The Muse Pixeliope

Olson, Scott Robert; Pollard, Timothy D.

doi:10.1177/0002764204267272

Cited by 7 publications

(3 citation statements)

References 5 publications

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“…So that the hope is, the learning presented is not stiff and creates a boring impression for students. This is in line with (Bichelmeyer, 2005) and (Olson & Pollard, 2004) in a book (Miarso, 2007) that learning media must be able to present the right information so that it can stimulate the senses of students.…”

Section: Introductionsupporting

confidence: 79%

The Effectiveness and Utilization of Video Email Technology as Distance Learning Media

Maulana,

Sutomo,

Majda

et al. 2023

Advances in Social Science, Education and Humanities Research

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The learning process has shifted after the conditions of Covid-19 hit the world, including Indonesia. The learning process, which was originally carried out face-to-face, must switch to distance learning. The teacher's innovation and creativity in presenting the media greatly support the learning process. The purpose of this study is to describe the strengths and benefits of video email technology as a medium for distance learning. The use of internet technology-based learning media strongly supports the learning process that cannot be carried out face-to-face. The use of video email technology can help the learning process and make it easier for teachers to learn about students' activeness in distance learning activities. The scope of research methodology includes feature analysis and video email facilities by conducting a literature review. The analysis of the benefits of technology using an online questionnaire to teachers and students at Gunungsindur

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Section: Introductionsupporting

confidence: 79%

The Effectiveness and Utilization of Video Email Technology as Distance Learning Media

Maulana,

Sutomo,

Majda

et al. 2023

Advances in Social Science, Education and Humanities Research

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“…Despite an increasing need for media literacy, media education programs within the curriculum are sparse and the majority that do exist do not focus on music. Rather, they often focus on newspapers and other print media (Olson & Pollard, 2004), television advertising (Draper et al, 2015), video games (Walther, Hanwinkle, & Morgenstern, 2014), social media (Soetaert, Vlieghe, & Vandermeersche, 2014), and fake news (Horn & Veermans, 2019). This is problematic as adolescents have little-to-no knowledge of the core concepts of critical media literacy when it comes to music (Robillard, 2012).…”

Section: Popular Music Media Literacy: Recommendationsmentioning

confidence: 99%

“…Essential competencies in media literacy programs (Hobbs, 2010) should include skills and constructs such as access, analysis and utilization, creation, reflection, and action. Previous research has highlighted that media education should discuss easy access to media (Olson & Pollard, 2004), balance “empowerment” and “protectionist” orientations (Sekariashih, McDermott, O’Malley, Olsen, & Scharrer, 2016), provide usage skills and content creation skills (Sekariashih et al, 2016), not discourage healthy media use or exposure (Sekariashih et al, 2016), and provide the tools needed to compare and contrast media from different cultures and countries (Hobbs, 2010). Media education should likewise provide an avenue for consumers to question the intentions and contents of media that they consume (Ey, 2014; Rodesiler, 2010) and aim to ensure that consumers do not perceive media as reflecting the real world (Robillard, 2012).…”

Section: Popular Music Media Literacy: Recommendationsmentioning

confidence: 99%

Popular Music Media Literacy: Recommendations for the Education Curriculum

Wright

Carpentier

et al. 2019

Policy Insights from the Behavioral and Brain Sciences

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Advances in technology have made music more readily accessible and geographic distance irrelevant in dissemination of music. Greater access to popular music has resulted in greater consumption by both children and adolescents. Popular music in the United States may contain the most sexual content, compared with other forms of media. Exposure to such content is associated with the development of gender ideals and identity, objectification and sexualization of women, permissive sexual attitudes and risky sexual behaviors, as well as greater acceptance of sexual and gendered violence. Even so, current education standards do not include media literacy, much less popular music media literacy, and do not prepare children for best practices related to media consumption. Some of the inadequacies in current education standards include introducing education about media influence on personal development at an age far later than children’s engagement with contemporary media, avoidance of controversial topics, and not making this education compulsory. Considering the lack of media literacy provided in the curriculum, we outline specific foundational curricular recommendations related to media education and specifically for popular music media literacy.

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The State of Media Literacy

Potter

2010

Journal of Broadcasting & Electronic Media

309

157

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Media literacy is a term that means many different things to different peoplescholars, educators, citizen activists, and the general public. This article reviews the variety of definitions and presents a synthesis of commonalities that most definitions of media literacy share. The review presents an overview of how media literacy has been treated as an issue in curriculum design within the institution of education, and then how it has been treated as an intervention by parents and researchers.A relatively new topic, media literacy is popular not just among media scholars but among the general public of educators, consumer activists, and parents concerned about their children's risk of media exposures. ''Media literacy'' as a keyword in a Google search yields 765,000 hits, and using that same keyword in a narrower search within Google Scholar still yields a substantial literature of more than 18,700 articles. These articles were produced by scholars as well as concerned citizens from almost every part of the world. Almost all of the writing about media literacy was published in the past three decades. With mass media changing in the past two decades with digitization of information and convergence across channels of transmission, more scholars were attracted to this topic.The vast size of this fast growing literature and the wide range of backgrounds and interests of the scholars writing about media literacy make it challenging to review the ideas expressed. This state-of-the-scholarship essay focuses on three general issues: definitions, curricula, and interventions. It is more concerned with raising questions than with arguing fordefinitive answers, and it is more divergent in its attraction to many different sub-topics and approaches than it is convergent toward a single definition or set of best practices.

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The Muse Pixeliope

Cited by 7 publications

References 5 publications

The Effectiveness and Utilization of Video Email Technology as Distance Learning Media

The Effectiveness and Utilization of Video Email Technology as Distance Learning Media

Popular Music Media Literacy: Recommendations for the Education Curriculum

The State of Media Literacy

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