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1

Naprawdę jaka jest? Edukacja medialna i jej najbliższa przyszłość w polskiej szkole

100%
Maziarz M.
Dziennikarstwo i Media
|
2010
|
vol. 1
211-222
EN
The text discusses media education in the changeable situation of curriculum in the Polish school. It briefly analyses the changes in media education in some EU countries. There is also quite a detailed analysis of new and old curriculum of the 4th educational stage in Poland. The author describes the legal aspects of implementing media education in the Polish school and shows the possibilities given by the current curriculum. Possibilities which are still not often used, as derives from the research results included in the text. The last part of the text contains the analysis of new curriculum in the view of media education, extracts of new documents and questions about the future of media education in the Polish school.
2

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

88%
Petranova D.
Communication Today
|
2011
|
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.
3

Terminologicke problemy medialnej vychovy

88%
Kacinova V.
Communication Today
|
2012
|
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.
4

Człowiek w sieci mediów. Infoetyka zamiast audience

88%
Baczyński A.
Studia Socialia Cracoviensia
|
2010
|
issue 1(2)
49-60
EN
Following his predecessors, Benedict XVI appeals to media workers for courage and eagerness to show the truth and work for common good. Info-ethics as a kind of map of how to proceed ethically in the media can help to achieve it. The article which takes into consideration an enormous influence that the media have on people tries to emphasize after Benedict XVI that it is highly important for the media not to keep away from ethical principles and lose social control. The consequences of a lack of respect for ethics in the media within social and individual aspects are too serious to stay silent. That is why the presented analyses are a kind of voice in a discussion saying it is crucial that media ethics, in other words info-ethics will have an influence on the shape of the media today. Inviolable dignity as well as showing the truth about a man and searching for it should be put in the central place in the media and therefore should be taken into account in the first place. In spite of the fact that there are lots of solutions to this problem in the world of the media one of which can be codes of ethics, their diversity and unclear legal force do not guarantee effectiveness. Benedict XVI suggests a more fundamental solution, the one that turns to the source of anthropological objectivism and the “liberating” truth of the Gospel.
5

Media w rodzinie

88%
Zasępa T., Oleksak P.
Studia Socialia Cracoviensia
|
2009
|
issue 1
25-35
EN
The media in the family. Television has become a source and cause of various problems in our communities and families. Numerous articles, books, studies and presentations advance the thesis that television exerts a negative influence. The present study endeavors to focus on a responsible use of television while pointing at the need for an integrated education for the use of television programs within family. The study draws attention to objectives that are necessary in the education process as well as means serving to fulfill them and methods thereof.
6

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

88%
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.
7

BL. FR. KLOPOTOWSKI IGNATIUS (1866-1931) AS AN EDUCATOR OF WELL-EDUCATED, CRITICAL AND ACTIVE USERS OF THE MASS MEDIA (Bl. ks. Ignacy Klopotowski (1866-1931) - wychowawca swiadomych, krytycznych i aktywnych odbiorcow srodkow przekazu)

88%
Adamski A.
Biuletyn Edukacji Medialnej
|
2010
|
issue 1
74-86
EN
The article presents the person of Bl. Fr. Klopotowski Ignatius (1866-1931), who is considered to be one of the founders of the Catholic press in Poland. Fr. Klopotowski created the first Catholic press concern in Poland. He also taught the readers of his magazines how to be well-educated and critical user of the mass media. Hence, he can be also considered as one of the pioneers of media education in Poland.
8

Considering Historical (Dis) Continuities of Media (Literacy) Education in the Czech Republic for the Future Approach

