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  1. 8 Central European Journal of Communication

  2. 4 Biuletyn Edukacji Medialnej

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  1. 3 2023

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  1. 3 Chmielewski M.

  2. 2 Frania M.

  3. 2 Kuźniar-Żyłka K.

  4. 2 Petranová D.

  5. 2 Stakle A.

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1
Publication available in full text mode
Content available

(Un)safe screen time? Critical theoretical-empirical analysis

100%
Mikolajewska I., Mikolajewska A.
International Journal of Pedagogy, Innovation and New Technologies
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2016
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vol. 3(2)
47-52
EN
The fundamental source of the reflection make up the theoretical-empirical data referring to a phenomenon, which in the era of technological progress is of particular importance: the phenomenon of screen time. Besides defining the key term screen time refers to all activities done in front of a screen. This includes: using a computer, watching TV, playing video games (Kaneshiro, 2015), the paper provides an overview of research results concerning the opportunities and threats arising from the use of new media, as well as recommendations for education on the need for media literacy among the younger generation (Szkudlarek, 1999; Tanaś, 2010, 2011).
2
Content available remote

Academic media literacy and the role of universities

80%
Pfeffer T.
Perspectives of Innovations, Economics and Business
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2014
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vol. 14
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issue 2
83-93
EN
Since tertiary education is the highest level of the sequentially structured formal education system, one can argue that universities should help their students to achieve the highest levels of literacy. In this sense, academic literacy comprises all skills necessary to competently read and write academic texts. Comparing different information and communication technologies in a historic perspective, it becomes obvious that digital media create new media formats and academic genres. Academic media literacy therefore could be interpreted as the competence to critically use and produce new types of academic artefacts. To be able to teach and train these skills, universities have to become more aware of the requirements of scholarly media use and media production.
3

Intercultural and Media Literacy: Global Tendencies in Metacontent of Teacher Education in Latvia

80%
Belousa I., Stakle A.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
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issue 1
109-132
EN
Under the influence of processes of globalisation, higher education in the countries of Europe, including Latvia, has been reshaped, restructured, re-evaluated and reoriented towards the establishment of a European higher education area. New issues have emerged at both the content and metacontent level, the most significant of which are intercultural and media literacy matters. Considering the tendencies of globalisation, this article focuses on the issues of intercultural and media literacy as a metacontent of teacher education. The article introduces the teachers’ view and experience of intercultural and media education in Latvia and frames several suggestions to implement intercultural and media literacy in the teacher education curriculum.
4

[rec] Cyfrowa przyszłość. Edukacja medialna i informacyjna w Polsce – raport otwarcia. Red. J. Lipszyc. Warszawa 2012 ss. 201

80%
Mąkosa P.
Biuletyn Edukacji Medialnej
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2013
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issue 1
111-113
EN
The starting point for determining the scope of media education in Poland is reliable diagnosis of the current situation and needs. The presented report makes the diagnosis and points to the most important problems demanding urgent solution. Among the most important demands is undoubtedly the introduction of the subject “Media Education” to the Polish education system. Otherwise, the young generation of Poles may be doomed to unimaginable consequences of improper use of the media.
5

Citizen Journalism jako nowa forma autoekspresji w świecie cyfrowym. Szanse i zagrożenia

80%
Piątek-Belina I.
Biuletyn Edukacji Medialnej
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2014
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issue 2
144-155
EN
Its beginnings journalism was based on the professionalism of people educated in this area. Now, following the technological advances, they have to take into Citizen Journalism account the activity and demands of citizen‑reporters, who are often in the right place at the right time. Citizen journalism has its roots in the Internet. For this reason active and interactive Internet users are no longer passive receivers, but have become creators and critics of information. This development has changed the relationship between the journalist and the reader. The current article synthetically presents different forms of citizen journalism. Although these forms are quite new, they have not avoided numerous critique. Specialists in this area assert that currently disinformation is much more prevalent than opinions of experts. Such situation may lead to a destruction of the whole system of traditional media and at the same time create “culture of digital narcissism, in which we ourselves will become news or information on the Internet”.
6
Publication available in full text mode
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Media Literacy and Development of Human and Social Capital in the European Union

