The following final thesis "Risky behaviour of lower and upper secondary school students on social networks and its prevention" introduces the topic of primary prevention of cyberbullying and security on social networks with regards to their current use by lower and upper secondary school students. Another aim of the thesis is to ascertain which forms of risky social behaviour the target groups currently encounter on social networks and to find out the ways in which these social networks are used (the most commonly used applications, the frequency of their use etc.). The thesis doesn't focus solely on social networks, it also addresses the subject matter of critical thinking since one of the problematic aspects of using social networks by young people is the fact that they use multiple sources of information without further verification. Following the results of the research, short-term activities of primary prevention for both target groups are proposed. They aim to encourage the development of critical thinking and media studies. The proposed activities can be further incorporated into long-term prevention programmes. They include recommendations for teacher lesson planning and self-study tips. The content of the activities is based on the study of both theoretical and methodological...

Submitted by Programa de Pós-Graduação em Mídia e Cotidiano (ppgmc@vm.uff.br) on 2017-08-25T13:13:59Z No. of bitstreams: 1 Protagonismo Juvenil um estudo a partir da série Mi país, nuestro mundo.pdf: 1168911 bytes, checksum: d526c944b265743b0232a4d25b27898b (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2017-08-30T16:37:48Z (GMT) No. of bitstreams: 1 Protagonismo Juvenil um estudo a partir da série Mi país, nuestro mundo.pdf: 1168911 bytes, checksum: d526c944b265743b0232a4d25b27898b (MD5) / Made available in DSpace on 2017-08-30T16:37:48Z (GMT). No. of bitstreams: 1 Protagonismo Juvenil um estudo a partir da série Mi país, nuestro mundo.pdf: 1168911 bytes, checksum: d526c944b265743b0232a4d25b27898b (MD5) Previous issue date: 2017-05-22 / Este trabalho tem por objetivo problematizar o protagonismo juvenil em uma produção audiovisual focada em problemas ambientais locais. O objeto estudado compreende os vídeos da série Mi país, Nuestro Mundo, da TAL.TV, produzidos em 2012, na América Latina, constituída por 36 curtas, com aproximadamente 13 minutos de duração cada. A pesquisa analisa a participação de jovens na produção e realização destes documentários concebidos a partir de discussões e projetos ligados ao meio ambiente em nove países da América Latina: Argentina, Bolívia, Brasil, Colômbia, Equador, México, Paraguai, Uruguai e Venezuela. Busca-se discutir como é a produção desses documentários que mostram esses jovens investigando problemas, realizando ações e buscando soluções para as situações encontradas em suas regiões, em uma abordagem atravessada pelas demandas cotidianas / This work aims to problematize the youth protagonism in an audiovisual production focused on local environmental problems. The object studied comprises the videos of the series Mi país, Nuestro Mundo, from TAL.TV, produced in 2012, in Latin America, consisting of 36 short films, each approximately 13 minutes long. The research analyzes the participation of young people in the production and realization of these documentaries conceived from discussions and projects related to the environment in nine Latin American countries: Argentina, Bolivia, Brazil, Colombia, Ecuador, Mexico, Paraguay, Uruguay and Venezuela. We will discuss how the production of these documentaries shows these youngsters investigating problems, performing actions and seeking solutions to the situations found in their regions, in an approach crossed by the daily demands

The master thesis "Media education in the family" discusses media education strategies of parents, or, in other words, parental mediation. This discussion is important because the family, in addition to the school system, is largely responsible for influencing the media literacy of children. The theoretical section of this thesis sums up how this topic was processed in foreign and Czech studies, and describes the main characteristics of parental mediation. Media education strategies of parents are also assessed in connection with the socialization of the child, and with the education and communication styles in family. Frequently, studies describe three types of parental mediation, which are: active mediation, restrictive mediation and social co-viewing. Although these types of mediation were defined mostly in connection with the viewing of television programs, it is possible to transfer these types, with small changes, on to other media, including the internet. The practical part of this thesis contains a qualitative analysis of in-depth interviews with parents who have children between the ages of 12 and 15. The goal of this analysis was to find out what parents think of the relationship between children and media, which strategies of parental mediation they are using, and which conditions and...

