(abstract) The main aim of this diploma thesis is to describe projects of selected Czech media institutions that arised from the beginning 2008 until the end of May 2019 and aimed to develop and support media literacy of the public. It will be primarily about researching of programs of the Council for Radio and Television Broadcasting, the Czech Television and the Czech Radio. We also pay certain attention to projects of other media institutions. For individual projects, the work focuses primarily on the period of origin, format, type and its thematic content. The obtained data will be summarized in a well arranged way at the end. Based on the results and with regard to the current state of media literacy in the Czech Republic, at the end of the thesis, will be proposed other formats for individual institutions that could help the development and support of media literacy. In addition to this systematic research, at the beginning the work will deal with the history of implementation of media education, that means systematic education, to achieve various levels of media literacy in the world and Czech society. In describing the history of media education, particular account will be taken of the role played by the media and media institutions in the process. The thesis will also mention some...

The following master's thesis deals with the issue of media literacy in relation to elderly population. The theoretical basis of this work contains of the theory of media literacy and media education, which is regarded to as a tool for cultivating media literacy. In addition to media education, the work also presents other ways to acquire media competencies, which are so needed in today's information society. After the introduction of theoretical approaches to media literacy, there is also a description of selected methods applied to determine the level of media literacy. The next part includes a description of media literacy in relation to senior citizens who form a very specific group in this area. As part of my own research survey, the level of media literacy in a group of 12 senior citizens is mapped on the basis of a proposed tool for determining the level of media literacy, which is based on the presented theoretical approaches. Qualitative research includes a detailed analysis of data, which were collected through interviews with the target group and which were supplemented by practical exercises. Media literacy research focuses on the area of knowledge, abilities and skills, and patterns of media use. According to the collected and analyzed data, a description of all respondents is...

It may come as no surprise that Twitter is the most popular social media platform where student athletes, particularly men, post inappropriate content. Male student athletes’ inappropriate tweets have become such a problem for universities, athletic departments, and the NCAA that coaches are forced to place a ban on their players’ social media usage or hire third party monitoring systems. Unfortunately, these reactive responses have not alleviated the problem of athletes differentiating what content is appropriate or inappropriate to tweet on their Twitter accounts. Analysis of the data collected from scholarly journal articles, textbooks, and popular press articles revealed that social media education would be the most effective prevention method to lessen student athletes’ inappropriate tweets. This project uses Dr. Mark Robinson’s approach to Personal Player Development in constructing its two resources—multimedia workshops and an interactive Canvas site. The purpose of this project is for student athletes to be more aware of their social media content by knowing how to post appropriate tweet messages on their personal Twitter accounts in order to enable athletes, especially men, to comprehend why certain tweet messages are classified as inappropriate and, therefore, should never be made public. This project is significant because it proposes a preventative method based on increased social media awareness, as opposed to typical reactionary measures.

Dass E-Learning eine zeitgemäße Erweiterung des Methoden- und Lehrangebotes von Hochschulen ist [1], wird durch dessen rasante Verbreitung im Studienalltag deutlich. Der technologische Wandel [2] sowie gestiegene Anforderungen an Studienangebote seitens der potenziellen Studierenden haben den E-Learning-Einsatz an Hochschulen begünstigt aber ebenso zu enormen Veränderungen innerhalb des Hochschulwesens geführt. Diese veränderte Perspektive auf die Funktion, aber auch die Aufgaben der Hochschule wird in der internationalen Literatur seit geraumer Zeit thematisiert [3, 4] und hat jetzt auch den sächsischen Hochschulraum1 erreicht. Hier wurden in den vergangenen Jahren an den sächsischen Hochschulen die infrastrukturellen Voraussetzungen für den E-Learning-Einsatz – in Form von technischen Systemen und Unterstützungs-angeboten – geschaffen [5, 6]. Eine weitere Tendenz der Hochschulentwicklung ist die zunehmende Bedeutung der wissenschaftlichen Weiterbildung im Kontext des lebenslangen Lernens, ausgelöst durch veränderte wirtschaftliche und demographische Rahmenbedingungen, die stetig sinkende Halbwertzeit des Wissens und steigende Anforderungen von Unternehmen an hochqualifizierte, akademische Fachkräfte [7]. (...)