80%
Kuźniar-Żyłka K.
Oeconomia Copernicana
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2013
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issue 4
77-89
EN
Together with the growing level of the digitalization in the field of multimedia, also convergence of media, information and digital literacy have been growing up. In case of the traditional mass media, it was important to have skills to use the media content in a critical, aware and selective way. Nevertheless, in the era of the Internet and extended availability of information in the digital form, the importance of information and digital technologies literacy also grows. It regards to some extent the technical ability to use particular technological solutions, but also forming aware and active consumers and authors of the media content. The main goal of this paper is researching the relation between forming the media literacy as a component of human capital, and the realization the European Union’s targets in the area of building a knowledge-based economy. On the basis of the subject-matter literature and other source materials a hypothesis, which classifies the media education as a key process during creating a single European information space, shall be verified. In the first part of the paper, the author concentrates on presenting the dependence between human, personal and social capital. Next, on the basis of the European definition of media literacy, the author examines capabilities of achieving progress in the field of media education in terms of the present European audiovisual policy.
7
Publication available in full text mode
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Media education in the common interest: Public perceptions of media literacy policy in Latvia

80%
Rožukalne A., Skulte I., Stakle A.
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2020
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vol. 13
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issue 2(26)
202-229
EN
Although the academic interest in media and information literacy (MIL) is ever increasing, there are not many studies that analyze the public perception of media literacy. This article analyses the interrelations between encouragement measures implemented by media policy and the perception of media literacy in society. The research employs data from a national representative survey (May 2019; N=1,017 respondents). The study explores the respondents’ media literacy perceptions; opinions on risks potentially caused by insufficient media literacy skills; and respondents’ experience with MIL activities. The survey results are compared with survey data on media literacy encouragement measures, aims and target audiences obtained from the Media Policy Unit at the Ministry of Culture media literacy partners. The theoretical background is supported by the media literacy ideological model, which explains media literacy within relationships with the social institutions in which it is practiced, as well as social processes. The data results are controversial. Even though more than half of Latvia’s population view their media literacy knowledge as insufficient, 52% of the respondents are not interested in MIL issues. Concerning the consequences of insufficient media literacy skills within society, the respondents focused mostly on threats to children (40%) and general public safety (28%), decrease in welfare (28%), societal regress (25%), fewer opportunities for high-quality education (26%) and Latvia being behind other EU countries (24%). Even though the media literacy encouragement measures in Latvia include activities aimed at various audiences, they have been noticed by only a slight number of respondents (7–10%).
8
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Media re-education and the need to be constantly updated

80%
Ptaszek G., Jaakkola M.
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2020
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vol. 13
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issue 2(26)
285-291
9
Publication available in full text mode
Content available

David Buckingham (2019). The Media Education Manifesto. Cambridge UK: Polity Press 128 pp. ISBN: 978-1-509-53587-3.

80%
Saks K.
|
2020
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vol. 13
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issue 2(26)
295-298
10
Publication available in full text mode
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The unlikely advocates of media literacy education: Jean-Jacques Rousseau and John Stuart Mill

80%
Neag A.
|
2016
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vol. 9
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issue 1(16)
104-113
11
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Beliefs and attitudes about language lerning and teaching among learners in lower secondary schools in Poland

71%
Ellis M.
Neofilolog
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2013
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issue 40/2
219-236
PL
Artykuł omawia założenia i metodologię badań, przeprowadzonych na reprezentatywnej próbie w szkołach gimnazjalnych w Polsce, których celem było opisanie postaw i poglądów na temat uczenia się i nauczania języków obcych w szkołach. Niezbędne do przeprowadzenia analizy dane zostały zebrane za pomocą kwestionariusza, w którym około 4000 respondentów wyraziło swoje opinie, dotyczące 60 zagadnień, w pięciostopniowej skali Likerta. Niniejszy artykuł prezentuje wybrane wyniki badań.
12