The thesis is divided into two parts: theoretical and empirical part. In the theoretical part I deal with textbooks, their didactic analysis and the ways the textbooks can be used both by teachers as well as by students. My main concern was the problem of Media Education. In empirical part I focused on a didactic analysis of textbooks used for teaching of such educational subjects as Education of a Citizenship, Civics, and Social Science in which I was primarily concerned with the selected components of the didactic analysis.

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...

<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>

In Chemnitz sinkt die Zahl der pädagogischen Einrichtungen parallel zur Einwohnerzahl. Trotzdem registriert die Stadtbibliothek steigende Zahlen bei jungen Benutzern, deren Entleihungen, Einführungen und Recherchetraining für Kinder- und Jugendgruppen. Alles dank Kooperationsvereinbarungen? Ja und nein, denn es gibt ein breites Spektrum an Aktivitäten, um Pädagogen, Eltern, Kindern und Jugendlichen die Stadtbibliothek Chemnitz als außerschulischen Lernort zu vermitteln. Kontinuierlich wurde an zielgruppengerechten medienpädagogischen Angeboten gearbeitet.

In this thesis I survey the terrain of digital interactions between youth, corporations and pop culture texts in order to complicate current visions of participatory culture. I argue that popular images of the empowered young users of a new digital democracy need to be complicated by asking questions about the politics of digital participation: about whose voices are heard, about where attention is centred, about how interactivity is defined, about who is rewarded for creative labour. The opening chapter introduces key issues within a critical examination of digital participation, including commodification, user agency and intellectual property. It also outlines my methodologies and my choice of research site – namely internet television, and the proliferation of corporate and youth practices around digitized television texts. The next two chapters provide case studies that identify and evaluate not only the interactions between corporate producers and young users, but also the power relations between the two. First, I analyze young women‘s video remixes of the program Gossip Girl. I consider the remixes as gendered texts that contribute new aesthetics and concerns, even as they reproduce dominant interpretations of contemporary girlhood. I also consider the distribution of the videos on YouTube, noting how their circulation simultaneously challenges corporate ownership and creates profit and promotion for those same corporate owners. Next, I examine interactions around the The Colbert Report. Focusing on the program‘s official discussion boards, I demonstrate how young fans have taken up Stephen Colbert‘s invitation to join in the parody by creating a vibrant, dialogic and rowdy community that has frequently come into conflict with Comedy Central producers. In their attempts to address these conflicts and create alternative spaces of their own, these young people gesture towards larger tensions over the control of public digital dialogue. The final chapter draws on my research and experience as a teacher to consider how these case studies might help us to frame our own educational projects. I call for a digital literacy curriculum that provides both a place for students to reflect on their daily activities within mediated environments and the opportunity to experiment with digital production.

In this thesis I survey the terrain of digital interactions between youth, corporations and pop culture texts in order to complicate current visions of participatory culture. I argue that popular images of the empowered young users of a new digital democracy need to be complicated by asking questions about the politics of digital participation: about whose voices are heard, about where attention is centred, about how interactivity is defined, about who is rewarded for creative labour. The opening chapter introduces key issues within a critical examination of digital participation, including commodification, user agency and intellectual property. It also outlines my methodologies and my choice of research site – namely internet television, and the proliferation of corporate and youth practices around digitized television texts. The next two chapters provide case studies that identify and evaluate not only the interactions between corporate producers and young users, but also the power relations between the two. First, I analyze young women‘s video remixes of the program Gossip Girl. I consider the remixes as gendered texts that contribute new aesthetics and concerns, even as they reproduce dominant interpretations of contemporary girlhood. I also consider the distribution of the videos on YouTube, noting how their circulation simultaneously challenges corporate ownership and creates profit and promotion for those same corporate owners. Next, I examine interactions around the The Colbert Report. Focusing on the program‘s official discussion boards, I demonstrate how young fans have taken up Stephen Colbert‘s invitation to join in the parody by creating a vibrant, dialogic and rowdy community that has frequently come into conflict with Comedy Central producers. In their attempts to address these conflicts and create alternative spaces of their own, these young people gesture towards larger tensions over the control of public digital dialogue. The final chapter draws on my research and experience as a teacher to consider how these case studies might help us to frame our own educational projects. I call for a digital literacy curriculum that provides both a place for students to reflect on their daily activities within mediated environments and the opportunity to experiment with digital production.

