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Dissertations / Theses on the topic 'Media literacy'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Shchіpak, Darya Dmytrivna, and Дар’я Дмитрівна Щіпак. "Media literacy." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51597.

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1.Social Media and Literacy / Shakuntala Banaji – International Encyclopedia of Digital Communication & Society, – p. 6 2.Медиаграмотность - средство от манипуляции [Electronicresource]. – accessmode:WWW.UNESCO.ORG 3.Leveraging Social Mediafor Literacy [Electronicresource]. – accessmode:https://www.lexialearning.com/blog/leveraging-social-media-literacy
A great number of people spend on social networks more than 2 hours per day. And in general its content raises great concerns from a security point of view. As a new tendency, information usually provokes (especially among adolescents and young people) the destruction of universal values, personal models of behavior, undermine the idea of morality and ethics. Using social networks people face with inaccurate information which forms incorrect knowledge and perceptions in the audience. This risk is one of the most common on social media. This can be any information: from distortion of news to incorrect indication of the author of any quotation. What is more, people with a lack of media literacy can be endangered with mind influence, especially in political and social spheres.
Велика кількість людей проводить в соціальних мережах більше 2 годин на день. І в цілому їх зміст викликає великі побоювання з точки зору безпеки. Як нова тенденція, інформація зазвичай провокує (особливо серед підлітків і молоді) руйнування загальнолюдських цінностей, особистісних моделей поведінки, підриває уявлення про мораль і етику. Використовуючи соціальні мережі, люди стикаються з недостовірною інформацією, яка формує у аудиторії невірні знання і уявлення. Цей ризик є одним з найпоширеніших в соціальних мережах. Це може бути будь-яка інформація: від спотворення новин до невірного зазначення автора будь-якої цитати. Більш того, люди з недостатньою медіаграмотності можуть наражатися на небезпеку впливу на свідомість, особливо в політичній і соціальній сферах.
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2

Pond, Greg. "Promoting information literacy through media literacy." Thesis, Gonzaga University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537870.

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Mass media messages have overwhelmed modern culture. Many of these messages are not created with the best interest of the recipient in mind (Potter, 2008). The Mass media does not operate as a public service. It's big business. Good daily decision making has become increasingly dependent on the ability to be "information literate" - to effectively evaluate the accuracy, currency, and completeness of media messages. But these critical information literacy skills are surprisingly lacking today (Asher & Duke, 2012). One recent study suggests that information literacy skills can be effectively developed through training in media literacy (Van De Vord, 2010). This thesis has replicated this study in an effort to validate the correlation between information literacy and media literacy. Aside from the Van De Vord study, the communications theory of Media Ecology, as proposed by McLuhan, and developed by Postman is foundational to this work. Also referenced are McCombs and Shaw's agenda setting and Noelle-Neumann's spiral of silence theories. Additionally, the work of Potter in media literacy; of McChesney in media economics; and of Duke & Asher in information literacy are also foundational. Quantitative research for this thesis was conducted using an internet-based survey. The gathered empirical data was used in a statistical correlation analysis between information literacy and media literacy. The test results validated that the two variables were weakly correlated in a positive direction with evidence of statistically significant probability. The weakness of the correlation and the limitations inherent in the testing methods suggest that additional study is needed - perhaps utilizing alternate testing methods. Further comparison between the differing methods that are traditionally used in teaching the two different literacies is also suggested.

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Lopez, Antonio R. "Greening the Media Literacy Ecosystem| Situating Media Literacy for Green Cultural Citizenship." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587572.

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Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the media literacy ecosystem. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a mechanistic worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.

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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.

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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
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Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.
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Calles, Giraud Indira Liz. "How people become media literate and their media habits." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4006.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains iii, 71 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 48-53).
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Jacucci, Carlo. "Media literacy in responsive physical environments." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4373.

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This thesis addressed the production of media literacy practices in physical environments. It reflects a specific trajectory through a design space. The work is founded on four studies including design sessions and expositions in primary schools and in an art museum. The focus is on how to devise practices and make sense of media literacy tasks. the thesis addresses research problems of interaction design and media studies by:(a)configuring interactive tangibles and audiovisual media, to give different perspectives on media literacy within the same physical environment; (b) developing a set of practices which are attuned to how participants collaborate when accessing and producing media texts; (c) developing the design method by employing practical knowledge from theatre practices. The thesis tackles some specific design problems. One is that the qualities of the practices and qualities of the tools need to be addressed at the same time. Also, aesthetic and technical aspects often are indistinct. The thesis seeks help in some specific traditions in the performing arts. Some terms such as 'participatory theatre' and 'masked performance' are redefined in order to address both aspects of practices and tools. Terms such as 'gendre', 'framing', 'packaging', 'authoring', 'deconstruction', 'media agenda setting' are also redefined frm literature on media studies, through the production and study of collective activities. The thesis aims to contribute to the integration of findings in interaction desugb abd nedua stydues by (1) applying advances from interaction design for the support of new media literact practice in the physical environment; (2) applying the perspectives on media literacy which emerge from these integrations in order to contribute to current reesearch on interaction design. The thesis applies practices from the performing arts in order to enable a participatory design of physical environments for media literacy. The focus is on the role played by audience groups when they adopt media contents and artifacts.
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Watkins, Sean Edward. "Media Literacy and the Digital Age." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242223666.

