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Media Competence as a Cross-curricular Competence

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KAČINOVÁ V.

Communication Today

2018

vol. 9

issue 1

38-56

The aim of the study is to demonstrate the cross-curricular character of media competence developed in the process of media education that is integrated into the content of school education in accordance with the prevailing current international curriculum trends and with emphasis on the Slovak curriculum. In terms of comparing the conditions during the period of incorporation of media education as a compulsory part of the content of Slovak education system with the contemporary innovated form of the curriculum, the study mainly presents which school subjects are instrumental in developing the dimensions of media competence of students, especially within complete secondary general education, and how they participate in the development. The key aim is to investigate the problem on the basis of a qualitative content analysis of innovated learning standards of compulsory subjects, specifically for the level of upper secondary education (grammar schools), with the intention of identifying the required quality of media competence within the specified educational objectives. Minding the determined categories of the content analysis, a theoretical activity-based media-competency model is applied with the main dimensions as follows: getting to know media and their products; critical evaluation and taking a value stand on media products; media products creation and dissemination, and the derived main educational objectives. The model includes the current key framework activity categories stimulating the required development of media competence or literacy in the context of Slovak educational policy.

FROM A REDUCTIONIST TO A HOLISTIC MODEL OF DIGITAL COMPETENCE AND MEDIA EDUCATION

100%

KAČINOVÁ V.

Communication Today

2019

vol. 10

issue 2

16–27

The fact that digital competence is a key competence in the 21st century, which increases the educational level of an individual (in the lifelong learning process) and the chances for their professional growth and personal satisfaction within the context of diverse life realities of the ‘networked’ society, is currently undebated among experts. However, the qualities to be included as a result of reflecting the current trends of ubiquitous and all-embracing digitalisation and its associated changes in (not only) the educational needs of an individual are more widely discussed in a professional context and within a number of relevant European guidelines. The objective of this study is to contribute to the discussion in the context of the questionable reductionist concept of digital competence, preferring its technological and instrumental dimension, while ignoring enhancement of other key qualities, such as critical thinking, socio-affective qualities and persistent positive value habits of personality interacting with digital media. Especially with this intention, it tests the key tool to improve citizens’ digital competence – DIGCOMP 2.0 – The Digital Competence Framework for Citizens. At the same time, it penetrates the process of media education, especially the five fundamental values, which include the new values of the media literacy movement (proposed by J. M. Pérez Tornero a T. Varis) as an integral part of the reflection and description of changes in its paradigm. The study outlines conditions for understanding the digital competence model, which, in the context of the generally perceived educational process should be holistic. Its support in implementation is particularly within formal education.

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Media Competence as a Cross-curricular Competence

FROM A REDUCTIONIST TO A HOLISTIC MODEL OF DIGITAL COMPETENCE AND MEDIA EDUCATION