媒體素養教育的發展在近十年已成為各國積極推動之重要教學內涵，由於媒體教育目的在啟發學生對於媒體的感知與思辨能力，一般而言，較沒有固定的教材與教學模式，故過去現場教師對於媒體教育一直存有實踐之困境，在九年一貫教育體制與教學方法的變革下，對於媒體教育而言，提供了更多的融入契機與教學空間，本論文主要之研究目的在發展媒體素養融入九年一貫社會學習領域七到九年級之能力指標與教案範例，藉以拉進學理論述與現場教師教學行動的距離，搭起理論與實踐的橋樑。 本研究之研究設計主要依循課程發展程序，首先採文獻調查與事實探究的方式，對英國、加拿大、澳洲與美國現有之媒體素養教育在社會領域能力指標的實際發展狀況進行瞭解，比較各國間的差異，並對照我國媒體素養之發展需求與社會學習領域現有之教科書內涵，結合相關理論背景，以及我國之社會與教育情境，思考可行的選擇，發展與建議我國媒體素養融入社會領域之能力指標與學習內涵。 經初步建立能力指標發展雛議後，依課程設計步驟將指標所欲達到之能力要求與媒體素養學習目標轉換為可行之教案範例，並經專家、學者評鑑後，修正教學目標、教學活動設計、與學習單建議等，最後完成十四個教案範例，教學內涵以教育部公告之媒體素養白皮書的五大核心為基礎，並結合各教科書社會領域之課程，在七到九年級的學習階段中，各年級均有二至三個教學主題，並配合公共電視所製作的教學媒體資源進行教學，希冀以此作為媒體教育現場教師教學應用之參考。 / The development of media literacy has been a focus of governments around the world in recent years. Since the goal of media literacy is to enlighten the students on sense of media and ability of critical thinking, there is no fixed material and teaching pattern for that. In the past, on-site teachers were stuck with the realization of media education. With the revolution of Grade 1-9 Curriculum system and teaching methods, it provides more opportunities and spaces for media literacy. The goal of this research is to integrate the media literacy into the competence indicators and sample teaching plan of Grade 7-9 of curriculum on social studies learning areas, in order to shorten the distance between theoretic statement and action of teaching and bridge the theory and practice. The design of this research is based on the curriculum development. First of all, we investigate the current situation of media literacy on competence indicators in social studies learning areas in Great Britain, Canada, Australia, and U.S. by literature review and fact exploration. The development plan and advices on the integration of media literacy into competence indicators and learning intension in social studies learning areas are proposed based on comparison of different country’s situation, development requirements and current teaching materials of our country, related theories, and current social and education conditions of our country. After the initial establishment of competence indicators, we try to convert the ability requirement and learning goal of media literacy appointed by the indicator into viable sample teaching plans according to the curriculum deign procedures. After the assessment by specialists and scholars, the teaching goal, schedule, and suggestions will be modified and 14 sample-teaching plans will be formed. The teaching intensions include the five core concept listed in the Literacy Education White Book published by the Department of Education in 2002. 2-3 teaching themes are set for the teaching of Grade 7-9, combining with curriculums of different textbooks. The teaching is implemented together with the public TV teaching programs. Hope our research is helpful for the on-site teacher of media education.