In der Praxis der Filmseminare mit Studentinnen und Studenten hat sich gezeigt, dass diese meist nicht über hinreichendes Vorwissen für Filmanalysen verfügen und ihnen auch die Fachbegriffe im Bereich der filmischen Gestaltungsmittel fehlen. Da die Filmanalyse-Seminare allein schon wegen der jedes Universitäts-Zeitraster sprengenden Filmlänge sinnvollerweise als Blockveranstaltungen durchgeführt werden, bekommen die Studenten zur Vorbereitung und als Hilfmittel für eigene Filmanalysen eine grundständige Einführung. Dieses Basiswissen über „Filmsprache und Filmanalyse in der Medienpädagogik“ ist in den letzten zwanzig Jahren immer wieder optimiert worden und wird in der vorliegenden Fassung an der TU Dresden und der Universität Duisburg/Essen eingesetzt. / The experience with film seminars for students has shown that these mostly do not dispose of enough foreknowledge for film analyses and they also lack the technical terms of the cinematic means. Since the length of films blows up each university time slot pattern, and therefore the seminars are conducted as block events, the students get an introduction from scratch in an orientation session as basic knowledge and tools for their own film analysis. This basic knowledge of \"film language and film analysis in the media education\" has been optimized again and again in the last twenty years and is used in the present version at the TU Dresden and the University of Duisburg/Essen.

The diploma theses focus on Media pedagogy as a field of study. It analyzes the educational frameworks for primary and secondary schools which focuses on topic of media. By this it analyzes the possibilities of education for Czech teachers and feature educators. The result is the intersection between requirements of frameworks and current educational possibilities for teachers. Firstly it describes topics that are covered by czech educational systém described in educational frameworks, then it analyzes topics that suppose to be covered but are not provided by current offer of courses. The topics that are demanded by the frameworks are compared with possibilities introduced by foreign universities. By that it introduces programs and subjects that can be an inspiration for czech educational systém. The intersection provies key subjects and topics that can be helpful as a proposal of new college degree Media pedagogy which could prepare czech media education teachers for their subject. Provided structure reflects current demands introduced by frameworks as well as modern didactics in the field of media education and trends in media studies.

Medienpädagogik vorgestellt. Filmbildung und narrative Pädagogik (TU Dresden)

In der Praxis der Filmseminare mit Studentinnen und Studenten hat sich gezeigt, dass diese meist nicht über hinreichendes Vorwissen für Filmanalysen verfügen und ihnen auch die Fachbegriffe im Bereich der filmischen Gestaltungsmittel fehlen. Da die Filmanalyse-Seminare allein schon wegen der jedes Universitäts-Zeitraster sprengenden Filmlänge sinnvollerweise als Blockveranstaltungen durchgeführt werden, bekommen die Studenten zur Vorbereitung und als Hilfmittel für eigene Filmanalysen eine grundständige Einführung. Dieses Basiswissen über „Filmsprache und Filmanalyse in der Medienpädagogik“ ist in den letzten zwanzig Jahren immer wieder optimiert worden und wird in der vorliegenden Fassung an der TU Dresden und der Universität Duisburg/Essen eingesetzt. / The experience with film seminars for students has shown that these mostly do not dispose of enough foreknowledge for film analyses and they also lack the technical terms of the cinematic means. Since the length of films blows up each university time slot pattern, and therefore the seminars are conducted as block events, the students get an introduction from scratch in an orientation session as basic knowledge and tools for their own film analysis. This basic knowledge of \'film language and film analysis in the media education\' has been optimized again and again in the last twenty years and is used in the present version at the TU Dresden and the University of Duisburg/Essen.

How does it feel to be misrepresented? was originally part of a series of assignments about integrating ethics into production course that I wrote about for the Journal of Media Education. Here it has been adapted as a stand-alone exercise for EDIT Media’s teaching materials database. This assignment was designed for entry-level production students who were preparing to embark on the production of their first documentary project. One of the first hands-on production assignments for entry level production students is to interview each other. However, in order to integrate ethics conversations into the teaching production, in this exercise, I added a new element: not only did students edit their own interviews, they also had to edit a fellow student’s interview. And, not only did they have to edit this interview, but they were asked to intentionally manipulate the interview. In addition to the digital editing assignment, students were given a reading and writing assignment focused on ethics in documentary filmmaking. Students were asked to discuss their feelings about watching videotaped interviews of themselves. This assignment was inspired by the video, “(Hate) Machine,” that was part of the Media that Matters Film Festival.

