The focus of this diploma thesis is the question of media education in Czech Republic. The work tries to set a theoretical frame for media education and media literacy. It describes different approaches to the realization to the media education and states the history and development in Czech Republic as well as worldwide. Possibilities of tutor education in this field are also mentioned. Furthermore, the work analyses the state of the art in this field in Slovakia in comparison with Czech Republic. The main objective of this work is to assess the themes used in several chosen printed methodical materials in the field of media education and reasons for favoring specific thematic ranges. Presence of different media in these thematic ranges is evaluated from the viewpoint of their usefulness in teaching and practice of the methodical-didactic approach. Based on the discovered facts the work summarizes the overall situation of media education in Czech Republic.

This Master thesis called Approach to university and non-university media studies in the Great Britain and Germany: A comparative study compares the approaches of Great Britain and Germany to tertiary education, which is thematically linked to the media. The thesis shows specific concepts in this field of study in two different environments that have developed under different historical circumstances and as a result of different processes of adoption of media studies as a university subject. The boundaries of this subject are not specifically stated, which provides countries with an opportunity to put their own concept into this subject. This thesis examines tertiary education connected to media institutions of higher education, within individual study programs, in leading professional publications, in the national assessment of educational documents and in approach of multinational organizations. The text defines relevant bodies and syllabi, identifying core competences of graduates of these studies, the processes through which they become experts and educational activities connected to media education. The thesis analyzes differences, expectations and methods in the documents using an in-depth analysis. The core question is whether the approaches of the Great Britain and Germany remain different...

The master thesis "Parents and marketing forms targeted at children: awareness, attitudes and educational approaches" describes marketing and advertisement methods that aims towards children and also parental perception of these methods. The children's segment is quite popular in the marketing industry, mainly because young consumption behaviour is easily affected. Parents play a big role in influencing children's perception, which is why I chose to focus on parents as well. Parents need to know about these advertisement and marketing's forms if they want to influence their children in a correct way. The theoretical part of the thesis describes characteristics of media education in the family, marketing forms aimed on children, approaches and strategies of parents in media education and also the reaction of children to the given advertising forms. The practical part discusses the description of the chosen research technique, namely qualitative research consisting of semi-structured in-depth interviews. The aim of these in-depth interviews was to find out the level of orientation of preschool children in the child-targeted marketing forms. The goal was to establish their attitudes towards these advertising forms and describe how they approach this area in the education of their children. Negative...