[pt] A pesquisa teve por objetivo descrever e analisar o processo de ensino-aprendizagem da linguagem audiovisual na escola, buscando identificar conhecimentos e habilidades desenvolvidas pelos estudantes nesse processo. Para isso, foram feitas observações das atividades realizadas em uma oficina de vídeo ministrada para alunos do segundo segmento do ensino fundamental em uma escola pública municipal do Rio de Janeiro, durante o ano de 2017. Para o registro das observações, utilizou-se diário de campo e gravações em áudio das aulas. Além disso, foi construído e utilizado um protocolo com indicadores de atitudes, conhecimentos e habilidades adquiridos pelos participantes das oficinas, em relação a: trabalho em equipe e realização/cumprimento/resolução de tarefas conjuntas, capacidade de empatia, planejamento de atividades/tarefas para médio e longo prazos, capacidade de argumentação e de escuta do outro, organização de tarefas em diferentes etapas, e transcodificação de linguagens. Também foram realizadas entrevistas semiestruturadas com o professor da oficina, outros professores da escola, a diretora e com os alunos participantes da oficina. Buscou-se, ainda, analisar a pedagogia audiovisual adotada pelo professor no processo de produção audiovisual investigado, identificando procedimentos e pressupostos teórico-metodológicos que a integram, à luz da literatura de referência sobre o tema. Nessa análise, a pesquisa tomou como referência duas vertentes teóricas que orientam processos pedagógicos de produção audiovisual na escola: teoria e prática de ensino de cinema e teoria e prática em mídia-educação. As perspectivas são compreendidas, aqui, como complementares para a produção audiovisual na escola, podendo ser acessadas pelos professores conforme seus objetivos. A pedagogia do professor parte da geração de ideias, escrita do roteiro, divisão de papéis e filmagens, sendo analisada como uma proposta mais próxima dos pressupostos da mídia-educação, ao tentar simular a criação de um filme. A análise de sua metodologia indica que o processo de escrita do roteiro propicia a criação coletiva e a expressão de ideias, atendendo, assim, aos objetivos do professor, porém, deixando de cumprir partes importantes para uma experiência com a produção de filmes na escola, como a análise e debates de filmes e a edição e apresentação do filme produzido pelo grupo. As habilidades sociocognitivas promovidas nessa oficina de vídeo foram: trabalho em equipe, empatia e capacidade de argumentação; as habilidades concernentes a planejamento e organização de tarefas e transcodificação de linguagens não foram verificadas nessa oficina, assim como habilidades relacionadas à produção audiovisual. Esses dados são relacionados à maior atenção à construção do roteiro, com pouco tempo dedicado às filmagens e visualização do material produzido. / [en] The aim of the research was to describe and analyze the teaching-learning process of the audiovisual language in the school, seeking to identify the knowledge and skills developed by the students in this process. For this, observations were made of the activities carried out in a video workshop given to students of the 2nd elementary school segment in a municipal public school in Rio de Janeiro, during the year 2017. In order to record the observations, field diary and audio recordings of classes. In addition, a protocol with indicators of attitudes, knowledge and skills acquired by workshop participants was constructed and used in relation to: teamwork and accomplishment/ fulfillment/ resolution of joint tasks, empathy capacity, activity/task planning for medium and long term, ability to argue and listen to the other, organization of tasks in different stages, and transcoding of languages. Semi-structured interviews were also conducted with the workshop teacher, other school teachers, the principal, and the students participating in the workshop. It was also sought to analyze the audiovisual pedagogy adopted by the teacher in the process of audiovisual production investigated, identifying procedures and theoretical and methodological assumptions that integrate it, in light of the reference literature on the subject. In this analysis, the research took as reference two theoretical aspects that guide pedagogical processes of audiovisual production in school: theory and practice of teaching cinema and theory and practice in media education. The perspectives are understood here as complementary to the audiovisual production in the school, and can be accessed by teachers according to their objectives. The pedagogy of the teacher starts with the generation of ideas, script writing, division of roles and filming, and is analyzed as a proposal closer to the assumptions of media education when trying to simulate the creation of a film. The analysis of its methodology indicates that the writing process of the script proposing collective creation and the expression of ideas, thus meeting the objectives of the teacher, but let himself fulfill important parts for an experience with the production of films in school, such as the analysis and discussions of films and the edition and presentation of the film produced by the group. Sociocognitive skills promoted in this video workshop were: teamwork, empathy and ability of arguments. The skills concerning the planning and organization of tasks and transcoding of languages were not verified in this workshop, as well as skills related to audiovisual production. These data are related to the greatest attention to the construction of the script, with a little time dedicated to the filming and visualization of the material produced.