75%
SLOBODA Z.
Communication Today
|
2018
|
vol. 9
|
issue 1
4-19
EN
Nowadays mediatised society, with significant grow of popularity of so-called new media, calls for a new or at least innovated media (literacy) education. In this study I challenge this assumption and critically approach the current state. In my text, I review the current discussion in the Czech Republic, as well as historical mediaeducational moments, which I consider crucial and exemplary in order to showcase the fragmentation of the whole field. I point out the elementary educational principles and their more or less explicit inclusion of media, as already formulated by Comenius in the 17th century. Further in the text I focus on the didactical use of film at schools and the aesthetically framed film education of both the 1960s and 2010 (when it was introduced to the school curricula). This leads me to a critical analysis of the curricular Media Education as it has been introduced to the whole Czech system of formal education since 2006. By discussing these three fragments, I create a momentum of continuity within the field; a continuity that provides a rich body of theoretical framing(s), terminological and practical experience and tools. This enables me to advocate for an integrated, historically rooted approach to media (literacy) education which will be not only suitable for the current situation of traditional and new media, but will also be capable to adjust educational actions with less effort and less fragmentation to the future development of media.
9

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

75%
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.
10

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

75%
KAČINOVÁ V.
Communication Today
|
2019
|
vol. 10
|
issue 2
16–27
EN
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.
11

Media Education of Children and Youth as a Path to Media Literacy

75%
Šupšáková B.
Communication Today
|
2016
|
vol. 7
|
issue 1
32–51
EN
This study focuses on the issue of media education of children as a part of media literacy, offering an overview of the current theoretical framework related to the given topic and an analysis of various research findings presented by renowned scholars in Slovakia and abroad. The author also offers results of her own research which aimed to obtain necessary information on the topic, to analyse and evaluate media, traditional as well as the new media, as a part of free time activities of primary school children in Slovakia. This research, supported by findings of other researches, shows that television and the Internet are dominant within media which are used by primary school children for gathering information. From the point of view of personal communication with friends and family, it can be said that the face to face communication is in many situations replaced by telephone calls or text messages. Further on, the study aims to find out about how pupils identify with different types of media and its contents. The last part of the text deals with different approaches to media education of the countries in the European Union, which served as a basis for developing the idea of media education in Slovakia. In the last part of the study, the author deals with media education as such and as an essential part of school curriculum, further on, analysing approaches of media education in other EU countries and describing the actual situation in Slovakia. The article thus shows how the media education contents in primary education could be updated so they fit recent trends and the current ‘media’ age.
12
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Rodzinna edukacja telewizyjna

75%
Smyl W.
Roczniki Nauk Społecznych
|
2011
|
vol. 3(39)
159-175
EN
Forming skills of appropriate reception of television transmission is a matter of great importance. Family is first and fundamental link that have an effect in shaping media competences of a child. It is a parents responsibility to help the child, since the youngest years, in proper shaping of his relationship with television. How the youngest recipient will use television, not only in the childhood, but also in the adult life depends on how long and how much work parents spend on preparation child to reception of the television. Child, since the youngest years, should be prepared to critical, active and creative use of television. Education with the youngest recipients above-mentioned media competences should become essence of family television education.
13
Publication available in full text mode
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Wybrane dylematy współczesnej edukacji w kontekście „zmediatyzowanej rzeczywistości”

75%
Frania M.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2012
|
issue 3
81-94
EN
The article is a summary of selected reflections on contemporary dilemmas of education in the context of the world filled with media. The author raises issues connected with transformation of the recipient's participation in the media message; media education in the school environment and the use of new trends in media and technology in teaching and education.
14

Media Competence as a Cross-curricular Competence

63%
KAČINOVÁ V.
Communication Today
|
2018
|
vol. 9
|
issue 1
38-56
EN
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.
15

Skumanie medialnej gramotnosti u ziakov zakladnych skol

63%
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.
16

Vyznam medialnej vychovy v prvej dekade 21. storocia

63%
Slavikova N.
Communication Today
|
2010
|
vol. 1
|
issue 1
31-42
EN
The paper is dealing with the meaning of media education in the first decade of 21st century. The aim is not to give exhausting explanation of the whole problem but to show the effects of media contents and their relationship to context factors. It puts special attention to clarify the understanding how the moral context factors, age and style of presentation affect perception of audiovisual contents. It emphases the importance of six contexts such as: intention, motive, punishment, remorse, consequences and style of presentation. This study also focuses on new 'Conception of Media Education in Lifelearning Process' which was approved by the Slovak Government on 16. Dec. 2009. Based on this document the importance of improving the level of the media literacy was stressed the whole society.
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