Úroveň mediálnej gramotnosti slovenských seniorov

70%
Petranová D.
Communication Today
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2014
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vol. 5
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issue 1
70–85
EN
The paper offers a summary of main findings of the quantitative research on the media literacy level of Slovak seniors. We have conducted our research within a broader set of research activities of IMEC – International Media Education Centre founded thanks to initiative by Faculty of Mass Media Communication, University of SS. Cyril and Methodius in Trnava. The research was focused on mapping the media competencies of Slovak senior population. The main goal was to find out the level of media literacy of our seniors. To what extent are they able to use computers and the Internet? Are the ways they use media active and balanced or not? Do they understand media content and its functions? What is their knowledge about media regulation? We also paid attention to the issue of seniors using media for public participation as well as to their skills related to creating media contents. Our findings suggest that Slovak seniors reach the basic level of media literacy in all three considered categories: user competencies, critical thinking and communication skills. Therefore, we are able to confirm that the seniors are aware of the basic media functions and they know how to use media for education purposes, relax or entertainment.
13
Content available remote

Selected aspects of media literacy and new technologies in education as a challenge of Polish reality

70%
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.
14
Publication available in full text mode
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Edukacja medialna. Pytania, postulaty, program badawczy

70%
Małgorzata Lisowska-Magdziarz M.
Zeszyty Prasoznawcze
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2012
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vol. 55
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issue 4
134-150
EN
The Report on media education in Poland points to the low level of media literacy among young and adult Polish media users. Meanwhile, in Polish education system there is no clear definition of media literacy, of what should be called media education and to what objectives that education should lead. In the article the overview of the definitions of media literacy and media education is presented; then the discussion follows about the different actual concepts of media education that are been put to work in Polish school system. The biggest controversies and problems are also described that are associated with the project of development of Poles’ media literacy.
15
Content available remote

Technology and media preferences: Results from some user studies in Albanian public libraries

70%
Basha A., Vilar P., Stricevic I.
Perspectives of Innovations, Economics and Business
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2014
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vol. 14
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issue 3
143-146
EN
The paper studies the state of awareness of information literacy and media literacy in Albania and the role of libraries in raising their capacity in fostering use of technology and media and practicing polices of life-long learning (LLL) and education. There is an urgent need in Albania to raise the awareness of information and media literacy issues in the new realities and the skills needed to navigate, evaluate, and use information and technology. The role of the libraries and other institutions is of great importance and impact when it comes to assisting users of all levels not only to find but also to evaluate and use information properly for professional and daily life decisions. This research and the surveys done in Fier Public Library during 1995-2012, will bring a contribution to a greater understanding of the situation in most of the public libraries in Albania and the impact that information, media, and new technologies have in our daily life. The purpose of the research is to raise the awareness of all the stakeholders in Albanian society on its importance for future development. The research has shown that libraries, librarians, and other stakeholders of the society lack understanding on information and media literacy as well as the right infrastructure to support the development of information and communication technology (ICT).
16

[rec.] P. Drzewiecki. Edukacja medialna a nauczanie religii w szkole. Dom Wydawniczy Elipsa: Warszawa 2013 ss.265

70%
Chmielewski M.
Biuletyn Edukacji Medialnej
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2013
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issue 2
133-136
EN
P. Drzewiecki’s dissertation under analysis takes up the problem of media education in its relation to religious education at school. P. Drzewiecki discusses this problem in three parts of his text. The first part deals with the problem area of contemporary media education. It settles some terminological disputes, determines the objectives and tasks of the methodology of media education, exhibits the status quo of media educational programmes in selected member states of the European Union, presents the Church’s teaching on the media, reveals educational problems generated by the media, discusses the role of media education in the curricular philosophy of the Polish educational system, and – last but not least – it approaches the problem of employing media education in religious education at school. The second part of the volume offers an in-depth study of the tasks and objectives of the teacher of religion – also in his/her role of media educator. The third part of the study is an attempt to define directions for development of media education in the context of its employment in religious education at school. The dissertation subject to this review is targeted at the reader who shows a keen interest in media education as part of contemporary Polish educational system. It can also be of much use to students of academic courses that are in some way related to media education and to the task of communication of faith in contemporary reality (e.g. journalist studies, media education, education studies, theology).
17
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Self-assessment of Attitudes Towards Media and the Knowledge of Safety in Cyberspace of Future Pedagogues and Teachers in Croatia and Poland

