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The Present and the Prospect of Increasing Literacy in the Field of Cultural Heritage

100%

Pitoňáková S., Augustínová E.

Media Literacy and Academic Research

2022

vol. 5

issue 1

116-130

Through culture, social learning is passed on from generation to generation, and knowledge (and use) of this experience allows the group to move forward. Culture is an important part of social relations in society and has the same status in society as the economic, political, or legal system. The protection and appropriate presentation of tangible and intangible cultural heritage objects is a natural part of every cultural society. An inseparable part of these efforts should be the education of selected groups of society leading to an increase in cultural literacy, in a narrower context to an increase in the so-called cultural heritage literacy. The current education system in Slovakia is still looking for trajectories to lead students at all levels of education to the ability to find the necessary information, orient themselves in it in the context of broader contexts, analyse, synthesize and as a result apply it in practical life. The essence of education in the field of preservation and presentation of cultural heritage is the connection of current knowledge with historical experience and the potential of modern times, the aim is to acquire knowledge, skills and competencies leading to the creation of innovative concepts in the presentation of cultural heritage. The presented study provides a partial topic about the possibilities of symbiotic development of cultural, media and information competencies necessary for successful operation in the local and global environment, while we consider the combination of these literacies to be a particularly important goal of education. In the article, we perceive cultural (heritage) literacy in higher education as an important concept in teaching and we present a case study that shows the successful integration of this strategy into the area of higher education. The present study represents a specific initiative aimed at increasing cultural (heritage) literacy in the university environment. On the example of the selected study program, we point out the so far little developed possibilities of implementing cultural (heritage) literature in education and show a possible approach to developing similar considerations. The study is designed as a theoretical-practical output providing analytical and critical reflection on related concepts, including a synthesizing view of them. The theoretical part is followed by research and a search for facts that provide an empirical picture of the implementation of cultural (heritage) literature in the process of the selected strategy of higher education. The symbiosis of certain theoretical reflections and concrete / real practical experiences forms a knowledge base of perception.

One Literacy and Multiple Intelligences? The Case of Media Literacy

86%

Belvončíková E., Čiderová D.

Media Literacy and Academic Research

2022

vol. 5

issue 2

54-70

Acceleration of globalisation and the Fourth Industrial Revolution expanded opportunities for intercultural interaction, facilitated by more accessible and affordable information and communication technologies (ICT). Media literacy as framed by UNESCO is to be interpreted as “[u]nderstanding and using mass media in either an assertive or non-assertive way, including an informed and critical understanding of media, the techniques they employ and their effects. Also the ability to read, analyse, evaluate and produce communication in a variety of media forms” (alias “the ability to decode, analyse, evaluate and produce communication in a variety of forms”). Furthermore, media and information literacy “refers to the essential competencies (knowledge, skills and attitude) that allow citizens to engage with media and other information”. Dynamic developments in the contemporary world brought about by the post-factual era and the COVID-19 pandemic reinforced the exposure of the public to misinterpretation. Being conscious of variable and increasingly multidimensional presentation in academic literature of what it takes to be literate, in our paper we reflect on media literacy alias a synergy of literacy and multiple intelligences. Since on 12 April 2022 UNESCO launched a global survey “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy” addressed to all 193 UNESCO Member States to fill in the gap and collect information on the impact of the COVID-19 crisis on youth and adult literacy, our online questionnaire is complementary in terms of scope (media literacy) and outreach (higher education students). The aim of this paper is to investigate awareness, understanding and interpretation of literacy as such, and media literacy in particular, within the cohort of native and international students at the University of Economics in Bratislava, Slovakia. The findings revealed a higher ratio of the general understanding of communication and its role in the society, but a lower ratio of awareness about literacy and media literacy. In the context of Bloom’s taxonomy of educational objectives our main suggestion, therefore, is to reinforce the media literacy curriculum in terms of experiential learning in line with the so-called learner-centred approach to education when the needs/aspirations of individuals are placed at the centre and focus is on the experiences they bring to the learning situation.

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2 Media Literacy and Academic Research

1 Augustínová E.

1 Belvončíková E.

1 Pitoňáková S.

1 Čiderová D.

2 2022

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The Present and the Prospect of Increasing Literacy in the Field of Cultural Heritage

One Literacy and Multiple Intelligences? The Case of Media Literacy