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Fotografia jako narzędzie w działaniach na rzecz integracji międzykulturowej i międzypokoleniowej

100%
Dulęba J.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2013
|
vol. 14
149-161
XX
The article relates to a series of workshops, artistic activities, exhibitions and presentations conducted by the students of Cultural Animation of the University of Zielona Góra and the AFA Photography College between 2009 and 2012. The actions included three countries of Eastern Europe (Poland, Ukraine and Romania) and took place in small villages situated away from large urban areas. The objectives of the actions were: deepening the photo workshop, performing the activities and presentations in already existing, often untypical conditions, media education, intercultural and intergenerational integration. The results of the actions exceeded the expected effects. Artistic activities have become a regular feature of the culture of the villages gathering more and more inhabitants and the youth deepens knowledge of their origins and traditions of the region. There has been collected extensive photographic documentation of places that will probably disappear due to the growing civilization. The workshop activities are not only aimed at media education and inspiring critical image analysis, awakening sense of aesthetics and documenting the cultures disappearing under the influence of civilizational transformations, but also at arousing interest and supporting the unique cultural phenomena with all their diversity, colour, flavour and music.
2
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Effectiveness Of Educational Approaches To Elementary School Pupils (11 Or 12 Years Old) To Combat Fake News

100%
Helvoort J. v., Hermans M.
Media Literacy and Academic Research
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2020
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vol. 3
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issue 2
38-47
EN
The purpose of this literature study is to obtain information about educational approaches to teaching 11 to 12 years old children focusing on how to distinguish between real news and fake news. With this purpose we studied 16 academic papers about learning activities to make primary school children media-literate and able to recognise fake news. What we found is that having children create their own news messages seems to be the most effective approach. News messages that they create can be text messages as well as videos, audios, pictures and animations. Based on this conclusion, students from The Hague University of Applied Sciences Teacher Training Institute (PABO) have been asked to develop a set of learning materials that can be used for instruction in primary schools. The effectiveness of those materials is currently being tested at an elementary school in Rijswijk. The results of the literature and the field study will be shared in the Dutch centre of expertise for media literacy education, Mediawijzer.ne.
3
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Press Agencies’ News Service as a Tool to Support Media Literacy Development

100%
Vrabec N., Zachar M.
Media Literacy and Academic Research
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2018
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vol. 1
|
issue 1
43-53
EN
The aim of this study is to present the selected findings of a research into the cooperation of The News Agency of the Slovak Republic with individual types of schools in the Slovak Republic, as well as to create a systematic overview of the current state and trends in this area. We have decided to examine the topic and illustrate its relation to individual types of schools in Slovakia as, within the conditions of the Slovak Republic, it still remains an unexplored area. This is one of the first comprehensive research tasks in Slovakia, which attempts to answer the questions concerning press agencies and schools within the context of media literacy development. The aim of this study is to analyze the cooperation of The News Agency of the Slovak Republic with individual types of school in Slovakia over the period of 2012-2016. We focus on the quantitative and qualitative analyses of secondary data created in the reviewed period within the framework of this cooperation. The second aim of the study is to present the results of research carried out at primary and elementary schools, the aim of which was to find out about the ways educational institutions utilize the services of the press agency within the concept of learning-by-doing when teaching media education. The research sample consisted of 2,164 elementary schools and 794 secondary schools from all regions of the Slovak Republic. We addressed these schools with an 11-item questionnaire examining the quantitative and qualitative aspects of cooperation with the public service News Agency of the Slovak Republic. At the same time, we analyzed the data created within this cooperation over the years 2012-2016. The news service provided by The News Agency of the Slovak Republic represents a tool used at Slovak primary schools, especially in the preparation of school media, as well as at teaching media education and other subjects. Nevertheless, the intensity of its use is undersized and there are still quite a number of schools that do not use this valuable service in their educational activities at all.
4
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Selected aspects of media literacy and new technologies in education as a challenge of Polish reality

88%
Frania M.
Perspectives of Innovations, Economics and Business
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2014
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vol. 14
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issue 2
109-112
EN
Media education is a response to the challenges of reality permeated by the media. Proper functioning in such world will be possible not only when an individual acquires knowledge on how to properly use the new technology, but mainly when he or she develops a conscious, responsible and critical attitude towards media messages. In the first part the presentation describes the situation related to the formation of media literacy in Polish schools. The conducted analyses identify a problem with implementing the postulate of media education. In the second part the author focuses on the presence of new media and technology in education. The phenomenon of supporting education with innovative technologies and tools is a trend which seems to be intensifying in the reality of development of new media and technologies. The author describes the example of the innovative ICT tool and its functionality, as well as the possibility of using it to support traditional teaching in higher education. Such a combination constituted the implementation of the idea of complementary education – the so-called blended learning – where the designed traditional educational process is supplemented by using the ICT technology.
5
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The Most Important Thing Is to Find a Way How to Teach Media Education in an Appropriate Way. Interview with Jan Jirák

88%
Oprala B., Bielik P.
Media Literacy and Academic Research
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2018
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vol. 1
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issue 1
87-97
EN
The interview is focused on the key issues concerning the development of media literacy in the Czech Republic as well as the entire world. It focuses on the strengths and weaknesses of the implementation of media education within the conditions of Czech education, while considering the limits as well as challenges, which teachers and academics trying to get students acquainted with the media world have to face. Important parts of media literacy policies are the conceptual, methodological and theoretical materials that can have a significant impact on the successful establishment of media education in both school and out-of-school education. The interview highlights that even such conceptual materials and tools are subject to rapid obsolescence and it is necessary to continuously innovate and complement them, so that they can reflect the very dynamic development of the media as well as constant changes in the preferences or behaviour of the audience members. These arguments should also be taken into account when preparing future journalists and other media professionals, as well as in dealing with the issue of hybrid threats and fake news.
6
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ICT Use For Teaching Media Literacy: A Closer Look At The Relationships Between Teaching With And Teaching About Media

75%
Berger P.
Media Literacy and Academic Research
|
2021
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vol. 4
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issue 2
6-24
EN
Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of different MIL areas equally seems oversimplified. This study investigates associations between three types of ICT use and four MIL competence areas. It analyzes data of 315 secondary teachers in Germany employing exploratory structural equation modeling. After controlling for teacher and school traits, the findings show that teachers who use the computer lab in their schools and basic computer applications tend to foster their students’ critical, safety, information, and operational competencies more often. Conversely, using ICTs that mainly serve presentation and visualization purposes has a negative or no association with fostering the four MIL areas. Finally, using mobile devices and online resources is positively associated with fostering students’ information competence. The analysis contributes to a more specific understanding of teachers’ practices with digital media. Possible implications are discussed for teachers’ practice and training as well as for research and policy.
7
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Challenges And Limits Of Current Student Magazine Production - Case Study

75%
Hossová M., Švecová M.
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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.
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