaire for measuring "21st century skills" (a.o. critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, social skills)
Alternatively: is there a questionnaire that measures several of these skills? Or is it necessary to compile such a questionnaire from instruments for the individual measured variables?
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I know this is not an answer to your question Ian yet I think the conversation has moved ( thankfully so) to 21st century dispositions ( habits of mind) rather than skills. The discourse is around the importance of developing these dispositions to allow individuals to live and work successfully and fully. Bill Lucas advocates theses dispositions. I agree that they must be developed both in teachers and their students. They are qualities such as emotional and ethical intelligence, resilience, criticality, life-long learning.
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To describe someone level of media a wareness which term will be accurate media culture or media media literacy. And what dimensions person should be have to be media literate or media cultured
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Dear Abdelmohsen Okela I think can be measured by two methods in the media :1. Behavioral K Pis/ that track how behaviors spread over time. Behavioral K Pis are useful because they represent a metric that comes directly from persons . The entire media organization should be encouraged to participate so persons can gain a broad understanding of the culture landscape, 2. Business K Pis: These are relevant business K Pis that may be affected as a direct or indirect result of the spread of behaviors, sch as level of thought and knowledge, ability to analyze and conclude,sequence of ideas and scenarios .
regards
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Dear all,
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
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Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.
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Dear  all,
I'm looking for research literature about young children's conceptions of coding, computers, and the internet. Via searches to various databases I have found some interesting reading (see the list below), but any additional reading (especially about children's conceptions of the internet) is highly appreciated.
Thanks, 
Pekka
Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (2016). Young
children's everyday concepts of the internet: A platform for cyber‐safety education in the early
years. British Journal of Educational Technology.
Hammond, M., & Rogers, P. (2007). An investigation of children’s conceptualisation of computers
and how they work. Education and Information Technologies, 12(1), 3-15.
Jervis, A. (2003).Children’s Thinking About Computers. Paper presented at the British Educational
Research Association Conference, Heriot-Watt University, Edinburgh.
Levy, S. T., & Mioduser, D. (2008). Does it “want” or “was it programmed to...”? Kindergarten
children’s explanations of an autonomous robot’s adaptive functioning. International Journal of
Technology and Design Education, 18(4), 337-359.
Oleson, K. E., Sims, V. K., Chin, M. G., Lum, H. C., & Sinatra, A. (2010). Developmental human
factors: children's mental models of computers. In Proceedings of the Human Factors and
Ergonomics Society Annual Meeting (Vol. 54, No. 19, pp. 1450-1453). Sage CA: Los Angeles, CA:
SAGE Publications.
Papastergiou, M. (2005). “Students’ Mental Models of the Internet and Their Didactical
Exploitation in Informatics Education.” In: Education and Information Technologies 10(4,) pp.
341–360.
Rücker, M. T., & Pinkwart, N. (2016). Review and Discussion of Children’s Conceptions of
Computers. Journal of Science Education and Technology, 25(2), 274-283.
Turkle, S. (2005).The second self: computers and the human spirit. 20th anniversary ed. Cambridge,
MA: MIT Press.
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The official version of the article is freely available via this link 'till March 23rd 2019
httpss://authors.elsevier.com/a/1YWPF7t9Unpqzl
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Can you write what kind of role does media education have in your country? And more specific - on your universities? Maybe it doesn't have a role at all?
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In the department where I work there has been a core subject on media education, over the last years. Students are expected to study it.
I assume the impact of such (necessary for sure) classes, might take time to be observed. Overal it is gaining grounds.
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Dear RG community,
I'm currently working on a literature review and I'm looking for information literacy conceptual frameworks and standards. I'm looking for contribution proposed in the scientific literature in information science (or related fields) or proposed by educational institutions or information professionals institutions (e.g SCONUL, ACRL...). I'm interested in any contributions that defines/describes the nature/scope/levels of competences/skills/knowledge/etc...that should be mastered by individuals to be "information literate". I'm also interested in any contribution from other fields (e.g media literacy, digital literacy...) if they are related in some ways with questions of human-information interaction. I'd like to discover contributions from any country if an english/french version is available.
Thanks in advance for your help,
Jerry Jacques
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Working on the assessment of several media literacy skills in high school students, our theoretical model poses that some skills are more basic than others, and that students need to master basic skills in order to master more advanced ones. We would like to analyze data from a test assessing several skills and clarify the relationships between the skills being assessed.
Assume that S1 is a variable that measures the level of a basic skill in a sample our students, and S2 is a variable that measures the level of a more advanced skill (which according to our model requires S1 to be mastered). If our model is correct, when S1 scores are low, S2 scores are necessary low, but as S1 scores increase, S2 may or may not increase.
What kind of statistical analysis would allow us to identify such relationhips between our variables?
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As I understand it:
S1 is independent of S2
S2 is monotonically dependent on S1. That is, if S2 is ‘large’ then S1 must be ‘large’; but not the other ways around because if S1 is ‘large’, that does not necessarily require S2 to be ‘large’.
The methods of 'Rank Correlations' are designed to detect monotonic relationships such as this. I suggest using Spearman’s Rho or related methods:
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Are you aware of the following 21st century skills:Interaction and Engagement, Collaboration, Adaptability, Self-direction, Leadership and Responsibility,Innovation, Intellectual reasoning, Problem solving, Assessment skills,Media literacy, information communication and technology( ICT),Social and Cross-Cultural and Accountability skills?
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Hi Ghada
This is a wide question that requires a lot of space to answer but I am sending some sites where you can find explanations and examples of the 21st century skills.
P21 partnership: http://www.p21.org/our-work/p21-framework This website contains two key documets that explain all the concepts you mentioned above.
Good luck
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Hi. Can you please tell me about the difference between media education and media literacy in your project?
