Relevant bibliographies by topics / Media education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Media education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Media education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Media education"

1

Kavaz Siručić, Marina. "Mediji i obrazovanje." Obrazovanje odraslih/Adult Education 10, no. 1 2010 (2010): 119–25. http://dx.doi.org/10.53617/issn2744-2047.2010.10.1.119.

Full text
Abstract:
This text treats the relation between media and education, questioning the modalities of media impact in educational area, stating the advantages and disadvantages in using media both as resource and as educational institutuion. The expansion of media development in the last five decades shows the extent of media impact in all areas of civic society including education which turns out to be the most sensitive one. Therefore, we are treating on theoritical level positive and negative reflections of media on education underlining the ways media can positively contribute to education process and symbiotic effect of media and education. Regarding the primacy of electronic/digital media (radio, television, Internet) over the other, we focus on television and Internet. Furthtermore, our issue is the influence of media on maintaining working stereotypes by pseudo education. Point of view and conclusions of this article do not intend to offer general solutions or assessments but try to encourage the consideration of this extremly wide area and its impact on individuals and society.
APA, Harvard, Vancouver, ISO, and other styles
2

Kumar, Keval Joe. "Media Education." Media Asia 15, no. 3 (January 1988): 138–43. http://dx.doi.org/10.1080/01296612.1988.11726285.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

ANTONYAN, Lilit. "Informatization of Education. Media Education and Media Literacy." Main Issues Of Pedagogy And Psychology 19, no. 1 (April 19, 2021): 88–99. http://dx.doi.org/10.24234/miopap.v19i1.396.

Full text
Abstract:
Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.
APA, Harvard, Vancouver, ISO, and other styles
4

Petani, Rozana, and Matilda Karamatic Brcic. "Family environment, communication and media education." Perspectives of Innovations, Economics and Business 14, no. 3 (August 5, 2014): 132–42. http://dx.doi.org/10.15208/pieb.2014.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Grin, Nadezhda. "MEDIA EDUCATION AND MEDIA COMPETENCE." Modern Technologies and Scientific and Technological Progress 2022, no. 1 (May 16, 2022): 295–96. http://dx.doi.org/10.36629/2686-9896-2022-1-295-296.

Full text
Abstract:
Media education and media competence are concepts that have entered our education and play an important role in it. A huge flow of information requires its critical understanding, and this requires skills that allow you to distinguish fake information from the truth. One of the main tasks of media education is to lay the foundations of the main competencies of a lifetime. The modern model of education presupposes education during the period of readiness for retraining, a culture of knowledge renewal
APA, Harvard, Vancouver, ISO, and other styles
6

Swanson, Gillian. "Independent Media and Media Education." Screen 27, no. 5 (September 1, 1986): 62–67. http://dx.doi.org/10.1093/screen/27.5.62.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pal'a, Gabriel. "Bases for Media Education." E-Theologos. Theological revue of Greek Catholic Theological Faculty 1, no. 1 (April 1, 2010): 95–105. http://dx.doi.org/10.2478/v10154-010-0009-3.

Full text
Abstract:
Bases for Media Education Media are phenomenon, which seriously affect the world of youth and have effect on forming of their personality. Thereat problems of education of critical recipient of medial products are very actual in these days. The Church presents, that human dignity is centre of every right communication. This dignity should be also the principle at adaptation of media education in any learning, or at implementation of separate object media education, whose basic motto is good as reflex of God love. It inspires and revives the hearts and minds of youth, whereas vulgarism and obscenity impact on young man destructively.
APA, Harvard, Vancouver, ISO, and other styles
8

Lee, Kwan-kyu. "Media Education and Grammar Education." HAN-GEUL 318 (December 31, 2017): 169–97. http://dx.doi.org/10.22557/hg.2017.12.318.169.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hujakulova, Dilorom. "MOTIVATIVE EFFECTS OF MEDIA ON STUDENT EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 23–25. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-06.

Full text
Abstract:
The article is devoted to the motivational influence of information technologies on the teaching of schoolchildren. The article also highlights the issues of youth education, types of education and its pedagogical measures, education of youth in the context of globalization, innovation and youth, the impact of modern information technologies on the consciousness of youth and its motivating factors.
APA, Harvard, Vancouver, ISO, and other styles
10

Chu, Donna, and Alice Y. L. Lee. "Media Education Initiatives by Media Organizations." Journalism & Mass Communication Educator 69, no. 2 (December 30, 2013): 127–45. http://dx.doi.org/10.1177/1077695813517884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Media education"

1

RobbGrieco, Michael. "Media for Media Literacy: Discourses of the Media Literacy Education Movement in Media&Values Magazine, 1977-1993." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/307368.