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Redmond, Theresa Anne. "Media literacy at the middle level." Thesis, Boston University, 2011. https://hdl.handle.net/2144/31998.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The experience of children and adolescents is increasingly mediated by information and communication technologies. Yet, the trajectory for literacy education in U.S. schools continues to prioritize print literacy. As a result, students often lack the knowledge, skills, and expertise needed to ‘read and write’ in the digital world of the twenty-first century. Concerned by the influence of media to empower or exploit young people, educators at many levels are discovering media literacy as an augmentation to traditional literacy. The purpose of this research was to investigate how teachers implemented media literacy in practice. The following subquestions were also examined: (1) How do teachers define 'media literacy'? (2) Why do teachers teach media literacy? (3) What are the outcomes of media literacy teaching? (4) What are the challenges, limitations, and opportunities teachers experience when implementing media literacy? To answer these questions, a case study was conducted of three teachers as they collaborated in implementing a media literacy curriculum at the middle level. The results suggest that teachers who implement media literacy were motivated by awareness and knowledge of childhood and adolescent development, particularly related to increases in media use and the extent to which media shape the choices of children and teens. Media literacy practice was constructivist, embodying a student-centered approach where teachers served to guide students' media literacy learning, facilitating active learning, co-viewing , critical inquiry and reflection in a classroom climate where students' analysis and interpretations of media messages were respected and valued. Teachers worked to preserve students' enjoyment of media, acknowledging popular media as a valuable part of adolescent culture and identity, while encouraging critical inquiry. Media literacy activities consisted of viewing, labeling, and discussing commercial media that was relevant, accessible, and meaningful for students . Learning outcomes included: (a) increased awareness of all media messages as constructed; (b) the development of vocabulary to analyze and deconstruct media messages; (c) skill building in critical inquiry; and (d) empowerment via video production as assessment. Despite findings related to effective teaching practices, the results also indicate that curricular placement for media literacy continues to be a challenge for interested teachers and administrators.
2031-01-02
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Chang, Xue. "An analysis of relations between media literacy and media participation." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2120007.

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MacDonald, Melissa Friedman. "Media literacy in action an exploration of teaching and using media literacy constructs in daily classroom practice /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1610476561&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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CONCEIÇÃO, LORENNA SILVA EUNAPIO DA. "LOW LITERACY AND NEW DIGITAL MEDIA: THE EXPERIENCE OF LOW-LITERACY INDIVIDUALS IN SOCIAL MEDIA AND INSTANT MESSENGERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27168@1.

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Dados do Ibope e do Indicador de Analfabetismo Funcional (Inaf) de 2012 revelam que, no Brasil, existem aproximadamente 14 milhões de analfabetos absolutos e um pouco mais de 35 milhões de analfabetos funcionais. Segundo estatísticas, o Brasil é o terceiro país do mundo em tempo gasto na internet, sendo mais da metade em mídias sociais. Nesse contexto, as atividades diárias se direcionam a comunicações baseadas em texto, e a falta de capacidade de leitura e escrita torna-se obstáculo ainda mais significativo para os adultos que apresentam nenhum ou baixos níveis de letramento. Dessa forma, esta pesquisa procurou responder à seguinte indagação: como se configura a experiência de uso e consumo das redes sociais e comunicadores instantâneos por indivíduos com baixo letramento? Para tal, realizou-se um estudo qualitativo exploratório, baseado em entrevistas pessoais com 22 adultos com Ensino Fundamental incompleto. Por meio dos resultados obtidos, foi possível perceber a estigmatização sofrida por esses indivíduos devido às suas limitações, assim como as estratégias de combate adotadas por eles, como a preferência por postagem de fotos e mensagens de voz. Pode-se sugerir que as novas formas de comunicação instantânea promovem uma certa liberdade para se cometer erros de gramática ou de pontuação que, muitas vezes, são atribuídos ao corretor automático dos dispositivos móveis. Outra evidência do baixo letramento é a preguiça de ler e escrever nas redes e nos comunicadores; o que os usuários chamam de textos grandes são, na verdade, considerados curtos segundo estudiosos de analfabetismo funcional no Brasil.
Data from IBOPE and INAF 2012 reveals that, in Brazil, there are approximately 14 million full illiterate adults and a little more than 35 million functional illiterate individuals. According to statistics, Brazil is the third country in the world where users spend the most time online, which more than half of this time is spent on social media. Within this framework, as more daily functions move toward text-based electronic communication, reading literacy becomes even more important for adults who are illiterate or for those with low-literacy levels. Therefore, this research sought out to answer the following question: What kind of experience low-literacy individuals have with the social media and instant messengers usage and consumption? To this end, a qualitative exploratory study was created based on individual interviews with 22 adults with incomplete elementary education. Among the results, it was possible to notice the stigmatization suffered by these individuals due to their reading limitations as well as to some of their strategies to overcome the issue, such as sending audio instead of written messages or posting photos instead of texts on social media. It can be suggested that the new forms of instant communication promote freedom to make mistakes in grammar or punctuation that are often attributed to auto correctors of mobile devices. Another evidence of low-literacy is the laziness to read and write on social media and communicators - what users believe to be big reading are actually considered short reading according to specialists on Functional Illiteracy in Brazil.
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Allen, Patrick Thomas. "Media transformations : framing, multimodality and visual literacy in contemporary media spaces." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/14285.

