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.

The thesis focuses on school media that are created by students and teachers at schools. The project's introduction briefly defines basic terms and main types of school media. Specifics of the single school media and their content are shortly described. Following chapters are devoted to history and development of school media in the few past years at our territory. The theory part lists the most frequent topics chosen for school media along with factors of motivation that influence media creation. Part of the thesis deals with selected school documents, specifically 'Educational Framework Program' where stress is put on possibilities to use school media during the lessons of media education at elementary and secondary grammar schools. Second part of the thesis focuses on a specific case study where results from the research are presented. In the research it selfone type of school media, school TV of Secondary Grammar School in Pribram, is deeply analysed. The goal of the research is to investigate the course of preparation, planning and realization of the school reporting. At tempt of the thesis is also to describe what kind of students are becoming school reporters and why, last but not least what is the technical equipment of the school and what is the response of the school media audience.

The diploma thesis focuses on integration of the Cross-Cutting Theme of Media Education in the English language teaching at grammar schools. The theoretical part defines the concept of media, incorporates Media Education in the Czech educational environment and presents its thematic areas. Further on, the thesis deals with educational fields of the Framework Education Programme and the common reference levels B1 and B2 according to The Common European Framework of Reference for Languages. The thesis also focuses on the methodical approach of the teaching of Media Education, then on the educational sources and the system of the approval clauses for English language textbooks of the Ministery of Education. The practical part deals with analysis of the English language textbooks for secondary general education and their activities that focus on Media Education. Then the practical part presents the corpus of suggested activities created on the basis of recommended expected outcomes of Media Education and their integration in the English language teaching at grammar schools.

The thesis is focused on the influence of media education of the ability of students of the second grade of elementary schools to interpret media communication. The reader will be provided an insight into the issue of media and their influence on a person with a main focus on the students of the second grade of elementary school. The second part of this thesis present the concept of media education, it offers a proposal for a block of media education with assessment of the impal of teaching on the respektive competencies of the students. The effectiveness of the teaching will be assessed through research surveys designed as a qualitative comparison of students' testimonies after completing a media education course, using the group interview Focus group. The questions are focused on the critical analysis of media communication, whereas students' answers are compared with a control group that was not equally educated. KEYWORDS advertisement, influence, focus group, media, mass media, media education, second grade of elementary school

Made available in DSpace on 2016-12-08T16:18:50Z (GMT). No. of bitstreams: 1 sandrine.pdf: 2111537 bytes, checksum: dfedb470f220d9a462a0a966ee32e422 (MD5) Previous issue date: 2013-10-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to investigate the presence of the cell phone and its recurrence for educational use in the municipal schools of Florianopolis - RME, collecting and analyzing data about the access and familiarity of students and teachers with digital media in the school environment of RME, and also verifying the status of the cell phone and the use of its photo and video devices. A literature review leaded to an investigation about the tensions and meetings produced by the presence of media in schools, with emphasis on educational issues of authority and digital inclusion, and teacher training. Using questionnaires, it was found that the cell is accessible to almost all the students and teachers of the RME of Florianópolis at the three schools surveyed. Both groups are aware that the cell is restrained by law, but it does not prevent its presence and use in schools. The teachers and students are favorable to the pedagogical use of cell phone, and to its photo and video capabilities. A larger debate about the use of these tools in schools is essential, because the formal prohibition does not preclude the use of the cell phone, perceived as a tool of transgression by students, and therefore its educational potential stays unseen for the teachers / Nesta pesquisa buscou-se investigar a presença do celular e suas recorrências de uso pedagógico em escolas da Rede Municipal de Ensino de Florianópolis, coletando e analisando-se dados sobre o acesso e a familiaridade discente e docente com as mídias digitais no ambiente escolar da RME, bem como sobre o estatuto do celular e do uso de seus dispositivos de fotografia e vídeo. Investigam-se por meio de levantamento bibliográfico as tensões e os encontros produzidos pela presença desta mídia nas escolas, destacando questões educativas acerca de autoridade e de inclusão digital, bem como de capacitação docente. Por meio de questionários, verificou-se que o celular está acessível à quase totalidade dos estudantes e professores da RME de Florianópolis nas três escolas pesquisadas. Ambos os grupos têm ciência do impedimento legal do celular, mas isto não evita sua presença e uso nas escolas. Tanto os professores quanto os estudantes mostram-se favoráveis ao uso pedagógico do celular, e também de seus recursos de fotografia e vídeo. Considera-se imprescindível um debate maior sobre o uso destas ferramentas nas escolas, pois a proibição formal não impede o uso do celular, visto como ferramenta de transgressão pelos estudantes, e ele acaba não tendo seu potencial de ferramenta educativa aproveitado pelos professores