Full text
Abstract:
Media & Communication
Ph.D.
This dissertation contributes to the history of media literacy by tracing the emergence and development of media literacy concepts and practices in Media&Values magazine (1977-1993), which spoke across discourse communities of scholars, teachers, activists and media professionals to build a media literacy movement in the United States. Media literacy evolved in changing contexts of media studies and education discourses as well as changes in media technologies, industries, politics, and popular culture. Taking a genealogical approach to historical inquiry, this study uses discourse analysis to describe how Media&Values constructed media literacy as a means for reform, as a practice of understanding representation and reality, and as pedagogy of social analysis and inquiry. These constructions position media literacy as interventions in power, articulating agency through addressing institutions, demystifying ideology, and negotiating identities. This history provides perspective on debates across diverse strands of practice in the current field of media literacy education.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
2

HAIG, EDWARD. "Media Studies Education in the UK." 名古屋大学大学院国際言語文化研究科, 2005. http://hdl.handle.net/2237/7918.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Catchpoole, Valerie Margaret. "Implementing values education through media studies." Thesis, Queensland University of Technology, 1994.

Find full text
Abstract:
This thesis describes a research project which investigated the use of Media Studies in Values Education at a Catholic Primary School in Brisbane. The focus of the study was a nine week unit on "Multiculturalism" which utilised the concepts and strategies of Media Studies and which involved the researcher in actually leading the teaching of the unit to a combined class of 55 students from Years 6 and 7. Teachings for the unit revolved around Construction and Deconstruction activities with particular attention given to the following ethnic groupings: (i) Anglo/Celtic (ii) Aboriginal (iii) Vietnamese (iv) El Salvadorean The study developed around the hypothesis that Media Studies can provide a useful means for teaching Values Education and it investigated the following research questions: 1. To what extent did the children have more positive values about themselves and other ethnic groups at the end of the unit on "Multiculturalism"? 2. To what extent was the Media Studies approach to the teaching of the unit responsible for such changes in values that occurred? 3. How did the techniques of Construction and Deconstruction contribute to the development of more positive attitudes to self and others and the ability to interact more effectively with others? The findings show that Media Studies can, indeed, contribute to the development of core understandings and skills of Values Education as identified by Hill (1991, p. 10) in his "minimum specifications for Values Education in Australia", as follows: "To assist students: (a) to acquire a representative knowledge base concerning the value traditions of groups within contemporary Australian society; (b) to enter with empathy into the perceptions and feelings of people who have been strongly committed to these traditions; ( c) to develop skills of critical and appreciative values appraisal; ( d) to encourage and put into practice skills of decision-making and value negotiation; ( e) to develop a concern for the community and the care of its members. Both quantitative and qualitative research methodologies were used to chart the development of cognitive, affective and volitional aspects of children's values towards themselves and other ethnic groups and to examine the development of their interpersonal skills. The combined findings from the quantitative and qualitative data collected during the study, show that there is a strong case to support the hypothesis that Media Studies can provide a useful means for teaching Values Education in the classroom. The evidence suggests that by the end of the unit, the children who were involved did have more positive attitudes towards themselves and others, and had improved their interpersonal skills. There is also sufficient evidence to conclude that these outcomes were produced, at least to some significant extent, by the use of the concepts and strategies of Media Studies, particularly Construction and Deconstruction. The methodologies included a Pre-Test/Post-Test which involved short written responses, drawings and the completion of a ratings scale, as well as interviews, observations and content analysis of some of the children's video work completed towards the end of the unit. The use of a variety of methodologies to examine the hypothesis provided the multiple perspectives of triangulation and the opportunity to offset the shortcomings of one type of methodology with another which did not have those potential sources of experimental error. For example, the anonymity of the children's responses in the PreTest/Post-Test helped to ensure that the children would feel free to give their honest responses to the questions and provided an opportunity to cross-check responses given in the interviews. The study's findings have important implications for teaching and learning and give rise to a number of interesting questions relating to ways children may be assisted to define and refine their ethical positions. It also highlights the problems of encouraging collaborative behaviours within an essentially, individually-competitive school system; and raises issues with respect to the handling of controversial topics by teachers within schools. Finally, the study suggests the basis for a conceptual framework for using Media Studies to implement Values Education within the classroom and identifies areas for further research.
APA, Harvard, Vancouver, ISO, and other styles
4

Todino, Michele Domenico. "Simplexity to orient Media Education practices." Doctoral thesis, Universita degli studi di Salerno, 2019. http://elea.unisa.it:8080/xmlui/handle/10556/4260.

