Is that media literacy?: Israeli and US media scholars’ perceptions of the field

Turin, Ornat; Friesem, Yonty

doi:10.23860/jmle-2020-12-1-10

Cited by 7 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this sense, it can be said that the historical and sociopolitical context may determine the conceptualisation of media literacy education in different countries. Similarly, in a current research study conducted in the USA and Israel, Turin and Friesem (2020) note that the historical and socio-political conjecture plays an important role in the conceptualisation of media literacy education in different nations.…”

Section: Discussion and Resultsmentioning

confidence: 66%

Türk Akademi̇syenleri̇n Türki̇ye'de Yükseköğreti̇mde Medya Okuryazarliği Değerlendi̇rmesi̇ne İli̇şki̇n Algilari

Altas

Ünal

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

This descriptive study investigates Turkish academicians' perceptions of the media literacy outcomes, assessment, and challenges of media literacy education, and their recommendations to overcome these challenges in higher education. Data were collected from 41 Turkish academicians working at Turkish universities from seven geographic regions. Data were collected via the "Media Literacy Assessment Questionnaire" which was developed by Schilder (2014). Participants were academicians with subject-area specialisation in English Language Teaching, Computer Education and Instructional Technology in the education faculty, and academicians with subject-area specialisation in the departments of communication faculty as these academicians were interested in media and technology and media literacy education. Results of the study reveal that formative assessment was a prominent assessment method; however, most assessment methods that the academicians used were also identified as time-consuming or complex to develop. Results also show that academicians were unsure about how to interpret students' responses to assess their media literacy and identified teachers' insufficient training as a challenge in assessing outcomes. Based on the data results obtained from this study, specifying learning outcomes beforehand shouldn't be accomplished by the force of administration, but should be determined by the consensus among all parties in the field. Results also reveal that critical literacy and pedagogy should be taken into account in media literacy education so that learners can become critically autonomous citizens in this globalised world.

show abstract

Section: Discussion and Resultsmentioning

confidence: 66%

Türk Akademi̇syenleri̇n Türki̇ye'de Yükseköğreti̇mde Medya Okuryazarliği Değerlendi̇rmesi̇ne İli̇şki̇n Algilari

Altas

Ünal

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…The analysis of contemporary Russian and foreign studies enables us to conclude that there is no standard definition of the concept of media literacy among scientists [65]. In the existing literature one can find several theoretical approaches to the definition of media literacy, some models focus on media literacy operationalization, others focus on the social skills required to consume and produce media content.…”

Section: Contemporary Principles and Educational Solutions For Teachi...mentioning

confidence: 99%

“…Despite the approach, most scholars consider media literacy training to be a crucial process and a necessary skill for improving the quality of life in digital media [76] which needs to be constantly developed and improved in practice, including teachers themselves [77]. International and Russian authors note that media literacy training can be conducted both in informal settings (e.g., the family) and in formal settings (e.g., schools and universities) [78].…”

Section: Contemporary Principles and Educational Solutions For Teachi...mentioning

confidence: 99%

The role of generation Z media literacy in confronting the destructive value messages of digital media

