Suchergebnisse

Intro -- RESEARCH IN MEDIA EDUCATION -- RESEARCH IN MEDIA EDUCATION -- CONTENTS -- PREFACE -- MEDIA EDUCATION: CHANGING ROLES IN CHANGING TIMES -- INTRODUCTION -- EARLY BEGINNINGS: IN POLITICS, SOCIAL SCIENCES AND HUMANITIES -- The Instrumental Approach -- The Educational Approach: The Inoculation Paradigm, the Popular Arts Paradigm and the Representational Paradigm -- THE PRESENT: INTERDISCIPLINARY MEDIA EDUCATION AND ITS GROWING IMPORTANCE IN THE WORLD -- Media Education around the World -- The Interdisciplinary Nature of Media Education -- EMERGING THEMES IN MEDIA EDUCATION -- Media Education and Citizenship -- Media Education and Public Health -- Media Education and Consumer Culture -- FUTURE EXPECTATIONS: CROSS-CURRICULAR MEDIA EDUCATION AND THE NEED FOR A SHIFT TOWARDS A PREPARATORY PARADIGM -- New Media Technologies -- Developing Online Sense, Participation and Activism -- Media Education, Changing Curriculum and Teacher Requirements -- CONCLUSION -- REFERENCES -- MEDIA LITERACY IN CANADA: TOWARDS THE RESOLUTION OF THE TENSIONS IN MEDIA EDUCATION -- INTRODUCTION -- A CANADIAN PERSPECTIVE ON MEDIA EDUCATION -- ASSESSMENT OF CURRENT PRACTICES -- Methodology -- Survey Results -- MOVING BEYOND MEDIA DECONSTRUCTION -- MEDIA RISK REDUCTION PILOT PROJECT -- Methodology -- Results of Media Risk Reduction Pilot Project -- CONCLUSION -- REFERENCES -- WHAT IS MEDIA LITERACY: A STUDY OF TEACHERS' PERCEPTIONS OF MEDIA LITERACY EDUCATION IN TAIWAN -- INTRODUCTION -- The Contexts - Two Driving Forces of Media Education -- Media Environment -- The Education Reform -- Discourses of Media Education: Setting the Framework -- The Global Scenarios of Media Literacy Education -- THE LOCAL CONTEXT: AN ANALYSIS OF THE WHITE PAPER ON MEDIA LITERACY EDUCATION -- RATIONALES, RELEVANT RESEARCH AND THE RESEARCH QUESTIONS -- Rationales -- Relevant Research.

The State of Media Education in Latin America / Julio-César Mateus, Pablo Andrada and María-Teresa Quiroz -- National. Media Education in Argentina. Balance and Perspectives of a Field Under Construction / Bettina Martino and Silvana Iovanna Caissón -- Media Education In Bolivia: Some Advances and The Need for Comprehensive Proposals / René Zeballos -- Media Education in Brazil: Dilemmas, Limits and Possibilities / Monica Fantin -- Media Education in Chile: A Digital Leap That Abandoned the Study of Media / Pablo Andrada, Cristian Cabalin and Rayén Condeza -- Media Education in Colombia: An Inheritance with Possibilities and Challenges for the 21st Century / Diego Leandro Marín Ossa -- Media Education In Ecuador: Exploration and Description of a Latent Need / Catalina González Cabrera and Cecilia Ugalde -- Media Education In El Salvador: Slow-Paced Footsteps on The Way to Media Literacy / Amparo Marroquín Parducci, Willian Carballo and Nelly Chévez -- Media Education in Mexico: For the Formation of a Critic Citizenship: From Frenzy to Contradictions / Morella Alvarado Miquilena, Alexandra Ranzolin and Cristina Méndez Pardo -- Critical Essays. Educommunication Landmarks in Latin America: What Should Be Considered in The Last 50 Years / Ismar De Oliveira Soares -- Towards A New Literacy Concept / Roxana Morduchowicz -- Constructivist TV Reception in The Children's Classroom / Valerio Fuenzalida -- Media Literacy in Contemporary Learning-Based Societies: Challenges for New Ways of Education / Guillermo Orozco Gómez and José Manuel Corona Rodríguez -- Critical Revision of The Critical Sense /Joan Ferrés -- Transmedia Literacy and Participatory Cultures: A Research Agenda / Carlos A. Scolari -- Tan Lejos Pero Tan Cerca: The Missing Link Between Media Literacy and Educomunicación / Michael Hoechsmann.