Full text
Abstract:
2017 - 2018
Media Educator is a new professional figure that performs an educational and pedagogical activity that aims people to understand mass Media (their nature, their techniques and their languages). Nowadays In many Italian and foreign universities, new teacher education includes one or more Media Education-related exams. In this PhD thesis will be explained how simplexity could orient Media Education practices. More in details, this thesis is divided in two steps: 1) description of new Media (focusing on robotics and artificial intelligence devices) then simplexity declined in Media Education; 2) realization of a video analysis Lab for teacher education activities. In the first step it will be exposed how simplexity, defined by Alain Berthoz, Emeritus Professor at the Collège de France, and declined in educational contest by Maurizio Sibilio, through human ability to think creatively to act in a complex world, can help Media Educators in their daily work. The second step is how realized a new video analysis lab as a didactical and research “tool” for teacher education at the University of Salerno. Main idea of second step of the thesis is how design and implement a mobile video analysis laboratory for video recording real or simulated simplex didactic activities both for Media Educators and other teacher education courses. Concept that “drives” this lab is to develop a “plug and play” recording location that can be installed everywhere in less than fifteen minutes by everybody. This laboratory is already designed and tested, it is composed by five cameras a directed control room software and an open source video analysis software. [edited by Author]
XXXI ciclo
APA, Harvard, Vancouver, ISO, and other styles
5

Provorova, Elizaveta. "MEDIA LITERACY EDUCATION, GENDER, AND MEDIA REPRESENTATIONS IN THE HIGH SCHOOL CLASSROOM." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/343553.

Full text
Abstract:
Media & Communication
Ph.D.
The media impact how people perform their gender, and play an important role in the reproduction of gender binary. Media representations of gender can be described as hegemonic in the sense that, because of their complexity, they contribute to the reproduction of gender norms by otherwise agentic audiences. Media literacy education offers useful strategies for helping audiences question media representations of gender, allowing them to trouble the hegemonic system that keeps inequalities in place. This dissertation answers the question: How do high school students respond to the instruction in a media literacy program informed by gender studies and scholarship on media representations? To answer this question, I used ethnographic methods and the case study approach. My main findings are: (1) Classes that involve analysis of media representations of gender have an agenda-setting effect on students, helping them notice problematic media messages and connect them to social problems and inequalities. (2) Media and gender classes can encourage students to engage in social action, even without the teacher’s prompting. (3) Media and gender classes are not part of a standard curriculum, and teachers choose to include them because they are passionate about gender inequalities. This is why these teachers might lean towards the protectionist approach. (4) Students might embrace teachers’ message about the value of gender equality and diversity, but keep their implicit biases unchecked. Teachers should think of ways to address these biases in the classroom. (5) In order to help students acquire a balanced set of media literacy skills, it is important to work on all competencies of the AACRA model of media literacy education: Access, Analyze, Create, Reflect, and Act.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
6

Tefo, Patricia. "Can Online Media-Literacy Education Mitigate the Effects of a Toxic Media?" ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6745.

Full text
Abstract:
Media-literacy education provides a way for people to assess and critically evaluate media images. Traditional media literacy programs have mitigated the negative effects of idealized media imagery such as reduced self-esteem, eating-disordered attitudes, and low body-satisfaction among women. Although education is moving increasingly to online platforms, the potential of media literacy education delivered online has not been evaluated. Based on social comparison and objectification theories, the purpose of this study was to quantitatively assess the comparative efficacy of online and face-to-face media literacy education programs. A quasi-experimental design using pre- and post-media literacy education program questionnaires was used. A mixed-method analysis of variance evaluated change in self-esteem, eating-disordered attitudes, and body satisfaction among college students. The study was conducted using a sample that included both male and female students from undergraduate classes. The study groups included traditional and online classes. Results for all three variables revealed that the media literacy education program did not have the predicted impact. Significant differences were not found between the online experimental (n = 65), face-to-face experimental (n = 50), and the online control group (n = 44) even though a significant main effect for time was found. The adverse effects of ubiquitous idealized media images remain well-documented; however, the swiftly evolving, increasingly balkanized, present-day media landscape may necessitate both an accommodating theoretical foundation and updated intervention instruments.
APA, Harvard, Vancouver, ISO, and other styles
7

Paseman, Wallace W. "Relapse Prevention Using Mobile Electronic Media." Thesis, State University of New York Empire State College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278346.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Per, Lind. "Statistics Visualization in News Media and Education." Thesis, Linköpings universitet, Institutionen för teknik och naturvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68298.