70%
Frania M.
The New Educational Review
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2017
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vol. 50
227-238
EN
The purpose of the presented research was to explore, compare and describe the level of knowledge on selected issues concerning safety in cyberspace among people preparing for the profession of a pedagogue and a teacher, and to present opinions of the examined people on their attitudes towards the broadly understood media. The research was comparative and comprised a group of 519 students of pedagogical and educational majors of the University of Split (Croatia) and the University of Silesia in Katowice (Poland).
18
Publication available in full text mode
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Users’ perception of media accountability

70%
Groenhart H.
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2012
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vol. 5
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issue 2(9)
190-203
EN
Theoretically, the public is engaged in the accountability process, mainly in two ways: it conceives an image of professional quality and it may call journalism to account. Therefore, this study explores the meaning and functionality of media accountability from a users’ perspective: How do news media users perceive media accountability in relation to journalistic quality? Focus group analysis highlights how the mechanism of quality deduction strengthens the link between perceived media accountability and journalistic quality. Supporting the normative-economic rationale, this study identifies media accountability as a quality assessment tool, a quality trade mark and as journalistic value on its own. However, threshold perception clearly discourages news users to engage in accountability processes. It is suggested that news media may benefit from an accessible but proportional media accountability infrastructure.
19
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The importance of media literacy education: How Lithuanian students evaluate online news content credibility

70%
Šuminas A., Jastramskis D.
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2020
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vol. 13
|
issue 2(26)
230-248
EN
Nowadays, when the flow of fake news in traditional media and on social media platforms has increased dramatically, media and information literacy (MIL) skills are more important than ever. MIL promotes the critical thinking skills that enable people to make independent choices, in particular how to evaluate and choose different information sources and channels, as well as how to interpret the news and information received through those channels. This article explores how young people in Lithuania evaluate the trustworthiness of news. Two groups of students were selected for the experiment: young people who had participated in a basic course in MIL, and young people whose learning was minimally related to MIL. The study was conducted using a survey and eye-tracking device that enabled researchers to record and analyse readers’ real behaviour and to identify the distribution of attention, i.e. the concentration of sight and time spent on particular news elements. The research results show a clear difference between these two groups and thus confirm the importance of media literacy education.
20
Publication available in full text mode
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Edukacja medialna w kontekście cyberpsychologii: nowe perspektywy badania mediów i ich użytkowników we współczesnej cywilizacji medialnej

70%
OGONOWSKA A.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2018
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issue 23
93-109
EN
Agnieszka Ogonowska, Edukacja medialna w kontekście cyberpsychologii: nowe perspektywy badania mediów i ich użytkowników we współczesnej cywilizacji medialnej [Media education in the context of cyber-psychology: new perspectives for media and user research in contemporary media civilisation]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 93-109. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.05 The aim of the article is to show new perspectives of research and development of media, digital and information competences in the context of knowledge and research in (cyber) psychology. It draws attention to the functions of media education in relation to civil society, the society of knowledge, and the society of communication democracy. In the modern media civilization, these competences, acquired through formal and informal education, are the basis for conscious functioning in many social roles (eg citizen, consumer) and dealing with disinformation. The last part of the article is dedicated to shaping media competences in young children (2.5-7 years old), who should develop these skills under the care of an adult. The task of educational environments is the systematic implementation of home media education that facilitates the child's functioning in the environment of traditionaland new media.
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