The Role of Journalism Teachers in the Media Literacy Development

Abstract

The study aimed to test the effectiveness of the introduction of mediatized materials and methods for developing teachers' media literacy in advanced training courses. The methodological background of the work involved the ideas of systemic, culturological, environmental, and learner-centered approaches. The data was collected through a questionnaire to identify teachers' preference for media technologies. The questionnaire questions were divided into blocks according to the criteria for assessing the teacher's media culture level. Descriptive and analytical statistics were used for data analysis. The study allows concluding that media culture is a determinant of the teacher's qualification portrait at the current stage of education. It is determined that the high level of media culture allows the teacher to navigate in the media environment as a specifically organized symbolic visual and emotional space; design their professional activities in the field of media education by creating new information and knowledge with the help of available tools and media formats; choose effective strategies for students self-learning in the media space.

Roles of journalists in media literacy initiatives: trainees and trainers. Continuity, collaboration, and sustainability of media literacy trainings to mitigate disinformation in Portugal

“…Following Hobbs' perspective (2010; 2017) several authors suggest that using news and journalism in the context of education and strengthening citizens' capacity to assess credit and qualitative media messages were crucial challenges for digital Media Literacy programs, pointing the way to educators, curriculum developers, and policymakers. Recent research observes the role of journalism's teacher within teachers' ML training (Bessarab et al, 2022) proving the effectiveness of the developed model in the system of additional professional education. Scholars consider the new challenges faced by teachers and education professional nowadays and their urgent need for developing and determining their level of media culture, which are boosted by the introduction of special modules in the advanced training programmes, which include a set of mediatized assignments to master media education methods, technologies and techniques, and confidently navigate the media space.…”

“…Skills acquisition may be measured based on the application of these models (Frau-Meigs; Velez; Michel, 2017; Richardson; Molovidov, 2017; Council of Europe, 2018; Tomé; 2019) and considering the variety of ML components: youth participation, teacher training and learning resources, parental support, policy initiatives, and the creation of database (Bessarab et al, 2022).…”

“…Findings point out that despite all faced constraints (i.e. despite limited curriculum space, time and available resources) training experiences better allow teachers to integrate digital media literacy into their profession (Botturi, 2019;Bessarab et al, 2022).…”

Development of a database of kazakhstani digital multicultural content as a means of training future journalists

“…The high level of media culture allows the journalism teacher to navigate in the media environment as a specifically organized symbolic visual and emotional space; design their professional activities in the field of media education by creating new information and knowledge with the help of available tools and media formats; choose effective strategies for students self-learning in the media space (Bessarab, 2022).…”