The Thesis "Media and their impact on delinquent behaviour of children and youth" studies possible effects of media on children and youth who have committed an offence. The influence of media on modern societies is substantial and still increasing, which is why its affect on a human is being more and more discussed. The influence of media on children and youth seems to be particularly important. High degree of influence by external factors, including that of media belongs to the basic factors of delinquent behaviour among children and youth. This is why the Thesis tries to link these two specific areas laying in the focus of professionals as well as general public. The theoretical part first deals with the basic terms related to the influence of media on delinquent behaviour among children and youth. It also describes development and functions of media, the basic attributes of media content and media influence. There is also an insight into the legislation and authorities dealing with media activity as well as the media educational conception. The author then analyses delinquency of children and youth including the activities of a custodian. The aim of the work was to gain more detailed information on the possible impact of media on delinquent behaviour of children and youth, which is why qualitative research was chosen. Questioning methods implemented by the technique of semi-standardized interviews was used for data collection in May and June 2010. The research sample consisted of two groups of respondents. The first group consisted of seven children and young people registered by a social office and the other one of five professionals working with young people who committed offences. A case report supporting the issues in question was moreover prepared from documents conducted by a custodian. The qualitative research showed that the direct influence of media on delinquent behaviour of youth seems to be questionable, but the image shown in media might support delinquent behaviour in persons with higher risk of such behaviour. The Thesis should particularly contribute to accessibility or also extension of the information on the possible influence of media on individuals or the society as a whole in relation to young people who have committed an offence. The research results may also serve as a base for further wider research.

The work deals with the inclusion of photographs in tutorial project for elementary school. The theoretical part consists of detailed information and knowledge from the history and philosophy of photography, which determine the attitudes of the photograph itself. This information is required for a proper approach to creating a tutorial project. The practical part contains a specific form of educational project "Photography, and We? for pupils in fifth class at elementary school. The educational project is based on the Frame Educational Program for Elementary Schools, in the area of Arts and Culture in the educational field of Art Education. Project "Photographs and We" consists of seven teaching units. The project itself also shows some recommendations for educational practice.