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Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.
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Allen, Patrick T. "Media Transformations: Framing, Multimodality and Visual Literacy in Contemporary Media Spaces." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/14285.

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Multimodal theory has developed out of social semiotics and can be seen as a response to the rise in the use of new technologies for the creation, distribution and consumption of media texts and the need to find new ways of describing and explaining their role in representation and communication. Its development is historical. It is a response to change over time. The incorporation of the visual into social semiotics marks a key moment in the development of multimodal theory. Visual literacy is discussed in relation to changes in modes of representation and a critique of this concept is provided. This is conducted in relation to how the visual modality has been integrated into social semiotics as a platform for research into multimodal communication more generally. Framing is developed along three main lines of enquiry (semiotic, cognitive and affective) as alternative ways of accounting for some of these shifts in communication and each are presented in the form of case studies. Framing and its close relationship with composition in media texts is discussed and this understanding, one that emphasise proximity as a multimodal principle, is applied to the visual design of content, the realisation of context through the provision visual cues, and later to embodiment and urban space. The three case studies, the application of framing to a range of media texts, the critical judgements made about the role visual in contemporary theory and the application of these concepts to multimodality are presented as part of an intellectual journey.
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Nilsson, Kristin, and Sofia Ridal. "MEDIA LITERACY : En studie om mediepedagogik i forskning och empiri." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-18.

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Titel: Media Literacy - En studie om mediepedagogik i forskning och empiri

Författare: Kristin Nilsson, Sofia Ridal

Antal sidor: 52

Abstract: In the society of today we are constantly exposed to media messages, and much research investigate people’s interest in the media. Whatever theory we choose to believe in, the facts remain: today the media is a major part of all people’s lives. During our teacher training we have encountered the concepts Media Literacy and Media Education and as future pedagogues of media we are interested in what research can tell us about them.

The main aim of this paper was to find out what researchers write about Media Literacy and Media Education and to empirically investigate whether or not teachers in the Swedish secondary school teach about, with and for media. It also aimed to learn what attitudes, thoughts and reflections these teachers have concerning media and learning in school. For these reasons, we decided to begin by conducting a profound research of the state of the art. Secondly, we accomplished qualitative interviews with a total of eight teachers from two secondary schools in a Swedish town.

The results of the interviews show that a majority of the teachers who were interviewed, the informants, mainly used media technology as a teaching aid – they taught with media. Furthermore, the results reveal that some of the informants saw the media as something quite frightening, unserious and difficult to understand. By contrast, we found an underlying tendency that the informants had a positive attitude towards media education in schools, and that they were somewhat curious (and eager) to learn more about it. Yet, as for today, the informants’ lack of knowledge of the subject, deficient resources and indistinct directive from higher authority effectively seem to obstruct the development of media education in the schools in our investigation.

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Feuerstein, Mira. "Media literacy in support of critical thinking." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250247.

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Dalpiaz, Anthony. "Social Media Use, Media Literacy, and Anxiety in First-Year College Students." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597137716516134.

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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.

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

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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.
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Ström, Per, and Josefine Andersson. "Media Literacy – förutsättningar, hinder och kompetenser : En litteraturstudie om förutsättningar och hinder för elevers utveckling av digitala media literacy-kompetenser." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Språk-, litteratur- och mediedidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35953.

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Lindström, Johanna. "Medie- och informationskunskap inom bildämnet." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13865.