Full text
Abstract:
This thesis work was done at NComVA AB (Norrköping Communicative Visual Analytics) a spin-off company from the Norrköping Visualization Centre at Linköping University. It aims at developing a client-side web application for creating dynamic reports that uses Vislets for storytelling. A WYSIWYG (What You See Is What You Get) page editor that could use Vislets generated by the Statistics Publisher to create dynamic reports is implemented. The focus of the application is allowing the generation of dynamic reports in HTML without requiring any knowledge of HTML. The implemented editor is a client-side web application written in JavaScript using the jQuery library.
APA, Harvard, Vancouver, ISO, and other styles
9

Thorp, Robert. "Historical Consciousness, Historical Media, and History Education." Licentiate thesis, Högskolan Dalarna, Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14121.

Full text
Abstract:
This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.
Forskarskolan Historiska Medier (ForHiM)
APA, Harvard, Vancouver, ISO, and other styles
10

Maharajh, Divya. "Feminine experience : media education and gender representation." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/4875/.

Full text
Abstract:
This doctoral thesis examines the ways young women experience media education in sixth form, with particular emphasis on their experience of gender representation lessons. Secondary research objectives include an examination of how young women regard the development of their own critical media literacy and how they conceive of the effects of media education on their self-esteem. Through classroom observations and interviews with A-level Media Studies teachers and female students, this research explores three key areas of focus in understanding young women’s experiences: media representations of feminine aesthetics and the sexualisation of feminine appearance, the negotiation between course material and students’ personal engagement with media, and lastly reflections on how critical media literacy is defined and developed within the Media Studies course. The thesis discusses ways in which content both constrains and enables students’ development of critical media literacy. The role of chosen exam boards, teaching styles, and forms (i.e. upper sixth form versus lower sixth form) are examined as influencing factors. Specific lessons from observations, which students reflected upon during interviews, are also discussed in order to understand the process of teaching and learning about gender representation. A feminist discourse is at times present though mostly in covert ways. A greater consideration for contemporary feminist work would resolve some of the current difficulties faced by educators in their efforts to develop students’ critical awareness, specifically when teaching about the representation of women. Female students often reflect what Gill has termed a ‘postfeminist sensibility’ (2007: 254); however, this exists in varying degrees. In certain contexts students tend to articulate more ‘traditional’ feminist values. In relation to one of the secondary research objectives, students find that A-level Media Studies improves the self-esteem of their physical appearance; however, other findings reveal that the extensive focus on textual analysis of sexualised and idealised representations of women can sometimes counter-act the aspects which students referenced as beneficial to their self-esteem. Despite many recommendations for improving the teaching of gender representation that are offered here, it is evident that some solutions are dependent on broader shifts occurring at the level of the education system.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Media education"

1

K, Roach D., ed. [Media education]. Abingdon: Carfax Publishing, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Media education. London: Hodder & Stoughton, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Clwyd (Wales). Media Studies Unit. Media education. Mold, Clwyd: Media Studies Unit, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

White, Trevor. Media education, new media and media literacy. Birmingham: University of Central England in Birmingham, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Moreira, António, Otto Benavides, and Antonio Jose Mendes, eds. Media in Education. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3175-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cannon, Michelle. Digital Media in Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78304-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cheung, Chi-Kim, ed. Media Education in Asia. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9529-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Knochel, Aaron D., and Osamu Sahara, eds. Global Media Arts Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-05476-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

1946-, French David, and Richards Michael 1945-, eds. Media education across Europe. London: Routledge, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Association for Education in Journalism and Mass Communication, ed. Media ethics in education. Columbia, SC: Association for Education in Journalism and Mass Communication, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Media education"

1

Barke, Hans-Dieter, Günther Harsch, and Siegbert Schmid. "Media." In Essentials of Chemical Education, 93–118. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bates, A. W. "Media Theory." In SpringerBriefs in Education, 95–104. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7740-2_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Onkovich, Anna. "Media Didactics in Higher Education: Oriented Media Education." In Communications in Computer and Information Science, 282–87. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Van Leeuwen, T. "Media in Education." In Encyclopedia of Language and Education, 211–18. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4538-1_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Letellier, Anne-Sophie, and Normand Landry. "Reimagining Media Education." In Reimagining Communication: Meaning, 246–71. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351007924-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ashton, Daniel. "Media Enterprise Education." In International Handbook of Media Literacy Education, 289–304. New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315628110-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Natriello, Gary. "Media." In Digital-Age Innovation in Higher Education, 164–76. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038924-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Robinson, David. "Broadcast Media." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_289-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Norris, Stephen, and Linda M. Phillips. "Print Media." In Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_304-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Holliman, Richard, and Vickie Curtis. "Online Media." In Encyclopedia of Science Education, 1–8. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_53-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Media education"

