Mapping Media Literacy Key Concepts and Future Directions

Rosenbaum, Judith E.; Beentjes, J.W.J.; Konig, Ruben

doi:10.1080/23808985.2008.11679081

Cited by 34 publications

(36 citation statements)

References 3 publications

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“…The traditional media literacy approaches developed since the 1960s (Rosenbaum, Beentjes & Konig, 2008;Potter, 2004Potter, , 2005Potter, , 2010 are based on a premise: the media, especially television, have negative effects on children, and therefore it is necessary to "immunize" young people in schools so they are able to resist the negative influence of screens. Over the years, media literacy began to introduce productive practices in the classroom, for example the creation of newspapers or school radio stations, to teach young people how mass media work.…”

Section: From Media Literacy To Transmedia Literacymentioning

confidence: 99%

Beyond the myth of the “digital native”

Scolari

2019

NJDL

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This article presents part of the results of an international research project that aims to map teenagers' (12-18 years old) transmedia skills. Within a theoretical framework grounded in the concepts of "transmedia literacy" and "transmedia skills", the research team carried out international fieldwork based on short-term ethnography, an appropriate data-collection methodology that allowed us to answer the central question: What are young people doing with media? We identified more than 200 main and specific skills that were used to make a map of adolescents' transmedia skills, which is included in this article. The research also revealed that young people's skills have certain highs and lows, giving rise to a "topography" that includes teenagers with advanced media skills-for example, skills related to technological, aesthetic and ideological uses of content-and also those with less developed skills. The research reveals a very complex panorama that belies both the mythology of the "digital native" and that of the "digital dummy", and invites us to go deeper in future research.

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Section: From Media Literacy To Transmedia Literacymentioning

confidence: 99%

Beyond the myth of the “digital native”

Scolari

2019

NJDL

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“…Nesse processo, ele também fortalece a base econômica que dá suporte à criação de novos tipos de textos, permitindo que o público explore de forma mais completa as ficções favoritas e vá mais fundo nas histórias que interessam a ele (Jenkins et al, 2014, p. 172 Entretanto, antes de discutirmos sobre o conceito proposto pelos autores é importante compreendermos a definição de media literacy 13 . Por estar em constante adaptação às transformações comunicacionais a media literacy apresenta várias definições (Potter, 2010;Rosenbaum et al, 2016;Scolari, 2016;Borges e Sigiliano, 2016;Borges et al, 2017). Segundo Potter (2010) apesar dessa pluralidade, de modo geral, as discussões sobre o tema enfatizam a combinação de conhecimentos e de práticas políticas, sociais e culturais que habilitam os cidadãos a pensar criticamente sobre os meios de comunicação.…”

Section: Os Pontos Centrais Das Extensões Transmídiaunclassified

Transmedia Literacy: uma análise da repercussão das estratégias transmídia de The X-Files

Sigiliano

Borges

2018

Fronteiras

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“…It is crucial that interventions that teach and develop media literacy be cutting edge (Rosenbaum et al, 2008), or students may not be able to apply what they learn about media literacy to their own experiences. Media literacy is a skill set that empowers the individual.…”

Section: Stay Currentmentioning

confidence: 99%

Getting Universal Primary Tobacco Use Prevention Into Priority Area Schools

Bier

Zwarun

Warren

2011

Health Promotion Practice

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The impact of any prevention intervention depends on its ability to influence health risks and behavior change and the extent to which the target audience has access to and participates in the program. In this article, the authors make the case that media literacy-based tobacco prevention education can be integrated into the middle school curriculum in a way that delivers on both counts. They describe Missouri's successful development and dissemination of the Youth Empowerment in Action! Tobacco Education, Advocacy, and Media curriculum to schools serving populations that are most vulnerable to tobacco-related health disparities. They make three recommendations to support health program developers' efforts to motivate and prepare teachers to implement and sustain universal tobacco prevention education in areas of highest need.

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Mapping Media Literacy Key Concepts and Future Directions

Cited by 34 publications

References 3 publications

Beyond the myth of the “digital native”

Beyond the myth of the “digital native”

Transmedia Literacy: uma análise da repercussão das estratégias transmídia de The X-Files

Getting Universal Primary Tobacco Use Prevention Into Priority Area Schools

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