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Medie- och informationskunskap samt medieutbildning har blivit ett omtalat fenomen, inte bara i skolan utan likaså allmänt som en förutsättning för demokrati. Kontakten med media sker förutom via de klassiska medierna så som radio, TV och tidningar, idag även via internet genom datorer, smarta telefoner och surfplattor. Skolan har inte längre monopol på lärandet utan mycket sker utanför skolan, på fritiden, och just genom medier av olika slag. Därför kan skolan behöva använda sig av elevernas verklighet i undervisningen, utan att för den skull ge sig hän åt underhållning. Kunnighet om media på olika plan blir allt viktigare och ger eleverna möjlighet att se bortom budskapen som vill påverka dem i en viss riktning. I den bästa av världar kan eleverna dessutom bli inte bara konsumenter utan dessutom producenter av media.   Medieutbildning genomsyrar styrdokumenten i skolan och syftet med den här uppsatsen är att fokusera på bildämnet som är ett kärnämne när det gäller mediekunskap på grund av sitt fokus på bilder och bildproduktion. Bildämnet har sedan ett par decennier tillbaka i styrdokumenten övergått från att vara enbart ett konstnärligt ämne till att vara ett kommunikationsämne där även det konstnärliga kan användas som en inspiration och ett budskap men där just kommunikationens syfte och användningsområden får mer fokus. I uppsatsens kunskapsöversikt kan anas att bildämnets övergång till kommunikationsämne inte riktigt implementerats i alla klassrum trots att styrdokumenten är tydliga vad gäller detta både i kunskapskraven och i skolans uppdrag.   Resultatet redovisas utifrån ett för skolans medieutbildning framarbetat dokument och visar på att de informanter som intervjuats arbetar med medie- och informationskunskap i bildämnet, på olika sätt och med olika förutsättningar. Eleverna får arbeta med analys av olika sorters bilder, göra foto- och filmarbeten eller tredimensionella uttryck som alla ska kommunicera budskap på något sätt. Svårigheter som nämns är tillgång på digital teknik men också informanternas egen kunskap och utbildning i detsamma, både hårdvara och mjukvara. Detta väcker i sin tur funderingar om högskolornas bildlärarutbildning, om generationsskiften och framtida utmaningar.
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Siwe, Jessica. "Mediekompetens i gymnasieskolan : En studie om Media Literacy." Thesis, Högskolan i Halmstad, Medie- och kommunikationsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17264.

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Media Literacy handlar om att vara mediekompetent. Det innebär i sin tur att kunna ta till sig information som man kritiskt granskar, ifrågasätter och värderar. Det innebär också att man ska kunna bilda sig en egen uppfattning kring informationen, kunna argumentera för den och producera ett eget innehåll där källor, resonemang och argumentation framgår. I och med de stora förändringarna av informationsflödet i samhället och den nya kommunikations-teknologin, så har behovet av mediekompetens ökat. Eftersom detta är en viktig färdighet för alla samhällsmedborgare i ett demokratiskt samhälle, börjar övning och utveckling av mediekompetensen i skolan. I styrdokumenten från Skolverket finns direktiv att eleverna i skolan, framförallt i gymnasieskolan, bland annat ska utveckla förmågan att kunna söka information, kritiskt granska källor, värdera trovärdigheten och kunna diskutera och ta ställning kring olika samhällsfrågor. För att kontrollera att detta verkligen sker och för att se hur mediekompetenta eleverna är i gymnasieskolan, har intervjuer med lärare utförts. Alla de intervjuade lärarna undervisar i gymnasiegemensamma ämnen  som samtliga elever läser oavsett vilket gymnasieprogram de har valt att gå och som innefattas av direktiv från Skolverket som berör mediekompetens. Dessa ämnen är samhällskunskap, svenska, engelska, historia och religion.  I intervjuerna framgår det att lärarna upplever elevernas mediekompetens som ganska låg, men att det ändå sker en tydlig utveckling från årskurs ett till årskurs tre. Lärarna anser att det finns ett behov av att utveckla denna kompetens hos eleverna ännu mer eftersom de tycker att det är en viktig färdighet att behärska oavsett vad man väljer att göra i livet framöver. Majoriteten av lärarna tycker dessutom att det ligger på skolans ansvar att denna kompetens utvecklas hos eleverna, men att det i dagsläget inte är möjligt att lägga mer tid på det eftersom det råder resursbrist. Lärarna kan alltså inte uppfylla de direktiv som Skolverket ger fullt ut gällande mediekompetensen eftersom det är många moment som ska få plats inom varje kurs. En ny fråga uppstår därför efter arbetet med denna uppsats. Borde mediekompetens vara ett eget obligatoriskt ämne i gymnasieskolan? Vad skulle det få för konsekvenser? Denna nya frågeställning behandlas dock inte i denna uppsats, men är ett uppslag för kommande studenter att forska kring.
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Prinsloo, J. "Critical media literacy: a design for the future." Openspace, 2006. http://hdl.handle.net/10962/d1008476.

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[From OPENSPACE Editor Alice Kanengoni's editorial]: Professor Jeanne Prinsloo notes in her article that "In fact, it has been argued that the significance of the media in people’s lives has increased to the extent that it has been described as their primary curriculum, thereby recasting formal education as the secondary curriculum." This therefore requires an incestment in media literacy; people's ability to to understand the world around them, as represented in the media. Thus, Professor Prinsloo argues for critical media literacy, citing the role that the media played in fuelling the genocide in Rwanda, as an illustrative case in point. She states that "While we can not attribute all blame in the Rwandan scenario to the radio use, it is clear that the media mattered." She indicates that "media representations and engagements play a significant role in the way we understand the world, its people and events, and ourselves therein." As such, societies should invest in building a critical citizenry that can read and deconstruct the various ideologies that are often carries in and through the media.
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Cole, Frederick A. III. "Migrating Ministry: New Media Literacy And Christian Communication." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/english_theses/147.