And why you think we should move toward media literacy from media education?
Thanks
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Media education is the process and media literacy is the outcome .
You are welcome :)
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I would be interested whether there is a study/research on the connection of media literacy and social competencies / assertiveness / self-esteem. As a bigger picture, would be also interesting to see a possible link between improving media literacy and crime resistance – whether media literacy programs can function as a kind of crime prevention tool. Even prognoses are welcome!
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I'm not sure it's directly related to assertiveness and self-esteem, but we wrote a paper a few year ago about the social dimension of medias and the importance to develop competences related to this dimension. Maybe you'll find some interesting ideas for your research.
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Dear all,
I'm trying to scope the variety of different types of literacies included in scholarly discussions. Below, I have listed the ones I have found so far. If any of You have some additional examples I could add to the list (reference would be nice) I'd delighted to hear about those.
Thanks in adavance,
Pekka
Media literacy, computer literacy, critical literacy, information literacy, game literacy, social literacy, health literacy, physical literacy, emotional literacy, network analysis literacy, financial literacy, workplace literacy, functional literacy, visual literacy, digital literacy
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e-Literacies as a literacy category - see the attached pdf.
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I want to explore the correlation between knowledge, beliefs/attitudes and practices of pre-service teachers regarding media education/media literacy in my country. I hope you can advise me of any tool you may find useful. Thanks!
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One important question to ask from the students is their beliefs about children's media use at home as these beliefs shape their pedagogical beliefs.
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I'm performing a research on parents' knowledge of media usage by their children in a preschool age in Poland. I'm interested in the factors, such as level of parent's education, social status, and its influence on the variety of media and time spent with media by children at home. The crucial question is how much time do they spend with media being aware of it and do their parents know how to show them the positive and negative aspects of media. Can you recommend me some research related to my interests and literature?
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Hi Agata.
I think you need parental mediation theory, as well as the approach to the domestication of technology ; There is a lot of researchers interested :Amy Nathanson - Sonia Livingstone - David Morely- Lynn Schofield Clark  .... ect.
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There is a lot of resarch being done on technology enhanced education, e-learning, new technologies for schools or higher education. Also, alot of research in rehabilitation studies or AAC or AAL is carried out on technologies to support handicapped people/ people with disabilities.  It seems that these fields are not yet connected. I find it hard to find literature on issues such as Technology Design for handicapped people, e-learning for handicapped people etc. Can you help? I am interested in exchanging ideas.
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Thank you very much for raising this valuable and inspiring question that also has attracted my research attention recently. Digital literacy has not yet been fully recognized as field for inclusion and special education. For an evidence-based and data driven inclusion to be achieved, intelligent learning and behaviour  assessments and adaptive intervention systems are needed at schools. I am greatly looking forward to discuss the opportunities for such a research endeavour. Best regards, morena
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How is the information collected through "newspapers" considered in terms of authenticity in research?
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Newspapers is considered a point of reference/scientific information in academia as its published and therefore, the information is authentic in its form and can be cited.Please check out the link for more information.
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In the field of media education / media literacy education, most of the research and practices are aimed at children, young people or their parents? Does anyone know of research or practical work that focuses on media education of older people, i.e. people over 60 years of age?
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Thank you Liliana, this will be a great resource for scholars working within this area!
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I have found this interesting article about this topic but I'd like to know more about it
«The World Unplugged» and «24 Hours without Media»: Media Literacy to Develop Self-Awareness Regarding Media
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Dear Rahimi,
Thank you for your interesting answer.
Kind regards,
Carmen
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How can the parent education programs incorporate media literacy education?
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Yes,
Or goggle media literacy New Mexico. In New Mexico both adult and children have media literacy programs.
Douglas
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Since there are no topics that address Visual Literacy I thought it was overdue. So how do you define these literacies and what goals should we set at each level of development to educate students on the consumption and production of images?
How can we help develop/ instill a critical approach to visual culture where students thoughtfully question the motivations and sites of production of the imagery they encounter on a daily basis?  
Looking at the recent release of National Core Arts Standards (in the US) http://www.nationalartsstandards.org/ does it do enough to address visual and media literacies? What competencies or components might you add? 
Should the teaching of such literacies be restricted to the arts? What other subjects areas do you see these literacies playing an important role in?
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In the English National Curriculum for English Language and Media Studies at both GCSE and A Level there are requirements for students to consider the messages in visual imagery. See the attached website for one exam board (there are others) http://www.aqa.org.uk Younger students in the UK are expected, as part of their English Language course, to develop an understanding and appreciation of how images can be constructed to convey messages and to analyse them. As a starting point students are asked to look at an image and describe what they see, to try to stay with only what is in the picture and refer to specific aspects. They are then encouraged to think about what emotions/feelings the image evokes in them. They may then consider an image in a range of contexts - appeal for donations, attached to a newspaper story, illustration in a story, illustration in a non-fiction text. They would produce their own text with images for a specific purpose. In moving image the sequencing of shots, and angles would also be explored. There has been lots of interesting work done.
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The instruments should measure skills (e.g. writing questions, uploading files, saving documents) necessary in an e-learning environment. We do not search for a questionnaire asking what people think they can do.
The tests should measure media competency in teachers and adult students using e-learning environments.
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UNESCO has initiated a number of studies regarding media literacy along with their information literacy campaigns. At least some aspects of media (i.e. multimedia) competency should be measurable after you have a model of what you want to include.
I second Paul here; don't expect a definitive study on what the metrics of media competency are.
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I am interested in analysing the importance of media literacy in arab soap operas, specifically looking at the arab soap operas (including turkish dubbed in colloqial arabic) that are broadcasting in the lebanese TV screens).
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I think firstly analyse the themes and then one should conduct the survey to check awareness and understanding