The aim of this study is to introduce and analyze the case of the Núcleo de Comunicação Comunitária São Miguel no Ar (Centre of Community Media Sao Miguel on the air, freely translated), known by its acronym NCC, in order to discuss in what ways an educommunication project can contribute to local development and social change, and might be acknowledge as a Communication for Development strategy. The general research question is: in what ways can an educommunication project enhance social participation and contribute to local development? What are the main features of NCC projects in regard to social participation and local development that might characterize it as a Communication for Development strategy? The general aim of this study is to bridge Educommunication and Communication for Development.

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. / Media & Communication

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. / Media & Communication

La ricerca affronta il tema delle manifestazioni di “pensiero prevenuto” nell’ambiente digitale, spesso collegate a performance razziste “banalizzate” e socialmente condivise. Per individuare risposte educative specifiche e buone prassi di intervento, è necessario analizzare le diverse forme assunte dal pregiudizio in Rete alla luce degli aspetti affettivo-emotivi e non solo razionali. L’ambiente di ricerca è il Web 2.0, inteso come “realtà aumentata”, ovvero uno spazio non contrapposto al reale ma segnato dalle proprie specificità. Si è individuato un corpus di “razzismi online” da sottoporre a un’analisi di tipo qualitativo-testuale attraverso il software T-Lab e, in parallelo, a un’analisi di tipo qualitativo-motivazionale. I risultati ottenuti sono stati quindi interpretati alla luce di una duplice bibliografia: da un lato quella della pedagogia interculturale e degli studi classici sui razzismi, dall’altro quella sulle caratteristiche del digitale, della pragmatica della comunicazione online e della Media Education. Durante la ricerca si sono inoltre svolte – con esiti differenti – alcune conversazioni via Ask.fm con adolescenti contattati poiché, in vario modo, avevano preso parte a performance razziste; oltre che come caso studio di etnografia virtuale, viene proposto come esperimento di educazione alla riflessività. Si noterà come dalla banalizzazione delle tesi razziste e dalla deresponsabilizzazione dello “stare in Rete” deriva un recupero implicito dell’istanza biologica, su basi non scientifiche, svuotate di senso, ma paradossalmente accettate e interiorizzate. D’altro canto, si incontrano svariati esempi di attivazione di “cittadini digitali”; anche a partire da questo “capitale antirazzista”, si sottolineerà il ruolo dell’educazione alla cittadinanza – interculturale, digitale e morale – nel formare soggetti e agenti morali nella mediapolis, affermando il valore della responsabilità verso gli altri. / The study deals with the topic of manifestations of “prejudiced thought” in the digital environment, which are often linked with “banalised” racist and socially shared performances. In order to identify specific educational responses and good practices of intervention, the various forms taken by prejudice on the Web in the light of affective-emotive, and not only rational, aspects have to be analysed. The research environment is Web 2.0, understood as “augmented reality”, i.e. a space that is not opposed to reality but marked by its own specificities. A corpus of “online racism” has been identified to be submitted to a qualitative-textual analysis through T-Lab software and, in parallel, a qualitative-motivational type of analysis. The results obtained were then interpreted in the light of a dual bibliography: on the one hand that of intercultural pedagogy and classic studies on racism, on the other that on the characteristics of the digital environment, the pragmatics of online communication and of Media Education. Some conversations were also carried out during the research – with different outcomes – via Ask.fm with adolescents contacted as, in various ways, they had taken part in racist performances; as well as a case study of virtual ethnography, this is proposed as an experiment on education on reflectivity. It will be noticed how an implicit recovery of the biological question, with non-scientific bases, emptied of meaning, but paradoxically accepted and internalised, derives from the banalisation of racist theories and the lack of a sense of responsibility of “being on the Web”. On the other hand, several examples of activating “digital citizens” are encountered; from this “antiracist capital” as well, the role of education for citizenship – intercultural, digital and moral – in forming subjects and moral agents in the mediapolis, asserting the value of responsibility towards others, will also be emphasised.

This thesis aims to explore important research projects conducted in the field of media education and media literacy during approximately the first decade of 21st century in Europe. It deals with research studies covering three areas: research as a tool of consensus, research of media education at schools and research about children and young people and their access to new technologies. The thesis looks into initiatives and legislative measures by the European Union in the area of media literacy development, informs about progress in the field of research projects dealing with media education and presents also the EU Kids Online project. Further it compares 2 research studies conducted in Great Britain in 2010 and introduces the British regulator OFCOM and its research production on the subject of media literacy of children and adults. Based on the presented findings a research study for Czech Republic is proposed on the topic of parental mediation in the internet environment.