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1
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Popularisation of Science and Science Journalism on Social Media in Slovakia

100%
Vrabec N., Pieš L.
Media Literacy and Academic Research
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2023
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vol. 6
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issue 1
206-226
EN
This study focuses on the presentation and interpretation of scientific information and data by Slovak creators on the social platform Instagram. Media content presented on social media often becomes problematic, as popular science posts are more in an entertaining than scientific form. It happens that popular science content is presented inaccurately, without deeper context. In addition, scientific misinformation and misleading information appears, which can pose a danger to audience members who trust such information. Science journalism has found its place not only in traditional media, but also on social media platforms, where problematic information on scientific topics goes viral and achieves a high level of user interaction. In an unregulated or under-regulated social networking environment, it is also more difficult for users to discern the credibility and relevance of the information presented, especially when referring to existing scientific studies or authorities. However, data from these sources may be taken out of context, interpreted in a misleading way or accompanied by completely fabricated or distorted conclusions. Such false scientific content undermines confidence in objective science journalism and discredits the work of science journalists. Several digital tools are now available that can help readers distinguish real scientific information from false information. Critical thinking, media literacy and scientific literacy are key skills that can be used to detect manipulative techniques and navigate the issue of false media content. In this paper, we therefore clarify the importance of media, scientific and information literacy skills to help identify misinformation in media content related to science and research.
2
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Ways of defining digital competences and their components in the EU, EC and UNESCO recommendations

100%
Vrabec N., Furtáková L.
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura
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2024
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vol. 16
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issue 2
5-17
EN
The aim of this article is to comprehensively examine the ways in which digital competences and their components are defined in the recommendations of the European Union (EU), the European Commission (EC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The study delves into the evolving landscape of digital competences and highlights commonalities and differences in the frameworks proposed by these influential bodies. Through a comparative analysis, the paper seeks to contribute to a deeper understanding of conceptualisations of digital competences, which may facilitate the development of a unified framework that can guide educational policies and practices.
3
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Significance of the Creation of School Magazines in Secondary Schools in Slovakia

100%
Bôtošová Ľ., Vrabec N.
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura
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2022
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vol. 14
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issue 4
4-16
PL
Czasopisma licealne od dawna są częścią procesu edukacyjnego w placówkach kształcących dzieci. W niniejszym opracowaniu przeanalizowano status czasopism szkół średnich w liceach i szkołach zawodowych na Słowacji. Wykorzystano metodę dyferencjału semantycznego skierowaną do redaktorów naczelnych poszczególnych czasopism szkolnych w celu uzyskania odpowiednich wyników– w sumie jest ich 16. Przedmiotem badań jest poznanie stopnia samodzielności, aspektów organizacyjnych i zarządczych działalności oraz ciągłości działalności czasopisma w środowisku średnich szkół zawodowych i liceów ogólnokształcących. Po uzyskaniu odpowiedzi z testu skalowanego dochodzimy do wyników za pomocą operacji statystycznych i obliczonego wskaźnika opisującego stan każdego wybranego aspektu. To właśnie powyższe rzeczy są ważnym elementem funkcjonowania redakcji jako takiej i mogą powodować problemy w jej funkcjonowaniu, ponieważ częstą bolączką czasopism szkolnych jest właśnie zapewnienie ciągłości i wyszkolenie następców w tej pracy. Postrzegamy stopień autonomii i interwencję edukatora w produkcję jako istotną część pracy w koncepcji uczenia się przez działanie, ale również zapewnienie sprawnej organizacji i aspektów zarządzania jako elementarną część dla kontynuacji tej działalności edukacyjnej w zakresie edukacji medialnej.
EN
Secondary school magazines have long been part of the educational process at educational institutions. The present study examines the status of secondary school magazines within the contexts of grammar and vocational secondary schools in Slovakia. It obtains relevant results using a semantic differential method addressed to the editors-in-chief of individual school magazines.There are 16 magazines in total. The object of the study is to find out the degree of autonomy given to the editors- in-chief, the organizational and managerial processes of running the journal, and the means of creating continuity for these activities within the environment of secondary vocational schools and grammar schools. After obtaining the answers from the scaled test, we arrive atthe results through statistical operations and a calculated index that describes the status of each selected aspect. The factors we examine are an important part of the editorial office functioning. To avoid problems, school journal programs attempt to ensure continuity and to train future students in this work. We see the degree of autonomy and the intervention of the educator in the production as an essential part of the concept of learning- by-doing. At the same time, this balance of autonomy and intervention provides smoother organization, management, and continuity, specifically as an educational activity inthe field of media education.
4
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Non-Formal Education Focused on the Development of Critical Thinking and Media Literacy: The Role and Activities of Key Stakeholders in Slovakia

81%
Vrabec N., Kačinová V., Kitsa M., Majda M.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 1
493-502
EN
Aim. This research study aims to examine the role and activities of key stakeholders in Slovakia who participate in non-formal education activities focused on the issue of critical thinking in relation to media communication. The aim was to gain an overview of the ways and means by which these actors address their target groups and what conceptual approaches they use to increase the level of media literacy at the national level. Methods. Framework analysis of secondary data on Slovak subjects whose non-formal educational activities and tools focus on the issue of critical thinking, disinformation and fake news by increasing the level of media and information literacy of various target groups. Results. The analysis of secondary data showed that representatives of various stakeholders in Slovakia offer different categories of projects and activities to increase the level of media and information literacy of various target groups. The obtained results indicate that the most active providers of non-formal education activities are in the sector of non-governmental organisations and think tanks. Our analysis also aimed to examine what types of educational activities organisations provide. The most significant representation is static online content (various types of educational content available through the website). Conclusions. The presented research results suggest that in terms of the position of key actors, the ways of their involvement in non-formal education processes are sufficiently diversified. They use a wide range of implementation concepts and models to develop critical thinking through non-formal learning methods for different target groups.
5
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Media Literacy Policy for Unknown Media Audiences

51%
Rožukalne A., Skulte I., Avădani I., Lupu C., Oggolder C., Stakle A., Gálik S., Vrabec N., Metanova L., Velinova N.
Media Literacy and Academic Research
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2023
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vol. 6
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issue 2
101-125
EN
Media literacy target audiences are an important part of media policy. Other national media policy objectives, such as quality and responsibility of the mass media, safety, and sustainability of the media environment, are also related to society’s media literacy. Aligning policy measures with the changing challenges of modern media use is not an easy task. Without systematic research, policy makers lack an in-depth understanding of the needs of media users and cannot be accurate in providing support mechanisms. By adopting a mediatization framework, this study seeks to dissect the symbiotic relationship between media and society within a mediatized context, paying particular attention to how media logic intertwines with various social subsystems and influences the trajectory of media policy development, specifically in the realm of media literacy. Drawing upon bibliographic data from the Mediadelcom project and conducting a meticulous content analysis of national media policy documents, we critically evaluate the media literacy policies in Austria, Bulgaria, Latvia, Romania, and Slovakia. The study aims to underscore how an overreliance on media logic and negligence of audience needs thwarts the efficacy of media literacy policies, ultimately hindering their capacity to fulfil their intended objectives. This research endeavours to illuminate these dynamics, providing valuable insights and recommendations for policymakers striving to enhance media literacy and foster a more informed, responsible, and resilient media landscape.
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