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Rezension zu: Anja Hartung, Dagmar Hoffmann, Hans-Dieter Kübler, Bernd Schorb & Clemens Schwender (Hrsg.) (2016): Erotik und Sexualität. Medien & Altern Heft 9, Zeitschrift für Forschung und Praxis. München: kopaed.

In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?

Problematische Nutzung von digitalen Medien (z. B. Onlinespiele, Social Media, aber auch Internetaktivitäten im Allgemeinen) hat in den letzten Jahren verstärkte Aufmerksamkeit in Wissenschaft und Öffentlichkeit gleichermaßen erfahren und stellt ein verhältnismäßig neues Themenfeld im Bereich der Verhaltenssüchte dar. So gaben z. B. im Wiener Suchtmonitoring aus dem Jahr 2017 acht Prozent der Befragten (N=600) an, dass sie die Gefahr sehen, selbst einmal „internet-/handysüchtig“ zu werden, und ein Viertel der Befragten sieht diese Gefahr bei Angehörigen. Beide Werte sind etwa gleich hoch wie jene für Alkohol und deutlich höher als jene für illegale Substanzen (IFES, 2017). ... Instrumente zur Messung sind z.T. sehr umfangreich (Barke, Nyenuis, & Kröner-Herwig, 2014; Bischof, Bischof, Besser, & Rumpf, 2016; Demetrovics et al., 2012; Hahn, Jerusalem, & Meixner-Dahle, 2016; Mak et al., 2014 und Marmet, Notari, & Gmel, 2015). Mangels konsolidierter Literatur einerseits und lediglich punktuell vorhandener repräsentativer Datenlage zur tatsächlichen Prävalenz der problematischen Nutzung von unterschiedlichen Anwendungen andererseits (speziell in Österreich) (Strizek & Puhm, 2018, S. III) widmet sich die vorliegende Studie der Frage, wie die Internetnutzung, Nutzung von Online-Spielen und Social Media von Schüler:innen betrachtet, eingeschätzt und wahrgenommen wird. [Aus: Einleitung]

[pt] A presente investigação estuda o gênero animação e as práticas contemporâneas da infância. Com o objetivo de examinar a relação entre as crianças e os desenhos animados, assim como observar espectros mais amplos na relação entre educação e mídia, analisa-se diferentes mecanismos de mediação, tanto com ênfase em processos restritivos quanto instrutivos. No viés restritivo, a pesquisa estuda a Classificação Indicativa brasileira a partir de sua legitimação social (dos agentes sociais que se posicionam a favor e contra) e a compara com o caso português. Analisa, também, seu histórico legislativo e seu método classificatório. Posteriormente, no viés instrutivo, realiza-se a pesquisa de campo com crianças, pais e animadores (brasileiros e portugueses) observando a discursividade destes grupos a partir de entrevistas coletivas com base no desenho animado Hora de Aventura e na temática violência. Por último, no contexto da Literacia Midiática e da Educação para as Mídias, as pré-conclusões da tese são discutidas a partir de entrevistas com especialistas, indicando orientações tanto para o ambiente escolar, quanto para o ambiente familiar e de produção de desenhos animados. Os debates e análises conduzem à ideia de que restringir, cada vez menos, tem impacto nos hábitos da infância contemporânea, principalmente na faixa etária estudada (de 10 a 12 anos): parece ser mais relevante conduzir a criança a uma interpretação positiva, a um entendimento considerado adequado, do que simplesmente proibir o acesso. Ao abrir espaço à vivência real, ao se escutar o que a criança deseja falar sobre, abre-se também espaço para que ela discuta seu universo midiático, fale sobre seus desenhos animados preferidos, seus games e as redes sociais que utiliza: reforçando sua autonomia crítica, a criança, potencialmente, desenvolve a capacidade de ressignificar os conteúdos midiáticos. Neste sentido, capacitar tanto os pais, quanto os professores e profissionais de animação (principalmente, os produtores e roteiristas) no sentido da disponibilidade e da diversidade, apresenta-se como estratégia positiva ao se pensar ambientes realmente propícios a uma mediação significativa. / [en] This paper investigates the genre of animation and the contemporary practices of childhood. The aim is to examine the relationship between children and cartoons and to observe wider spectra in the relationship between education and media by analyzing different mediation mechanisms with emphasis on restrictive and instructive processes. In the restrictive bias, this paper studies the Brazilian advisory rating system based on its social legitimacy – of the social agents who are for and against – and compares it with the Portuguese case. It also analyzes the legislative history and classification method of the advisory rating. Subsequently, in the instructional bias, we conducted field research with children, parents, and animators (Portuguese and Brazilian) to observe the discourse of these groups during collective interviews based on the cartoon Adventure Time and the theme of violence. Finally, in the context of Media Literacy and Education for Media, we discuss the pre-conclusions based on interviews with experts and indicate guidelines for the school and family environments and for cartoon production. The debates and analyses indicate that restrictive mechanisms have a minimal effect on contemporary childhood habits, especially in the studied age group (from 10 to 12 years); it would be more relevant to conduct the child to a positive interpretation, to an understanding that is considered appropriate, than to simply prohibit access. By allowing room for real experiences and by listening to the things children want to talk about, we also allow them to discuss their media universe and talk about their preferred cartoons and games and the social networks they use. When children are encouraged to reinforce their critical autonomy, they develop the capacity to redefine the meaning of media content. In this sense, enabling parents, teachers, and animation professionals (especially producers and writers) in terms of availability and diversity is a positive strategy toward creating environments that are truly conducive to meaningful mediation.

This dissertation examines how media literacy education can be implemented and practiced for North Korean refugees to enhance their cultural competency. It is conducted as a form of participatory action research, which pursues knowledge and progressive social change. As a participant researcher, I taught media literacy to North Korean refugees in five different institutions during the summer of 2008 for a period of three months. This dissertation reviews my strategies for gaining permission and access to these educational institutions to teach media literacy education. Since media literacy classes cannot be separated from current events nor from the media environments of the given period, the dissertation also presents the significant role that the issues of importing U.S. beef and the candlelight demonstration played in the design of media literacy lessons during the summer of 2008 and in the process illustrates the value of teachable moments. It is hoped that other media educators will see how I made a connection between current affairs and media literacy lessons. Since this dissertation aimed to address how media literacy education can be effectively used to enhance North Korean refugees' cultural competence, I as researcher adopted an emergent curriculum approach which incorporates what emerges in the classroom into the learning. Based on predetermined educational goals, on what emerged in the classroom, on students' reactions, and on my own reflections, I continuously modified lesson plans throughout the summer. While I tried various pedagogies and covered several themes in the class, I selectively presented six different lesson models in this dissertation. The first lesson model includes drawing and talking about the mapping of students' media experiences. I started the initial class at each institution with this media mapping. As students drew and shared their media maps, they were able to reflect upon their own media usage. I also was able to gain better knowledge and insight about their media experiences. This exercise also allowed me to set the tone of the class as a comfortable venue in which students could honestly share their stories; as a result, the students were able to gain confidence in sharing their thoughts and experiences. The second lesson model used the film Crossing, the fictional film about North Korean refugees. Using this film in the lesson created an atmosphere in which students could talk freely about issues of North Korea and North Korean refugees. While the issues of North Korea refugees and North Korea are very sensitive topics for discussion between native South Koreans and North Korean refugees, the act of discussing this film naturally led students to share their stories about being North Korean refugees. The groups' deconstruction of this film also provided an opportunity to learn how media stories are purposely crafted and represent only a certain part of reality. The third model incorporated in-class reviews of different media sources related to the film Crossing -such as articles in women's magazines, film magazines and newsmagazines, blogs, internet fan cafes, official sites of the film, and the star ratings at the portal site. Critically analyzing these media sources informed students of the various purposes of the media and offered the possibility of participation in the public discourse. Because North Korean refugees are not familiar with the various possible uses of the media, they found it helpful to see effective ways to utilize the media to accomplish various goals. In addition, this activity was a valuable way by which to teach the concept of target audience, helping the students to see how different target audiences influence the emphasis, format, and style of media content. The fourth lesson model incorporated comparisons of different news sources about the candlelight demonstration. This helped students to understand the variety of views and tones of different news sources that are influenced by their own history and political affiliations. By closely examining what factors impacted the creation of the news stories and their influence on the public, students started to acknowledge the importance of critically examining media messages and locating a reliable news source that they could trust. The fifth lesson model was the stereotyping activity. Students reflected upon their own stereotypes that they had toward others and how the prevalent images of certain groups of people are influenced by the media. This lesson encouraged students to think about the importance of conveying a balance of varied images of different groups of people so that these people could not be misunderstood and stereotyped by others. The six lesson model involved watching and discussing documentaries about North Korean refugees in order to help students to better learn how the same group of people can be differently represented based on the purpose of the film and the knowledge and perspective of the producers. As two of the four documentaries discussed were created by teenage North Korean refugees, students also were inspired and learned how direct participation in producing the stories which they felt were important could make a difference. Ultimately, students who earlier had considered themselves as inadequate and incapable started to see that they themselves are valuable and that their voices are important, and therefore they can have a meaningful impact on others and on society. / Mass Media and Communication

This study combines analytical and narrative modes of historical enquiry with educational policy sociology to construct a history of media in education in Scotland. It uses the development trajectory of a single case, media education in Scotland's statutory education sector, to deconstruct and reconstruct a history of the institutional relationship between the Scottish Film Council (SFC) and the Scottish Education Department (SED) that stretches back to the 1930s. Existing literature describes media education in Scotland as a phenomenon located in the 1970s and 1980s. This study disaggregates media education discourse and dissolves chronological boundaries to make connections with earlier attempts to introduce media into Scottish education in the context of Scotland's constitutional relations within the UK. It employs historical and socio-cultural methods to analyse the intersections between actors and events taking place over six decades. The analysis and interpretation of the data is located in three time periods. Chapter 3 covers the period from 1929 until 1974 when, on the cusp of the emergence of the new texts and technologies of film, the SFC was established to promote and protect Scottish film culture and audio-visual technologies. During this time, the interdependence of teachers, the film trade and the educational policy-making community led to the production, distribution and exhibition of new and popular forms of text to national and international acclaim. By juxtaposing public and private documents circulating on the margins of statutory education, this chapter generates a new understanding of the importance of film and its technologies in Scotland in the pursuit of a more culturally relevant and contemporary model of education. It also describes how constraints upon Scotland’s cultural production infrastructure limited its capacity to effect significant educational change. In the 1970s, cultural, political and educational ferment in pre-devolution Scotland, created a discursive shift that gave rise first to media education and then to Media Studies. Articulating documents with wider discourses of educational and cultural change and interviews with key players, Chapter 4 describes a counter-narrative gaining momentum. The constraints of the practices of traditional subjects and pedagogies combined with the constraints on Scottish cultural production gave shape and form to the media education movement. Significantly for this study, the movement included influential members of Scottish education’s leadership class. Between 1983 to 1986, the innovative Media Education Development Project (MEDP) aimed to place media education at the centre of teaching and learning in Scottish education. This was fully funded by the SED, managed by the Scottish Council for Educational Technology (SCET) and the SFC and implemented by the Association for Media Education in Scotland (AMES). The MEDP overlapped briefly with another initiative in SCET, the Scottish Microelectronics Development Project (SMDP). During this period, Media Studies enjoyed rapid success as a popular non-advanced qualification in the upper secondary and further education sectors. Media education, however, did not. Chapter 5 explores the links between the MEDP and the SMDP through the agency of three central actors: SCET, the SFC and AMES in the context of a second term of Margaret Thatcher’s Conservative government. This study concludes that between 1934 and 1964, the SFC was a key educational bureaucracy in Scottish education. The SFC’s role as an agent of change represented the recognition of a link between relevant and contemporary Scottish cultural production and the transformation of statutory education. Between 1929 and 1982 three iterations for media and education in Scotland can be discerned. In 1983, the MEDP began a fourth but its progress faltered. The study suggests that if a new iteration for media and education in Scotland in the twenty-first century is to emerge, an institutional link between media culture, technology and educational transformation requires to be restored.

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The thesis deals with the didactic potential of the magazine Mateřídouška, especially its possible application in the implementation of media education at primary school. The first part of the Thesis focuses on the theoretical knowledge of the psychological development of the child, reader literacy and media literacy and media education as one of the Curricula program for primary education. The second part is a brief analysis of magazine for primary school children. Subsequently, the work focuses longest stemming magazine for primary school children - Mateřídouška magazine. In the analysis are used knowledge presented in the theoretical part of the Thesis. Emphasis is placed upon the analysis primarily on the didactic potential Mateřídouška. The aim of the Thesis is finding if Mateřídouška magazine could be used in the implementation of media education at primary school.

This diploma thesis deals with the topic of media education as a part of foreign language education at Czech schools. The thesis is divided into three major part - the theoretical background with analysis of national curriculum and school curricula, the practical part - qualitative research of teacher's opinions and quantitative research of student's opinions on media education. The third part offers description of activities and handouts that can be used in English classes to improve the level of media literacy. It proved that the connection of media education and foreign language classes is not indicated in the Frame Educational Programme, however it gives the possibility to school to integrate the topic into any subject. Based on the analysis of the school educational programmes of selected school it was found out that schools do integrate media education into many subjects including foreign languages. Most of the foreign language teachers claimed that they integrate media education into their classes. However, they are limited by certain barriers - primary school teachers especially by low language knowledge. Overall, the main problem mentioned was lack of encouragement from the authorities connected to lack of proficiency in media education of the educators. The pupils welcome media education...