民主化與商業化在今日的台灣推動著人們與社會之間產生新進的關係，媒體為其中意義的傳遞媒介，在呈現社會真實的同時，也受到商業與政治兩股勢力的影響，並扮演民主社會中第四權的角色。在這交織的傳播網路中，參與式民主社會的公民需對媒體結構之影響及進用權有更深的認識，才能使社會走向民主化，而非全然的商業化或政治化。這樣的知識在現代化的民主國家中被稱為媒體公民素養，冀望透過學校的國民義務教育的課程，讓民主社會中的公民在現有的體制下使用與管理媒介，對媒介本質、管理媒介的物質基礎與結構、以及自身相對於媒體的自主性有所覺醒與認識。但這樣的概念尚未在台灣成熟，尚在萌芽的階段。 本文整理了不同媒體教育典範及分析他國媒體教育實踐經驗，以提供台灣媒體公民教育內涵參考架構。並藉由媒體素養種子教師訓練課程，建立台灣媒體公民教育的本土資料，初探媒體教育者之素養程度，及未來台灣公民媒體素養在學校實踐之變數與可能應變之道。研究結果也發現，台灣的「媒體公民教育」應該朝獨立的課程發展，在現有的國中「公民與道德」課程中單獨的一課「認識傳播媒介」並不能完全達成此理想。在學校老師方面，對於商業的傳播制度習以為常，不知道有其他的選擇，缺乏對他國傳播制度的瞭解及現有商業傳播制度營運的方式（特指觀眾、節目 、廣告之間的關係）與資本規模，如何與其生活相關連。就中、長期發展而言，培養媒體公民教育的專門師資以及專門研究人員才是解決之道。 壹、 序論………….…………………………………………………………...1 第一節 研究動機…………………………………………………………………….1 第二節 研究目的、問題、脈絡與架構、範圍…………………………………….6 一、 研究目的………………………………………………………………………...6 二、 研究問題………………………………………………………………………...6 三、 章節脈絡與研究架構…………………………………………………………...7 四、 研究範圍………………………………………………………………………...9 貳、 文獻探討……………………..………………………………………….11 第一節 媒體、教育與民主…………………………………………………………11 一、 公民社會與民主的實踐－溝通為民主的本質……………………………….11 二、 媒體、教育、公民之關係－以公共性為基點………………………………..14 三、 我國公民教育之現況與檢討………………………………………………….19 四、 台灣媒體公民教育的位置…………………………………………………….24 第二節 媒體公民教育之內涵：以傳播理論與各國教材發展為例……………….27 一、 不同媒體教育典範與媒體素養的概念的發展……………………………….27 二、 對台灣媒體公民教育內涵的想像…………………………………………….36 三、 實例分析：媒體素養教材內涵……………………………………………….39 四、 小結…………………………………………………………………………….56 第三節 媒體公民教育之實踐變數：以澳洲為例…………………………………58 一、 媒體教育的實踐：影響教學策略的變數…………………………………….58 二、 實例分析：澳洲的媒體教育經驗…………………………………………….73 三、 批判教育學與媒體教育的實踐……………………………………………….80 第四節 媒體公民教育的台灣本土意義…………………………………………...88 一、 媒體公民教育之內涵與實踐的關係………………………………………….88 二、 台灣「媒體公民教育內涵」之現況………………………………………….89 三、 台灣「媒體公民教育實踐變數」之現況…………………………………….89 四、 小結…………………………………………………………………………….96 參、 研究方法……….……………………………………………………….97 第一節 研究設計…………………………………………………………………...97 一、 基本概念解釋………………………………………………………………….97 二、 資料蒐集方式………………………………………………………………….97 三、 研究工具……………………………………………………………………...100 第二節 研究對象…………………………………………………………………104 一、 背景敘述……………………………………………………………………..104 二、 訓練課程簡介………………………………………………………………..104 三、 參與老師資料描述…………………………………………………………..106 第三節 實施程序………………………………………………………………….110 第四節 資料分析方式…………………………………………………………….110 肆、 資料分析……….….…………………………………………………...111 第一節 電視收視習慣…………………………………………………………….111 一、 家中電視的軟硬體設備……………………………………………………...111 二、 電視收視量…………………………………………………………………...112 三、 電視收視興趣………………………………………………………………...114 四、 收視情境……………………………………………………………………...115 第二節 對電視節目的評估……………………………………………………….116 一、 對電視節目的影響的態度與看法…………………………………………...116 二、 對負面電視節目所採取的行動……………………………………………...119 第三節 媒體素養概念的發展－研習前後之比較……………………………….122 一、 台灣電視媒體制度與法規…………………………………………………...122 二、 商業電視制度的工業運作…………………………………………………...126 三、 電視廣告……………………………………………………………………...128 四、 電視新聞……………………………………………………………………...131 五、 對公共傳播制度的了解與台灣傳播制度的期許…………………………...134 六、 對媒體教育的整體目的的了解……………………………………………...136 第四節 媒體教育未來的實踐…………………………………………………….139 一、 媒體教育在中小學實踐的客觀因素………………………………………...139 二、 媒體教育實踐之老師個人因素……………………………………………...148 三、 對未來媒體素養種子老師訓練的意見……………………………………...158 伍、 研究發現………………………………………………………………161 第一節 由老師的媒體素養概況看台灣媒體公民教育內涵…………………….162 第二節 影響媒體公民教育在台灣實踐的老師主觀變數……………………….166 第三節 台灣媒體環境變數對研習教師的影響………………………………….171 第四節 影響媒體公民教育在台灣實踐的客觀環境變數……………………….172 第五節 未來發展的實踐………………………………………………………….174 陸、 結論與建議……………………………………………………………177 第一節 結論…..…………………………………………………………………...177 第二節 對未來研究之建議……………………………………………………….180 第三節 研究限制………………………………………………………………….183 柒、 參考書目………………………………………………………………185 捌、 附錄 附錄一：媒體素養問卷……………………………………………………………191 附錄二：媒體素養種子教師深度訪談問卷………………………………………194