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This thesis explores ways evangelical Christian communicators remediate traditional ministry functions and community formation onto new media platforms. This exploration is framed by a discussion of literacy and digital composing reflecting Stuart Selber’s multiliteracy approach to teaching digital composition. The author positions evangelical churches’ approaches to texts, community, education, and communication as components of a distinct literacy that is often at odds with values, controls, and cultures found on the Internet and in new media. Discovering how church communicators use new media, how their education prepares them for effective digital communication, and how external sources, such as expert authors, aid the transition from print to new media helps us understand the gap between Selber’s ideal multiliteracy and the reality of new media literacy for this group. This also expands our understanding of digital composition, and the role it plays in both the classroom and in all students’ greater lives.
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Schneider, Grace Rose. "Books or Bytes: Media Format and Literacy Education." Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1113878337.

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Forte, Andrea. "Learning in public information literacy and participatory media /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29767.

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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.
Committee Chair: Bruckman, Amy; Committee Member: Grinter, Rebecca; Committee Member: Grudin, Jonathan; Committee Member: Guzdial, Mark; Committee Member: Kolodner, Janet. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Schilder, Evelien A. "Perceptions of Media Literacy Assessment: A Mixed Methods Study." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47727.

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Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining the effectiveness of media literacy education is one of the most overwhelming challenges for current research in the field. Buckingham and Domaille (2009) claim that the lack of structured assessment procedures likely contributed to the lack of status of media literacy education. The purpose of this mixed methods study (exploratory sequential design) was therefore to explore the views of media literacy scholars and professionals on media literacy assessment through qualitative interviews (N = 10) with the intent of using this information to develop a quantitative survey to validate and extend the qualitative findings with a larger sample of media literacy professionals and scholars from all around the world (N = 171). The study provides an overview of goals and outcomes of media literacy education. In addition, it provides information about the extent to which outcomes are specified and by whom these outcomes are specified. The study also offers a comprehensive overview of assessment methods that were used by participants of the study, the role that media literacy plays in their work, and the entities which developed these assessment methods. It provides further detail about the extent to which the learning process and product are assessed, the importance of context in assessment, approaches that are used to evaluate and interpret students' work, and factors that influence the way participants assess media literacy. The study also offers an overview of assessment challenges that were encountered by participants and the extent to which these are considered challenges for the field. In addition, for each of the assessment methods that were used by participants, a distinct set of challenges is identified. An account of the extent that respondents felt constrained by any outside regulations or mandates is provided as well, along with a description of how they would assess media literacy void of these constraints. Finally, methods to overcome media literacy challenges are presented, along with recommendations to improve the effectiveness of media literacy assessment.
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Prax, Patrick. "Do MMORPGs enhance MMMCCL : Multi-Media Multi-Channel Communication Literacy." Thesis, Uppsala University, Media and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-106854.

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Purpose/Aim: The aim of the paper is to find out if there is a correlation between playing MMORPGs and having better skills in using multi-channel communication.

Material/Method: A media-skill test was conducted in the internet testing the participants’ ability to respond to targets in three different channels and media at the same time. The results of the study where used for statistical comparisons of the different groups of participants sorted according to their media use.

Main results: People who use the internet more and who play computer games, especially MMORPGs, have a better Multi-Media Multi-Channel Communication Literacy. There is fast learning visible for people with a use of the respective medium of up to five hours a week. Playing makes you better, not playing a lot.

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Ström, Per. "Media literacy-kompetenser i ett digitalt klassrum : En kvalitativ studie om hur lärare utvecklar elevers media literacy-kompetenser i årskurserna 4–6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40526.

