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Good Media: A New Methodological Guide for Teachers

100%
Hossová M.
Media Literacy and Academic Research
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2018
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vol. 1
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issue 1
99-100
EN
Viera Kačinová (ed.): Dobré médiá. Príklady dobrej praxe výučby mediálnej výchovy na základných a stredných školách. Metodická príručka pre učiteľov. [CD-ROM]. Trnava : FMK UCM in Trnava, 2017. ISBN 978-80-8105-847-9.
2
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Fake News and Disinformation: Phenomenons of Post-Factual Society

100%
Hossová M.
Media Literacy and Academic Research
|
2018
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vol. 1
|
issue 2
27-35
EN
The theoretical study deals with fake news, disinformation and hoaxes. These phenomena are a major problem for contemporary society. We call it post-factual society. This expression is explained as falling confidence in objective facts and, on the contrary, increasing confidence in information with an emotional connotation, based on personal belief and conviction. The author in the study discusses the concepts of fake news, misinformation, hoaxes, their types, properties, and analyses several known fake news that appear primarily on the Internet. The author further analyses the current situation and interprets the results of the Media Literacy Index 2018, which deals with the resistance of the countries to the aforementioned negative phenomena. Last, but not least, the author focuses on the possibilities of prevention, education in this field and increasing media literacy. The study presents a theoretical view of the problem that has resonated in recent years in society and requires preventive measures and activities in the field of education and media literacy of the population of countries (not only) of the European Union.
3
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Challenges And Limits Of Current Student Magazine Production - Case Study

63%
Hossová M., Švecová M.
Media Literacy and Academic Research
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2019
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vol. 2
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issue 2
34-51
EN
The subject of the study is to review the current state of contemporary student journalism. The aim of the case study is to clarify the theoretical background and then evaluation of the state (challenges and limits) of selected student journals on the basis of defined attributes. Part of the authors' goals is also the identification of the most common errors and problems in the analysed school magazines. At the theoretical level, the authors define the main concepts of the issue, characterize the student media and the specifics of the creation of the media. Last but not least, the authors define the position of student media in the educational process and their contribution to education in the field of media education. Based on the theoretical definition of the issue, the authors' approach is to use qualitative analysis of selected student magazines. The case study focuses on six student magazines from six elementary schools in Slovakia, which are involved in a research project focused on material-didactic support of media education teaching at Slovak primary and secondary schools, as well as reflexive-productive media learning via full-time and e-learning courses. In the research part of the case study, the authors approach the journals via qualitative analysis in three defined categories: the content of the journal, the graphic aspect of the journal and the organization of work in the journal / editorial office. Within these categories, journals are analysed in several specified attributes, e.g. elaborated topics, journalistic genres, journal break, colourfulness, editorial process, editing process and others. The conclusion of the case study is to interpret and summarize the most important findings of the research and a set of recommendations that respond to the identified shortcomings of the analysed sample of student journals in the examined points.
4

Current Development Trends of Media Literacy in European Union Countries

51%
Petranová D., Hossová M., Velický P.
Communication Today
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2017
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vol. 8
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issue 1
52–65
EN
The study deals with an investigation into the processes and projects related to the development of media education and media literacy education in the countries of the European Union. The study assesses media education activities in individual EU Member States in terms of various initiatives and projects and their primary focus. The aim of the study is to identify areas of media education and literacy to which European countries devote most attention. The authors aim to summarise and compare projects that have significantly contributed to media education development through their activities towards media education of citizens and improving media literacy in the EU. The text also focuses on extracurricular, non-formal education concentrated around activities and projects outside of the formal education system; those are mainly implemented by companies and non-profit organisations in order to involve selected groups of the population. In the text, the authors analyse secondary data and results of published researches and theoretical studies on the given topic. The introduction provides a brief description of formal, non-formal and informal education in terms of their goals and differences. The authors then characterise the areas of media education by categorising individual types of literacy (including media literacy, literacy involving critical analysis of media content, digital and information literacy, film literacy, news and reading literacy, Internet literacy and online safety, digital game literacy and media communication literacy). Existing initiatives in the EU countries are provided as examples in the identified areas and literacies. The given information is used to create a summary of the current media education activities and the dominant focal points of non-formal education initiatives in individual EU countries. The study thus offers an overview of the types of literacies and organisations actively contributing to the formation of a media literate EU population.
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