Liventsova,

Gorchakova,

Tolstova

2024

P Sci Edu

View full text Add to dashboard Cite

Introduction. Today, the Internet environment has become a usual place of living and working for Generation Z. Digital media have created a unique digital environment adapted to the most diverse requests and needs of the new generation. However, in addition to its constructive capacity and boundless opportunities for education, the digital environment has a negative impact on the value orientations and priorities of the younger generation. The aim of this article is to review the studies on the role of media literacy in countering the negative effects and destructive value messages in digital media, as well as to summarize current trends and educational solutions in teaching media literacy. Materials and methods. The methodological basis of the research includes general scientific methods such as analysis, synthesis, induction, deduction, description, philosophical methods (hermeneutics, dialectics), social and pedagogical methods. Materials of the research are articles from Russian and foreign periodicals published mainly for the last 5 years. The main source of data was the analysis of publications in the search engine for world scientific publications Google Scholar. The search for publications was additionally carried out through electronic scientific libraries Elibrary. ru, CyberLeninka, and ResearchGate. Research results. The increasing complexity and growth of the destructive influence of digital media on the young generation determines the principles of developing and shaping the content and focus of modern media education. The development of media literacy should be carried out according to the age, value, and motivational features of personal development at all levels of education, combining technological, cognitive, social, and ethical components of media competence. Conclusion. The development and execution of media literacy projects and educational programs aimed at developing media literacy and increasing resistance to manipulative and destructive content of digital media is an urgent research and practical task, especially in the context of the experimental-evidence-based paradigm. Today, under conditions of increasing complexity and improvement of digital media, literacy and information culture become the key to the safe psychological and physical growth of a person in the digital world, including in the context of increasing civil involvement of young people. Media literacy is a sophisticated set of abilities, including the ability to think critically about a diverse range of digital content (news, entertainment, commercial, educational, viral) and to understand its consequences. It also includes the ability to use digital tools and technologies to create content, the ability to reflect on one's state and behavior and to manage emotional reactions, and the ability to build socially acceptable and ethically correct communication and interaction with other users. There is a shortage of Russian studies aimed at investigating the educational effects related to literacy education of different age groups in accordance with the user's goals and motivations for digital content consumption.

show abstract

“…Information shared by the media with the public is never neutral but is rather a political and cultural process in which some information are given more weight than others (Turin & Friesem, 2020) to achieve an agenda (Ruiz, 2017), such as fostering patriotism during war time. Therefore, audiovisual stories greatly influence people's opinions and help establish norms that govern communities' ways of life, including interactions and relationships (Mullins, 2014;Samsel & Perepa, 2013).…”

Section: The Harmful Nature Of Partial Mediamentioning

confidence: 99%

“…Then, to avoid this culture trap, it is crucial for teacher education to embrace critical literacy and dse (Connor, 2013). The history of eugenics and freak films (Bogdan, 2012) reveals that media can habitually (mis)inform, (mis)educate, (mis)persuade, deter, suppress, incite, and rally the public into physically and psychologically hurting the disability community (Ruiz, 2017;Turin & Friesem, 2020). These processes of malpractice legitimation against disabled people lie at the heart of the public order of policing disabled bodies (Bogdan, 2012;Davis, 1995;Dolmage, 2011;Siebers, 2008).…”

Section: Countering Fallacies Through Critical Media Literacy and Disability Studies In Educationmentioning

confidence: 99%

Histrionics of Autism in the Media and the Dangers of False Balance and False Identity on Neurotypical Viewers

Ressa

2021

J. Disabil. Stud. Educ.

View full text Add to dashboard Cite

Contemporary US media increasingly portray autism “positively.” Based on critical realism and guided by the Disability Studies in Education (dse) framework, three television shows—Atypical, Touch, and The Good Doctor—with fictitious Autism Spectrum Disorder (asd) character(s) are qualitatively analyzed to understand the impact of the media’s portrayal of autism on the perceptions of neurotypical educators from the perspective of a disabled teacher educator. Autism in the three comedydrama series is portrayed as a savant syndrome of White heterosexual male experience affecting middle-class families. These portrayals of asd are less representative of the autism community and therefore lead to two prominent television strategies of misleading information—false balance and false identity. Since media are not neutral informers, entertainers, educators, and persuaders, it is vital for consumers especially educators to engage in dse informed critical literacy to ensure the consumption of meaningful information about autism.

show abstract

Is that media literacy?: Israeli and US media scholars’ perceptions of the field

Cited by 7 publications

References 0 publications

Türk Akademi̇syenleri̇n Türki̇ye'de Yükseköğreti̇mde Medya Okuryazarliği Değerlendi̇rmesi̇ne İli̇şki̇n Algilari

Türk Akademi̇syenleri̇n Türki̇ye'de Yükseköğreti̇mde Medya Okuryazarliği Değerlendi̇rmesi̇ne İli̇şki̇n Algilari

The role of generation Z media literacy in confronting the destructive value messages of digital media

Histrionics of Autism in the Media and the Dangers of False Balance and False Identity on Neurotypical Viewers

Contact Info

Product

Resources

About