Children and the Radio: Who Should Listen to Whom?

Tejkalová, Alice N.; Gheorghiev, Olga; Zezulkova, Marketa; Nainova, Victoria

doi:10.1080/17512786.2021.2011377

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…Radio was distinctive and different because it featured a media experience that was primarily more adult-focused and cross-generational. On the other hand, the pupils hoped that the radio had certain similarities with the other media they used more frequently, like multimedia content and individualised content (Alice, et al, 2021). In addition, the pupil's media exposure lacked clear distinctions between various media types.…”

Section: Findings and Discussionmentioning

confidence: 99%

Learning Strategies Used by ESL Pupils in A Sub-Urban Primary School to Develop Listening Skills

Johannes,

Sing Ee,

Jendia

et al. 2023

IJARBSS

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In a language learning classroom, developing learners' listening skills is a vital part of language development. In ESL classrooms, it is one of the main skills the ESL learners have to master to ensure effective communication so as to enable the learners to shift from classroom language to real language. However, despite its importance, listening is considered a difficult skill to develop and learn, especially in countries where English is a foreign language. Hence, the present study investigated the language learning strategies used by ESL pupils in a suburban primary school in Sarawak to develop listening skills. 31 Level-2 primary school pupils aged between 10-12 years old were selected to participate in this study through purposive, convenience sampling technique. A questionnaire adapted fromYoung Learners' Language Strategy Use Survey (YLLSUS) was used to collect data. Four language learning strategies, viz., cognitive, metacognitive, affective, and social strategies were proposed in the current study. The findings indicated that "listening to others" was the most used strategy meanwhile "listening to the radio in English" was the least used strategy. It is hoped that the study could provide some insights for the ESL teachers on listening strategies that could be

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Section: Findings and Discussionmentioning

confidence: 99%

Learning Strategies Used by ESL Pupils in A Sub-Urban Primary School to Develop Listening Skills

Johannes,

Sing Ee,

Jendia

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Selain itu, proses remediasi juga dapat terjadi sebaliknya, yaitu ketika media lama pun turut mengadopsi karakteristik media baru agar dapat terus bertahan di tengah kehadiran media baru (Reed, 2019). Dalam hal ini, media lama dan baru terus mempengaruhi satu sama lain untuk mempertahankan posisi mereka agar bisa terus relevan (Tejkalova et al, 2021).…”

Section: Latar Belakangunclassified

“…Setiap kehadiran media baru akan melalui proses mencampuradukkan konten para pendahulunya (remediasi), sebelum akhirnya beradaptasi dan memiliki ciri khas tersendiri (konvergensi). Meskipun demikian, pada saat ini garis batas dan perbedaan antar berbagai jenis media cenderung menjadi kabur karena terus menjadi satu dan saling mempengaruhi satu sama lain (Canavillhas, 2012;Tejkalova et al, 2021). Misalnya adalah kehadiran siaran radio mempengaruhi masa-masa awal adanya televisi, kemudian televisi mengilhami lahirnya saluran video online seperti YouTube, dan sekarang pun kehadiran internet mempengaruhi produksi konten radio saat ini, seperti contohnya adalah mendistribusikan konten radio melalui aplikasi daring (Tejkalova et al, 2021).…”

Section: Latar Belakangunclassified

Kajian Literatur Perspektif Industri dan Teknologi Komunikasi Terhadap Perkembangan Media Audio

Injany,

Agustina,

Lutfiputri

2023

12 Juni 2013

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Many people consume audio media every day, both intentionally and unintentionally. The development of communication technology, particularly the internet, has triggered the remaking of works of art, media, and the media sector. The same applies to audio media. This study attempts to investigate how concepts such as convergence, remediation, and the cultural industry affect audio media by observing the phenomenon of technological development and its impact on audio media. The three categories of audio media that are most frequently listened to by a large audience-radio, podcasts, and music-are the focus of this study. The literature review method is used in this study to find, gather, and retrieve research data. The literature review method identified 33 references relating to the growth of audio (radio, music, and podcasts), particularly in the context of Remediation, Convergence, and the Cultural Industries. In assessing the development of each sort of audio media, the perspectives of industry and communication technology are also considered. Technical advancements, the advent of the internet, and the strong rivalry among media firms have compelled the audio sector to remediate, converge, and follow the patterns of the cultural industry. The sophistication of electronic devices has also shaped the distribution patterns of the three types of audio that are synced with each other on interactive multiplatform social media. As a result, the expansion of radio, music, and podcasts has become difficult to disentangle.

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Including the Experiences of Children and Youth in Media Education

Zezulkova

Römer²,

Hodboď³

2022

MaC

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This article explores how the concepts of inclusion and experience can be approached and applied in educating children and youth about the media. Using a multiple-case study approach, we present three cases where media education programs were delivered to students in the Czech Republic. The first case is a three-month-long program aimed at nurturing students’ media literacy and encouraging their civic participation. It involved 17 vocational school students (ages 17–19) at risk of social exclusion. The second case is a three-hour workshop promoting children’s cooperation with their peers and civic engagement with media in a diverse society tested with 60 children (ages 10–11) in three classrooms in two public elementary schools. The third is a year-long media education program based on students’ guided self-reflection on their media experiences, attended by eight students (ages 15–17) at a private high school. Despite numerous differences in the programs (goals, activities, duration, context, student demographics, etc.) and their varied approaches to promoting inclusivity and the whole student experience, we argue that each one has the potential to contribute to creating a more inclusive society that respects diversity. We also believe that longer programs would be more successful in supporting children and youths’ immediate and future well-being.

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Children and the Radio: Who Should Listen to Whom?

Cited by 3 publications

References 30 publications

Learning Strategies Used by ESL Pupils in A Sub-Urban Primary School to Develop Listening Skills

Learning Strategies Used by ESL Pupils in A Sub-Urban Primary School to Develop Listening Skills

Kajian Literatur Perspektif Industri dan Teknologi Komunikasi Terhadap Perkembangan Media Audio

Including the Experiences of Children and Youth in Media Education

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