1

Kazachonak, Viktar, and Alexander Rusakov. "Media Literacy and Media Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482592.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Prieshkina, A. N., and A. V. Sedymov. "The educational potential of personality media education." In SCIENCE OF RUSSIA: TARGETS AND GOALS. LJournal, 2020. http://dx.doi.org/10.18411/sr-10-02-2020-32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chaika, Volodymyr, Iryna Kuzma, Oleksandra Yankovych, Kateryna Binytska, Oksana Pysarchuk, Tetiana Ivanova, Halyna Falfushynska, and Iryna Lyakhova. "Media Education Technology at Preschool Educational Institutions." In Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010930300003364.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"BODY AND MEDIA - Media Education at School." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002772203910393.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lin, Kuan-Cheng, and Yu Che Wei. "Online Interactive Game-Based Learning in High School History Education: Impact on Educational Effectiveness and Student Motivation." In 2011 4th International Conference on Ubi-Media Computing (U-Media). IEEE, 2011. http://dx.doi.org/10.1109/u-media.2011.22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chen, Szu-Wei. "New Media and Education." In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206129.3239429.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Okkonen, Jussi. "Session details: Media Education." In Mindtrek 2018: Academic Mindtrek 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3287220.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Session details: Media Education." In the 22nd International Academic Mindtrek Conference, chair Jussi Okkonen. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3275116.3287220.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hanff Jr., William A. "A Media Archeology of Education Innovation History and Pandemics." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.6.

Full text
Abstract:
How do we as researchers and educators discern how past institutions of higher education responded to pandemics and other social stresses, and what practices we can adopt from them? Combining Jussi Parikka’s ideas of media archeology with the radical post-colonialism of Nonwestern Educational Traditions by Timothy Reagan, this research explores specific artifacts of western and nonwestern systems of education innovation at specific periods in history, how these institutions responded to crises and pandemics, and what this suggests to our contemporary post-literate networked system of higher education. The emerging field of Media Archeology suggests a literature review mash-up and remix to find under-represented historical ideas around pedagogy and higher education. The impacts of these education innovations are seen through the artifacts such as ‘open plan’ school architecture, educational broadcasting, and proto-internet distance learning classes. Each of these dyads of a western tradition of higher education contrasted with a non-western or resistance tradition of higher education has left artifacts and practices that have been able to escape intentional destruction or cultural appropriation into current western hegemonies. By standing outside the constraints and politics of corporate narratives, these artifacts can point the way toward reviving educational systems based on techniques and technologies that can address the systematic problems with higher education. This study of media, sociology, education, and history seeks to suggest workable practices for a post-COVID world, that resists hegemonic practices and corporatization of education and addresses new challenges in the future.
APA, Harvard, Vancouver, ISO, and other styles
10

Chelly, Magda, and Hana Mataillet. "Social Media and the impact on education: Social media and home education." In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333388.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Media education"

1

Larionova, D. Web quest "the subject of media education, or media education in the subject". SIB-Expertise, October 2022. http://dx.doi.org/10.12731/er0601.03102022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Walden, Victoria Grace, and Kate Marrison, eds. Recommendations for using Social Media for Holocaust Memory and Education. REFRAME, January 2023. http://dx.doi.org/10.20919/hvmk3781.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.044.

Full text
Abstract:
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
APA, Harvard, Vancouver, ISO, and other styles
4

Arévalo-Martínez, RI, R. Del Prado-Flores, and RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, September 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

Full text
Abstract:
" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draws from and includes eleven years of community organizing work in Detroit. In their conversation, Vallejo and Nucera spoke about the history of independent media and the internet, the potential of media-making pedagogies for empowerment and social change, and being optimistic about opportunity in the midst of great challenges."
APA, Harvard, Vancouver, ISO, and other styles
7

Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

Full text
Abstract:
The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
APA, Harvard, Vancouver, ISO, and other styles
8

Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

Full text
Abstract:
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
APA, Harvard, Vancouver, ISO, and other styles
9

Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

Full text
Abstract:
What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

Full text
Abstract:
Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Media education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography