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MEDIÁLNA GRAMOTNOSŤ – PREDPOKLAD PRE ŠÍRENIE KULTÚRNYCH TRADÍCIÍ

100%
Jalal A.-A.
Konštantínove listy
|
2013
|
vol. 6
|
issue 6
161 – 167
EN
The paper focuses on media literacy as a prerequisite for the dissemination of cultural traditions. Cultural traditions are part of national culture which has been created as well as maintained and passed from generation to generation. For this purpose, various institutions (theatres, cinemas, museums, galleries etc.) and the media such as television, radio, film, press, the Internet, audio media, electronic materials, video, advertising (billboards, posters, leaflets, direct marketing), etc. can be used.
2

BLINDED BY EMOTIONS: THE ASSOCIATION BETWEEN EMOTIONAL REACTIVITY AND TRUST IN FICTITIOUS NEWS STORIES ON CRIME

70%
Filkuková P., Langguth J.
Studia Psychologica
|
2021
|
vol. 63
|
issue 4
404 - 416
EN
We investigated the relation between emotional reactivity measured by Perth Emotional Reactivity Scale – Short Form (PERS-S) and trust in fictitious news stories on crime. In Study 1 we found on a sample of 508 older adults (M = 70.6 years) that their general positive and negative emotional reactivity was associated with trust in the presented misinformation, experienced negative emotions elicited by the news stories and willingness to share the news. For young adults in Study 2 (N = 186; M = 21.7) there was a weaker association between emotional reactivity and trust in misinformation, which involved only negative emotional reactivity. For both samples, trust in fictitious news stories was associated with trust in traditional and new media. There was no association between trust in fictitious news stories and high Internet use or high news consumption. Based on our findings, the focus on emotion control and critical reading seems to be important in the fight against misinformation.
3

DOES MEDIA EDUCATION AT SCHOOLS DEVELOP STUDENTS´ CRITICAL COMPETENCES? (Rozvija medialna vychova v skolach kriticke kompetencie ziakov?

70%
Petranova D.
Communication Today
|
2011
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vol. 2
|
issue 1
66-83
EN
Media education in formal education in Slovakia is the compulsory part of school curricula. One of the basic goals of media education is to teach pupils how to subject the media contents to critical analysis, in other words to develop their critical thinking abilities. The history of efficiency research and confirmation of the necessary inclusion of media education to schools does not have a long tradition. That was the reason for us to carry out the research and try to answer the question what is the relation between passing the course of media education and development of critical thinking competence. The study also offers information pointing to present-day limitations of formal media education in Slovakia; its ambition is to bring suggestions improving the current conditions.
4

Terminologicke problemy medialnej vychovy

70%
Kacinova V.
Communication Today
|
2012
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vol. 3
|
issue 2
24-39
EN
The article contributes to the clarification of media education terminology. Media education is relatively new and theoretically unresearched cross-sectional field of mass media studies, journalism, pedagogy and other interdisciplinary sciences. In the context of selected theoretical approaches we propose definitions of basic concepts of media education while attempting their further terminological analysis. The article also explains some problem areas in the terminology in question.
5

Is Media Literacy Still One of the Priorities for Policy Makers?

70%
Buckingham D., Fedorov A., Vrabec N.
Communication Today
|
2016
|
vol. 7
|
issue 2
100–107
EN
The interviews focus on the key question whether media literacy is still in the spotlight of contemporary society. The past decades has seen rapid development of professional and academic interest in the field of media literacy. The theoretical and practical issues that have dominated the field for many years have already drawn attention to the importance of this concept for the individual and for the society. In fact, the introduction of media education in schools and other areas of public life is still being confronted with many challenges. Moreover, the wide range of related problems is becoming less in the centre stage of policy making – at the European and non-European level alike. The interviews address questions about the priorities of educational policy, which should not be focused only on the topics that can directly contribute to economic growth and job creation. Particularly today, at the times of global conflicts and societal as well as cultural transformations, it is very important to develop the critical thinking of citizens – of course, in relation to the media and their society-wide actions and agendas.
6

THE CONCEPT OF LEARNING-BY-DOING IN THE CONTEXT OF MEDIA EDUCATION AND SCHOOL QUALITY ASSESSMENT

61%
VRABEC N., BȎTOŠOVÁ Ľ.
Communication Today
|
2020
|
vol. 11
|
issue 1
140 – 148
EN
The study deals with an investigation of the results of the evaluation of the quality of Slovak secondary schools, with a specific focus on identifying differences between schools that publish a school magazine and schools that do not publish a school magazine. The research sample consisted of a total of 519 secondary schools from all parts of Slovakia, which were evaluated on the basis of 45 indicators based on data from various data sources. As a part of our research study, we worked exclusively with the most up-to-date data relating to secondary schools, obtained from the school year 2018/2019. Our study focuses on a research issue that is whether the existence of a school magazine in any way affects the results of an overall school quality assessment or not. The final data set that we subjected to statistical testing (N = 160) consisted of 80 schools that have a magazine and 80 schools that do not have a magazine. The research hypothesis was statistically evaluated using the Pair test. We accepted the alternative hypothesis, according to which the evaluation results of schools that publish a school magazine are statistically significantly different from schools that do not publish a school magazine. The findings of the research study point to the significant benefit of the existence of the learning-by-doing concept in school practice and point out that the experiential form of learning is effective.
7

Critical Thinking and the Challenges of Internet

51%
Plencner A.
Communication Today
|
2014
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vol. 5
|
issue 2
4-19
EN
In this article, the author addresses some challenges to information searches and information evaluation which were brought by the Internet. Large segments of audience are exaggerating their awareness and do not realize that their online behavior is driven more by emotions than by critical assessment of primary sources. The result is growing popularity of conspiracy theories, pseudoscience, propaganda, and alternative medicine. These are all examples of biased reasoning. Due to scientists, scholars, teachers, and journalists, this trend can be considered as a potential threat to public health and democracy. Publics incapable of informed choices can be manipulated to support radical political utopia or to reject evidence based treatments. Some basic principles of media literacy, scientific literacy and critical thinking are outlined. They can be used as tools for raising awareness, enhancing reasoning and adopting more objective perspective. This article is based on assumption that behind irrational beliefs there often lies anxiety, precondition for distrust derived from childhood. Not only general users of the Internet tend to overestimate their competence in domains of their interest (so called Dunning-Kruger effect), their behavior may be affected by unrecognized emotional agenda (cautious monitoring of environment for danger, suspicious attitude towards authority figures and official sources of information). The article is enclosed with some recommendation how to evaluate information sources on the Internet and how to be more empathetic in online discussions in order to inspire to reasonable and healthy choices.
8

Skumanie medialnej gramotnosti u ziakov zakladnych skol

51%
Lincenyi M.
Communication Today
|
2013
|
vol. 4
|
issue 1
76-93
EN
The research study offers an examination of the level of media literacy before the introduction of the media education course and after the acquisition of media competencies a well as the research on the attitudes of students to the course. Based on the results of the research realized, the surveyed schoolboys/schoolgirls without the media education course do have an overview about the basic terms in media. However, they are not able to analyze them sufficiently. They can not differentiate between the public media and commercial media; news content and journalistic content; or determine the correct genre of a broadcast in the system of genre segmentation. Pupils also have incorrect media habits. On the other hand, with those students, who have been taught media education at elementary school since the beginning of the school-year 2010/2011, we have noticed the increased knowledge in media and cultural improvement of media habits. The survey questionnaire proved the improvement of the media literacy in all monitored parameters already after five months since the course application.
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