The Irish educational system is frequently celebrated as a world class system that is held in high domestic esteem, has contributed substantially to Ireland's economic success and been compared very favourably with our counterparts elsewhere in the European Union. Such contentment belies the fact that it has also been a system very slow to change, is notoriously centralised and has only in the last decade instituted significant legislative reform that will enable and facilitate the growth of new curricular areas such as media studies – the topic of this article – an area in which Ireland lags substantially behind our European counterparts.

The Irish educational system is frequently celebrated as a world class system that is held in high domestic esteem, has contributed substantially to Ireland's economic success and been compared very favourably with our counterparts elsewhere in the European Union. Such contentment belies the fact that it has also been a system very slow to change, is notoriously centralised and has only in the last decade instituted significant legislative reform that will enable and facilitate the growth of new curricular areas such as media studies – the topic of this article – an area in which Ireland lags substantially behind our European counterparts.

Medienkritik ist ein Grundbegriff der Medienpädagogik. Die Förderung von Medienkritik ist eine wesentliche Aufgabe der Medienpädagogik in allen pädagogischen Handlungsfeldern. Seit Bestehen der Medienpädagogik als wissenschaftliche Teildisziplin der Erziehungswissenschaft gibt es Definitionsangebote zum Begriff Medienkritik und Vorschläge zur Weiterentwicklung und Ausdifferenzierung des Begriffs. Im Unterschied hierzu entstanden nur relativ wenige empirische Studien, die die Untersuchung von Prozessen zur Förderung von Medienkritik in medienpädagogischen Handlungsfeldern zum Gegenstand hatten. Auch in der Theoriebildung gibt es Desiderata, insbesondere im Kontext der Digitalisierung und damit verbundenen Veränderungen in der gesellschaftlichen Kommunikation, der Sozialisation, der Bildung und Erziehung. Der folgende Beitrag bietet im ersten Teil einen Überblick zu bisherigen begrifflich-theoretischen Überlegungen, zu Praxisbeispielen und zu forschungsbezogenen Studien einer pädagogisch motivierten Medienkritik. Der zweite Teil greift ausgewählte Themen aus der aktuellen Fachdiskussion auf: die Notwendigkeit einer kritischen Medien- und Gesellschaftsanalyse, die Auseinandersetzung mit normativen Fragen und dem Subjektverständnis in der Medienpädagogik. Der Beitrag plädiert dafür, Medienkritik vor allem im Kontext einer politisch-kulturellen Medienbildung alltags- und praxisnah zu entwickeln. ; Media criticism is a basic concept of media education. The promotion of media criticism is an essential task of media education in all pedagogical fields of practice. Since media education was established as a scientific sub-discipline of educational science, there have been offers for definitions of the term media criticism and suggestions for the further development and differentiation of the term. In contrast, relatively few research studies investigated processes for the promotion of media criticism in media educational fields of practice. Nevertheless, there are also desiderata in the field of theory, especially in the context of digitalization and associated changes in the areas of social communication, socialization, and education. In the first part, the following article provides an overview of previous conceptual-theoretical considerations, practical examples and research-related studies of a pedagogically motivated media criticism. The second part takes up selected topics from the current expert discussion: the necessity of a critical media and social analysis, the reflection of normative questions and the understanding of the subject in media education. The article argues in favour of developing media criticism in a practical way and close to everyday life, especially in the context of political-cultural media education.

The diagnosis of the problem of the contemporary world in the area of global media communication is a basic challenge for existing and modernized educational systems. Without a complete vision of the world, people cannot exist in a fully aware way. Hence, the most important questions related to such social development in which no one would be excluded from the world-wide circulation of information. The general assumptions of common media education have been presented in the article.