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Studien är gjord med syftetatt undersöka hur lärare som har fått in fler digitala verktyg i klassrummet de senaste åren förhåller sig till den ökade digitaliseringen samt hur denna påverkar undervisningen av media literacy-kompetenser i skolan. Utifrån syftet valdes följande tre forskningsfrågor ut: (1) Vilka media literacy-kompetenser arbetar lärare med i skolans undervisning? (2) På vilka sätt arbetar lärarna för att utveckla elevers media literacy-kompetenser? (3) Hur upplever lärare att tillgång till digitala verktyg påverkar undervisningen av media literacy-kompetenser? Studien har det sociokulturella perspektivet om lärande och pragmatismen som grund. Studien är en kvalitativ studie utförd genom fokusgruppsintervjuer med totalt åtta lärare på två skolor. Resultaten visar att lärarna undervisar om alla de sex media literacy-kompetenserna som är riktade mot elever och att de undervisar om media literacy-kompetenserna i alla ämnen. Resultaten visar också att lärarnas undervisning ofta tar en utgångspunkt i undervisningstillfällen om källkritik men att lärarna ofta får undervisa om media literacy-kompetenser utanför den planerade undervisningen när eleverna ställer frågor som rör elevernas ”liv på Internet”. Resultaten visar även att lärarna anser att de digitala verktygen kan göra elevernas lärande mer lustfyllt. Resultaten visar också att lärarna känner en viss osäkerhet om hur de ska använda de digitala verktygens hård- och mjukvara och om att inte ha fått tillräckligt med utbildning som kan relateras till media literacy-kompetenser. Slutsatsen av den här studien är att det behövs kontinuerlig utbildning som kan relateras till media literacy-kompetenserna för lärarna för att både undervisa eleverna efter deras egna erfarenheter och för att skapa ett intresse för media literacy hos eleverna och en förmåga att hantera förändringar.
This study is done with the purpose to examine how teachers that in recent year have got more digital tools in the classroom relate to the increased digitalization and how this effect the teaching of media literacy skills in school. From this purpose three questions have been chosen: 1) Which media literacy skills are taught by teachers in school? (2) How do teachers work to develop students’ media literacy skills? (3) How do teachers experience that access to digital tools affect the teaching of media literacy skills? The study is grounded in the social cultural theory of learning and pragmatism. This study is a qualitative study that is done with focus group interviews. The results show that teachers teach about all the six media literacy skills that is directed to students and that the teachers teach about media literacy skills in all the schools subjects. The results also show that teachers often outsets from criticism of the sources in their teaching but also that the teachers often must teach impromptu when the students ask questions about the students “life on the Internet”. The results also show that teacher believes that digital tools can make the students’ learning more joyful. The results’ also show the teachers feels a bit insecure about how they should use the digital tools hard and software and about the feeling that they have not got enough education that can be related to media literacy skills. The conclusion of this study is that a continuous education that can be related to media literacy competences is important for the teachers so that teachers can use the students’ experiences in class and to create a student interest in media literacy and an ability to handle changes.
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Kelly, Claire E. "The media education imperative, a case study of the effect of Media Studies 120 on media literacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ62131.pdf.

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Pace, Elizabeth. "The media education imperative, a case study of the effect of Media Studies 120 on media literacy." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/762.

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Andersson, Josefine. "”Vi måste ju rusta eleverna för framtiden” : En kvalitativ studie om media literacy-kompetenserna att söka och kritiskt värdera information i årskurs 4–6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40525.

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Den digitala utvecklingen och de digitala verktygen i undervisningen ställer krav på att elever genom undervisningen ges möjlighet till att utveckla kompetenser i att hantera det innehåll de varje dag möter. Syftet med denna studie är därför att, med vetskapen om den ökande digitalisering som sker i svensk skola, undersöka vilka uppfattningar och kunskaper lärare har om media literacy och de två kompetenserna att söka och kritiskt värdera information i svenskundervisningen i årskurs 4–6. Utifrån syftet har två frågeställningar formulerats: Hur definierar lärare behovet av att undervisa om media literacy-kompetenserna att söka och kritiskt värdera information i svenskundervisningen i årskurs 4–6? Hur arbetar lärare med media literacy-kompetenserna att söka och kritiskt värdera information i svenskundervisningen i årskurs 4–6? Materialet har samlats in genom semistrukturerade intervjuer med fem verksamma svensklärare i årskurs 4–6. Denna studies teoretiska utgångspunkt är pragmatismens teori om lärande. Resultatet i denna studie visar att lärare definierar behovet av att undervisa om kompetenserna att söka och kritiskt värdera information som stort då skolan måste rusta eleverna till att kunna fungera i det framtida, digitala samhälle som väntar dem. Resultatet i denna studie visar också att lärare arbetar både planerat och oplanerat med kompetenserna och att de oplanerade tillfällena kan leda till autentiska situationer som kan möjliggöra för eleverna att lättare koppla skolans innehåll till det verkliga livet.
The digital development and the digital tools in the education requires that the student through education gets opportunities to develop skills so that they can handle the content they meet every day. Therefore the purpose of this study, with the notice of the increased digitalization that happens in the Swedish schools, is to see what comprehension and knowledge teachers have about media literacy and the two competencies to search and critically evaluate information in the Swedish-education in grade 4–6. Based on the purpose two question formulations have been made: How do teachers define the need of teaching about the media literacy competences to search and critically evaluate information in the Swedish-education in grade 4–6? How do teachers work with the media literacy-competences to search and critically evaluate information in the Swedish-education in grade 4–6? The material has been collected through semi structured interviews with five active Swedish-teachers in grade 4–6. The theoretical starting point of the study is the pragmatism theory of learning. The result in this study shows that teachers define the need of teaching about the competences to search and critically evaluate information as big because the school have to prepare the students so that they can function in the future, digital community that they will be a part of. The result in this study also shows that teachers work both planned and unplanned with the skills and that the unplanned situations can lead to authentic situations that can enable the students to easier connect the content in school with their everyday life.
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33

Ambrose, Patricia F. "Student responses to a grade 11 media literacy unit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33335.pdf.