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No. of bitstreams: 1 galdinorodriguesdesousa.pdf: 1371450 bytes, checksum: 02e065e46f94061501d30824a1faa6ae (MD5) Previous issue date: 2016-08-02 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A expansão do ensino superior no Brasil, nas últimas décadas, é fortemente marcada pelo crescente número de cursos de Educação a distância (EaD). Esse processo se efetiva, majoritariamente, pela mediação das Tecnologias de Informação e Comunicação (TIC) e tem nos cursos de formação de professores seu cenário privilegiado. A partir disso, essa pesquisa buscou analisar a relação entre a educação e as TIC nos currículos dos cursos de formação de professores a distância, tendo como enfoque dimensões da mídia-educação e almejando respostas aos seguintes objetivos: identificar como os documentos curriculares institucionais dos cursos fazem referência às TIC; analisar, a partir das grades curriculares e dos planos de ensino a possível existência de componentes curriculares voltados para as TIC e suas potencialidades mídia-educativas; descrever se os professores que ministram disciplinas relacionadas com a temática das TIC tiveram experiências formativas nesse âmbito; evidenciar, nos Ambientes Virtuais de Aprendizagem (AVA), em quais dimensões da mídiaeducação a educação para as mídias se materializa pedagogicamente. Para isso, tivemos como recorte os cursos de Pedagogia a distância dispostos na Universidade Federal de Juiz de Fora (UFJF) e na Universidade Federal de São João del-Rei (UFSJ). O trabalho de campo foi constituído por três etapas: a) na primeira, reunimos os documentos curriculares dos cursos enfatizados; b) na segunda etapa, aplicamos questionários com os professores responsáveis pelos componentes curriculares relacionados à temática das TIC; c) na terceira utilizamos os ambientes virtuais de aprendizagem para analisarmos as intervenções feitas durante a oferta do componente curricular. Para o relato e interpretação dos dados, estruturamos as seguintes etapas: a) descrição e análise dos documentos curriculares; b) identificação dos componentes curriculares relacionados à educação para as TIC; c) descrição, análise e categorização dos planos de ensino (ementa e bibliografia) desses componentes curriculares; d) identificação dos professores responsáveis pelos componentes e aplicação de questionários juntos aos mesmos. Este estudo foi realizado com base em elementos metodológicos da Análise de Conteúdo, preconizando a Análise Categorial. A partir da pesquisa, constatamos que: a) os documentos curriculares integram a educação para as TIC, principalmente, por meio de componentes curriculares isolados; b) os componentes curriculares encontrados no currículo da UFJF apresentam, através de seus planos de ensino (ementa e bibliografia), potencialidades para todas as dimensões mídia-educativas, não contemplando, apenas, o aspecto de Conteúdo da dimensão Instrumental-operativa; enquanto os componentes curriculares encontrados no curso da UFSJ indicam para a possibilidade de duas das três possíveis dimensões mídia-educativas: Instrumental-operativa - aspecto de Suporte didático - e Objeto de estudo – aspectos de Leitura crítica e Relacional-cultural; c) as intervenções pedagógicas dos componentes curriculares do curso da UFJF presentes nos AVA, entretanto, compreendem todas as três dimensões mídia-educativas e seus respectivos aspectos, inclusive o de Conteúdo, demonstrando concordância parcial com os dados apresentados pelos documentos curriculares estruturantes; d) as professoras que ministraram esses componentes curriculares foram educadas para as TIC por meio da formação continuada, sendo esse processo formativo apontado, pela maioria delas, como importante para a fundamentação e preparação das intervenções pedagógicas. / The expansion of higher education in Brazil, in the last decades, is strongly marked by an increasing number of Distance Education courses. This process occurs, mostly, by Information and Communication Technology (ICT) mediation and has in teaching training courses its privileged scenario. Based on that, this research sought to analyze the relationship between education and ICT on the distance teacher training curriculum courses, focusing on mediaeducation dimension and aiming answers to the following purposes: identify how institutional curricular courses documents refers to ICT; analyze, from the curriculum grade and teaching plans the possible existence of curriculum components aimed at ICT and its mediaeducational potential; describe if teachers who teach subjects related to the theme of ICT had formative experiences in this area; show, in Virtual Learning Environments (VLE ), in which dimensions of media education, the education for media materializes pedagogically. For this, we had at parameter the pedagogy of distance learning courses disposed at the Federal University of Juiz de Fora (UFJF) and the Federal University of São João del-Rei (UFSJ). The fieldwork was formed by three stages: a) in the first, we bring together curricular documents of the emphasized courses; b) In the second stage, we applied questionnaires for the teachers responsible for curriculum components related to the theme of ICT; c) description, analysis and categorization of education plans (menu and bibliography) of these curriculum components; d) identification of the teachers responsible for these components and application of questionnaires with them. This study was based on methodological elements of Content Analysis, advocating Categorical Analysis. From the research, we found that: a) curriculum documents are part of the education for ICT, mainly through isolated curriculum components; b) curricular components founded in UFJF curriculum have, through their teaching plans (menu and bibliography) capabilities for all media-educative dimensions, not including only the content aspect of Instrumental-operative dimension; while the curriculum components founded in the course of UFSJ indicate the possibility of two of the three possible mediaeducative dimensions: Instrumental-operative - aspect of educational support - and study object - aspects of critical reading and Relational-cultural; c) Pedagogical interventions of curriculum components of the course of UFJF present in VLE, however, include all three mediaeducative dimensions and their respective aspects, including the content, demonstrating partial agreement with the data presented by structuring curriculum documents; d) the teachers who taught these curriculum components were educated for ICT through continuous training , and this training process was pointed out, by the majority of them, as important for the reasoning and preparation of pedagogical interventions.