<p>This paper describes how teachers of media view and construct their subjects. Eight teachers have been interviewed about their views and opinions about the media environment, their goals for media education as well as their opinions about the different course plans used in media education. The term Media Literacy works as a theoretical starting point for the study, since Media Literacy is the goal for most media education. The teachers’ answers have been analyzed by using three different approaches to media education: protection, promotion and empowerment. These three approaches cannot be entirely separated from each other because they constantly interact. The results of the study show that the interviewed teachers use an empowering approach in their own goals for media education, but the protection approach dominates their reasons for educating pupils about media. However, each teacher had their own way to construct their subjects. Another conclusion drawn from the study is that more interaction between teachers and media education research would be a good way to improve the quality and development of the media education.</p>

University of Macau / Faculty of Social Sciences and Humanities / Department of Communication

The growing popularity of game addiction discourse has necessitated study of how video game critics rhetorically construct addiction. In the following thesis, I analyze contemporary examples of texts that link game addiction to drug abuse. I use Robert Cover’s analysis of how game addiction stereotypes form in conjunction with Aristotle’s rhetorical principles to isolate the persuasive appeals used by authors to rhetorically construct game play as addictive. These addiction arguments, however, are rooted in a larger historical context, and I present examples of game guidebooks and comic books published in the late 1970s and early 1980s to illustrate their rhetorical responses to game addiction rhetoric. I found addiction arguments utilize fear appeals combined with ethos, pathos, and logos to persuade audiences to reject games as potentially dangerous and worthless virtual pursuits. The authors of early game texts use ethos, pathos, and logos to dismantle fear appeals and present video games as a new genre that can be mastered through skill and practice rather than a meaningless virtual experience. This research provides ground for further explorations of game addiction rhetoric, and implications for the continued study of video games.

Die Vielzahl, Vielfalt, Allgegenwart und permanente Präsenz sozialer Web 2.0-Angebote übt einen bedeutenden Einfluss auf das Aufwachsen, die Freizeitgestaltung, das schulische Lernen und die Identitätsbildung jugendlicher Nutzer aus. Der einstige Medienrezipient befindet sich nicht mehr nur in der Rolle des Lesers und passiven Konsumenten, sondern er ist gleichermaßen Akteur und Publizist [4, 22]. Der Umgang insbesondere jugendlicher Nutzer mit sozialen Netzwerken und deren Potentialen und Risiken ist daher seit einigen Jahren ein wichtiger Forschungsbereich [vgl. 3, 7, 8, 9, 10, 11]. In diesem Zusammenhang ist die Medienkompetenz von entscheidender Bedeutung [vgl. 4, 17, 22]. In diesem Beitrag wird die Medienkompetenz Jugendlicher speziell im Hinblick auf den Umgang mit sozialen Netzwerken thematisiert. Wie wird Medienkompetenz derzeit wissenschaftlich definiert? Finden die vielen speziellen Anforderungen an die Nutzer der „social network services“ (SNS) in den bestehenden Modellen ausreichend Berücksichtigung? Welche Teilkompetenzen sind für die Nutzung der digitalen sozialen Netzwerke durch Jugendliche notwendig? (...)

The aim of this thesis is to study the teacher’s role when pupils are using computers to create their art work. Working with computers raises new questions for teachers and pupils. Working with digital technology requires teachers to develop new pedagogical, educational and classroom-oriented strategies. The aim of the study is therefore to investigate these strategies and what kinds of challenges and questions arise from them. I investigate how teachers at the senior level of compulsory school conduct education and learning in teaching situations when digital visual work is in focus.  The theory I use is Discourse Psychology combined with Bakhtin’s theory of dialogue and learning.  The Discourse Psychology approach stresses context and the idea that people construct knowledge of the world in dialogue with others. The concept of interaction is used in the study and includes how teacher and pupil interact with the use of verbal language and gestures, where the computer also can be an actor. The method consists of interviews and observation, documentation using a small video camera attached to the teacher as well as by taking notes in the classroom. When digital technology is a part of education, teachers need to have good understanding not only of handling the technology but also deciding in what way they would like to use and work with computers in education. The research contributes to an understanding of art education with computers and the conditions in school when working with digital technology.

Die Sächsische Landesbibliothek – Staats- und Universitätsbibliothek Dresden (SLUB) hat neben ihren zahlreichen Schwerpunkten und Funktionen auch die Aufgabe der Schulung von Informations- und Medienkompetenz. Ihre zahlenmäßig größte Benutzergruppe bilden die 20 bis 29 Jahre jungen Studierenden der Technischen Universität Dresden, die 2008 ca. 35.000 Menschen mit einem gültigen SLUB-Ausweis ausmachten.