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Lintelman, Karryn Audra. "Students for Social Change: Activist Literacy and Digital Media." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248473294.

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35

Hill, Erika. "Co-learning Pedagogies in the Media Literacy Education Classroom." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.

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This qualitative research project describes the experiences of students in BYU's Hands on a Camera Project as they were introduced to co-learning pedagogies. Hands on a Camera is a media literacy service-learning project where university students are placed in public schools to teach K-12 students documentary production and media literacy. The project consists of a preparation phase and a teaching phase. In the research project, students were required to complete peer-learning and peer-teaching assignments during the preparation phase as in order to prepare for the teaching phase. This ethnographic study describes student experiences—positive and negative—with peer learning during both phases of the project.
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36

Williams-Johnson, Lori Michelle. "Preventive Health Education Media and Older Worker Health Literacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2388.

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The United States has experienced an increase in older workers as individuals born between 1946 and 1964 have remained in the labor force. Preventive health screening education, such as an immunization flyer, is necessary to avert preventable illness among older workers. Based on previous research, there is a gap regarding age-specific methods for educating the older worker about preventive health. Therefore, the purpose of this study was to explore the relationship between various media providing preventive health screening information and the assessed health literacy of the older worker. Based on the health belief model, a quantitative, cross-sectional method was used. A population of older workers (n = 159), starting at age 45, of diverse racial groups and job types, was surveyed to determine their health literacy, preventive health screening knowledge, and frequency of exposure to diverse types of media that facilitate preventive health education. Analysis of variance was used to evaluate the relationship between the various media providing preventive health screening used by the older worker and the health literacy of the older worker. According to the study, the 45-54 age group had the lowest health literacy scores, and all age groups possessed comparable knowledge of preventive health screening education. Finally, 2 types of media 'television and radio' were effective in improving health literacy by exposure, and 4 types of media 'television, radio, newspaper, and Internet' were perceived effective in providing preventive health education. Implications for positive social change included age-specific methods for educating the older worker about preventive health, which could, in turn, reduce morbidity and mortality caused by preventable diseases such as cancer and heart disease.
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Cannon, Michelle. "Media-making matters : exploring literacy with young learners as media crafting, critique and artistry." Thesis, Bournemouth University, 2016. http://eprints.bournemouth.ac.uk/24780/.

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This research is a timely response to the widespread use of digital media in western social worlds, and a perceived gulf separating school practices from those in contemporary living. I argue for a dynamic educational experience that embeds digital media production in the curriculum. Of central importance is the investigation of a wider conception of literacy that includes the manipulation of moving image and sound through time, as a means of creative expression that also shows critical understanding. By drawing out the particular characteristics of learning with digital media, I identify the ways in which traditional pedagogies could be transformed in order to accommodate more social and collaborative ways of working. In relation to this I explore discursive tensions, including current educational reform measures, perceived as hindering the development of dispersed digital media-making practices. Qualitative ethnographic methods were chosen for their capacity to engage with the complex tensions and textures of modern pedagogy. Photographic, audiovisual and interview materials were gathered in formal and non-formal school settings which, through the adaptation of a values-driven hermeneutic framework, inspired critical and reflexive narrative interpretations. The discussion draws on theories related to cultural studies, media literacy, and film and moving image composition to explore our ‘performance’ with digital media in a networked society, under the prevailing social conditions of possibility. This study positions media-making in schools as a core entitlement which adds to and enriches, rather than supplants, traditional literacy. Given the complex ways in which modern social actors use media representations to negotiate identity, and their relationships with each other and the environment, it is argued that providing primary learners with opportunities for creative digital media-making will create a more relevant, engaging and critically-oriented school experience. Practical media work nurtures the skills, competencies and disposition for praxis-oriented socio-cultural participation, of benefit to the individual, and the local and wider community.
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Spengler, Stephen. "Educators' Perceptions of a 21st Century Digital Literacy Framework." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/556.

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The concept of literacy has expanded to include understanding and effective utilization of information, media, and technology. The Children's Internet Protection Act requires school districts to teach proper online use and behavior. The lack of a technology requirement in a rural, public school district in Northeastern Pennsylvania that meets the needs of 21st century learners and the conditions of the Children's Internet Protection Act was the rationale for the development of this project study. The study's conceptual framework stemmed from theories related to new literacies, multimodality, computer education practices, and millennial learners. The research questions examined educators' perceptions of topics and skills to include in a curricular framework that addressed the lack of a comprehensive technology requirement to improve 21st century digital literacy skills for all students. A qualitative case study design was selected and data from 40 open ended questionnaires, one 5-member focus group discussion, and two 6-member focus group discussions were open coded and thematically analyzed. Emergent themes relating to a digital literacy course framework included information access skills and the application of technology. Findings were validated through member checking and triangulated with 62 existing curricular documents. The project for this study consisted of a curricular framework for a 90 day 21st century digital literacy high school course that can be used by any school district to enhance the preparation of students for life after high school. Such use of the findings and culminating project may positively affect social change through a modern definition of literacy thus contributing towards the development of a positive and prepared 21st century citizenry.
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Gjukaj, Vjosa, and Myrenfors Clara Lundström. "MIK - nutidens viktigaste förmåga? : En kvalitativ studie som undersöker medie- och informationskunnighet hos ungdomar i samband med samhällsengagemang." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-87946.

