Media re-education and the need to be constantly updated

Jaakkola, Maarit; Ptaszek, Grzegorz

doi:10.19195/1899-5101.13.2(26).8

Cited by 3 publications

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“…First, the tight focus on 'media' has been questioned by adding new extensions to the core concept of 'media' literacy -not only 'media and information literacy' (MIL), but also 'media and information literacy expansion' (MIL x ), 38 'media, information and digital literacy' (MIDL). 39 Second, the generality of the 'media' focus has been questioned, which has led either into rather focusing on individual subtypes with a tighter delimitation of the object such as television literacy or genre literacy, or omitting the 'media' by advocating non-media-centric literacy labelled as post-media-literacy. 40 We can assess that previously media literacy and education were about how people can learn to deal with media.…”

Section: T H E M I L F R a M E W O R Kmentioning

confidence: 99%

Public Service Television as Education: Factual Programmes and The Media and Information Literacy (Mil) Policy Discourse

Jaakkola

Mykkänen

2022

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This article examines factual programmes in public service television as a specific means of education, exploring and underscoring its educational function within the framework of media and information literacy (MIL) policy discourse. Factual programming forms a multi-stakeholder genre category that has gained relevance in times of democratic insecurities. It traditionally presents a source for cultivating cultural citizenship crucial to democracy but has been less explicitly examined as a source for advancing media education and literacy. in the context of Finland, which has been considered a forerunner both in its educational and media educational system, we inquire into the MIL dimensions of some of the newest multi-platform productions conducted in factual television. The results cast more light on the genre of factual programming and its underlying educational objectives, which paves way for further research on the MIL governance. The analysis also raises questions about their strategic relevance and future development in public broadcasters' programming content.

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Section: T H E M I L F R a M E W O R Kmentioning

confidence: 99%

Public Service Television as Education: Factual Programmes and The Media and Information Literacy (Mil) Policy Discourse

Jaakkola

Mykkänen

2022

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“…Recognizing the importance of CML learning, especially when considering that many youngsters are at the forefront of technology and media usage, many countries have begun to implement CML learning and initiatives (Lim & Tan 2020). In Finland, for example, the government has developed 'The Media Policy Programme 2019-2023,' which underlines the need for anti-disinformation and anti-hate speech campaigns, as well as effective media education as a vital element of teacher education (Harrie 2018;Jaakkola 2019). Furthermore, many American states are urging schools to teach students how to analyze internet and social media content (Lynn 2018).…”

Section: Introductionmentioning

confidence: 99%

Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes

Afrilyasanti

Basthomi²,

Zen

2023

Journal of Interactive Media in Education

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The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers' ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today's digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy.

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Socially shared inquiry with media and information literacy teachers: gaps and ways forward

Garcia

2022

Learning, Media and Technology

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Media re-education and the need to be constantly updated

Abstract: As described in the editorial of this special issue, each country has its own historical tradition and approach to media literacy. How would you describe the Polish approach?

Cited by 3 publications

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Public Service Television as Education: Factual Programmes and The Media and Information Literacy (Mil) Policy Discourse

Public Service Television as Education: Factual Programmes and The Media and Information Literacy (Mil) Policy Discourse

Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes

Socially shared inquiry with media and information literacy teachers: gaps and ways forward

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