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Today’s complex and rapidly developed media landscape has brought a greater need for Media and Information Literacy. In order to live and express one’s opinion in a democratic society, it is considered a requisite to possess the skills that Media and Information literacy carries. This requisite mostly concerns the younger generation, since they are the ones growing up in today's media landscape.   Many studies have shown that Media and Information Literacy is connected to civic engagement in various ways. Yet we have not encountered studies with Media and Information Literacy in correlation to civic engagement for a social issue. Therefore, the study will initially describe the main terminology and abilities concerning Media and Information literacy, this through a model formed by Renee Hobbs. Thereafter, the study presents how the abilities of what the model implicates execute in a civic engagement concerning a social issue.   The study is conducted on eight adolescents in 9th grade at a school in Småland, using a qualitative method with semi-structured interviews. The result showed us that the abilities presented in the model, were practiced on a daily basis in the adolescent’s life in different ways. Further, it showed that the abilities played a significant role in order exert civic engagement. Interestingly it showed us that the social context was a remarkable reason for the adolescents to engage together.
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Palmer, Lydia S. "The state of media education implementation in Rochester, NY K-12 schools /." Online version of thesis, 2009. http://hdl.handle.net/1850/10630.

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Rock, Jeana T. "Teaching Another Literacy Across the Curriculum." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1866.

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Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing media literacy principles appropriate to each teacher's field of study in order to facilitate better student understanding and application of media literacy as well as discipline-specific knowledge and skills. Results indicate positive development for the participants in using media literacy in their current instruction if adequate time and technology resources are available and that professional development groups for teachers of various content areas are an effective way to introduce them to media literacy.
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42

Caton-Rosser, Mary S. "Case studies of how community media enact media literacy and activism in the public sphere." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3207736.

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43

Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.

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Gregg, Elizabeth A. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638178.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or socially-just games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.

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45

Oldham, Emma Joanna. "The relationship between literacy and media in secondary school English." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423173.

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Gregg, Elizabeth Anne. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/199.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or sociallyjust games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.
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47

Taylor, Pamela Denise. "Promoting Information Literacy through Teacher - School Library Media Specialist Collaboration." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1718.

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Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.
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48

Zhang, Xiaohan, Jörg Neumann, and Thomas Köhler. "A Survey of Teachers’ Media Literacy in Chinese Vocational Schools." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181664.

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Media in the context of education, especially new media like Web 2.0, has attracted the public’s attention for more than a decade now. Trendsetting research and publications have been carried out and published in this field and so it remains a popular topic nowadays. This paper focusses on the descriptions of media-pedagogic activities and attitudes of Chinese teachers in vocational education schools. Therefore, the research methodology and main findings of the empirical study, which involved questionnaires at Chinese vocational schools, will be presented.
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49

O'Kane, Charles John. "Setting the Standard: Media Literacy Education in Virginia's Public School." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32536.

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This thesis examines the state of media literacy in the middle school curriculum of Virginiaâ s public schools. Through in-depth interviews with state certified teachers of English and Language Arts, the goal was to uncover student, teacher, resource, family, classroom, school, and other structural variables that influence media literacy among students at the middle school level, while also uncovering teachersâ perception of the Standards of Learning (SOLs) and the benchmarks for media literacy that are contained within those state directives. An additional purpose of this thesis is to contribute to theory building efforts so that media literacy education is better understood in academic literature, in higher education, and in K-12 curriculum.
Master of Arts
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50

Wheeler, Daniel. "THE EFFECT OF THE DOVE EVOLUTION FILM AS A ONE-SHOT MEDIA LITERACY TREATMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3672.

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The purpose of this study is to test the effectiveness of the Dove Evolution film as a one-shot media literacy treatment to change sociocultural attitudes toward appearance. Four speech classes at the University of Central Florida were used in a Solomon four-group design. Group 1 received a posttest; Group 2 received a pretest and a posttest; Group 3 received the treatment and posttest; and Group 4 received the pretest, treatment and posttest. The treatment consisted of the Dove Evolution film, a viral video introduced in 2006 by Dove as part of its Campaign for Real Beauty. The film has received 19 million views on the Internet in 2.5 years. A modified version of the Sociocultural Attitudes Towards Appearance Questionnaire (SATAQ-3) was administered as a pretest and posttest, measuring four variables such as awareness and internalization of the media ideal, pressure to achieve the media ideal, and desire to be athletic. It was hypothesized that the treatment would raise awareness but lower internalization, pressure and desire to be athletic. Although none of the hypotheses were supported, there were statistically significant changes. Contrary to expectations, the awareness measure decreased and the pressure score increased. The results and implications are discussed.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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