Questa ricerca interdisciplinare prende atto delle visioni contrastanti all’interno della Media Literacy: da un lato quella utopica che individua nel progresso tecnologico l’alba di una nuova era per l’umanità, dall’altro l’approccio distopico preoccupato dalle potenziali derive conseguenti all’uso acritico e compulsivo dei dispositivi. Tale contrapposizione, sebbene con diverse sfumature, si riverbera nei vari ambiti educativi spesso impedendo la piena comprensione delle dinamiche della comunicazione contemporanea. La prospettiva antropocentrica che ispira l’intera trattazione valorizza i contributi non apodittici capaci di “dialogare”, passando dalla logica escludente dell’aut - aut a quella inclusiva dell’et - et. A partire da alcune significative acquisizioni delle Scienze Cognitive, delle Scienze Umane e dei Media Studies a cui sono dedicati i primi due capitoli, viene offerto un excursus nella literacy teso ad individuare piste pedagogiche praticabili nei diversi contesti, frutto della sperimentazione e della verifica sul campo riportate nella parte finale. Il lavoro intende dimostrare, non soltanto a livello empirico, che la Rete e la sua stessa orizzontalità possono e devono diventare paradigma operativo per un’azione educativa efficace in grado di superare visioni settoriali e semplificazioni, grazie ad un approccio multiprospettico incentrato sulla persona chiamata a “ri-conoscersi” per ripensare l’educazione nell’era digitale. / This interdisciplinary research notes the conflicting views within the Media Literacy: from one side the utopian one locating in technological progress the dawn of a new era for humanity and from the other the dystopian approach worried by potential drifts consequent to the uncritical and compulsive use of the devices. This conflict, although with different nuances, reverberates in the various educational environments often preventing the full understanding of the dynamics of contemporary communication. The anthropocentric perspective that inspires the whole discussion enhances non-dogmatic contributions able to "talk", passing from the exclusionary logic of the “aut – aut” to that inclusive “et – et”. Starting from some significant acquisitions of Cognitive Sciences, Human Sciences and Media Studies to which the first two chapters are dedicated, an excursus in literacy aimed at identifying educational tracks viable in different contexts, is offered as a result of experimentation and verification on field described in the final part. The work aims to demonstrate, not only empirically, that the Internet and its own horizontality can and should become operational paradigm for effective educational action able to overcome sectoral visions and simplifications, thanks to a multi-perspective approach centered on the person called to "re-cognize oneself" to rethink education in the digital age.

Diploma thesis "School media - press, radio, television, internet: on example of regions of Olomouc and Ústí nad Labem" deals with school media production of pupils and students of primary and secondary education focusing on the Czech environment. The whole issue is framed within media literacy, media education. Moreover, the interpretation accents with its direction of production. The most important chapters of historical-theoretical part introduce the outline of the school media development from the beginning till nowadays. Practical part characterizes school media in the regions of Olomouc and Ústí nad Labem. The research survey is mainly focused on the occurrence of school media production, forms of their outputs and characteristics of individual types of school media. What is more, the survey is also interested in current trends in publishing of school and class magazines and their theme and genre profile. Survey summarizes reasons, which impedes realization of school media production. Finally, on account of compile findings and data, it deduces a school media typology, criteria of their possible categorisation and includes them into the media system. As a result, the diploma thesis is a contribution to a study of school media and presents the platform from which it is possible to stem from during...

1 ABSTRACT This thesis is named Linguistic Analysis of weather forecasts and is divided into two parts, theoretical and practical. In the first part of this thesis readers can find general knowledge of field of media: the term media communication is defined, specifics are described, it is talked about a media product, content and meaning. After that we mention media audience with respect to the pupil as a special type of recipient. The following is a characteristic of television weather forecasts within the media communication and analysis of its typical means of expression. The last part of this section is the description of the school curriculum, especially the media education, because the research was made in the schools and the main goals of this thesis were based on requirements of curricula of the Czech Republic. The second part presents the motivation of investigation and the method of the action research that was chosen. The largest part of this section is the part containing the whole evaluation and interpretation of the results of particular activities, both propaedeutic and proactive with the media product. The main goals of this thesis are the development and subsequent application of an action plan with projected activities for the Czech language teachers at primary school, especially in the...

La cyberintimidation désigne toute situation où un individu ou un groupe recourt à une technologie numérique et/ou un média social, dans le but de nuire à un tiers. Au Québec, 22 % des adolescents sont victimes d’actes de cyberintimidation chaque année. Les effets les plus importants de ces actes sont notamment l’anxiété sociale, la baisse des résultats scolaires, la dépression sévère et l’apparition d’idées suicidaires. Cette thèse s’intéresse aux actions mises en œuvre par des vidéastes amateurs et par des adolescents pour lutter contre la cyberintimidation, à l’aide de la vidéo numérique et YouTube. La recherche s’appuie sur la théorie de la rationalité cognitive, qui propose d’expliquer l’existence des phénomènes sociaux en s’intéressant aux raisons pour lesquelles les individus agissent dans un contexte donné. Elle recourt aussi aux concepts de médiation et de médiatisation, dans le but de distinguer l’acte relationnel de communication de l’acte de mise en média de l’information. Dans le cadre de la recherche présentée, 59 vidéos amateures ont été archivées, trois entrevues avec des vidéastes ont été réalisées et 14 groupes de discussion avec 75 adolescents ont été menés. Ces trois ensembles de données ont fait l’objet d’une analyse catégorielle de contenu, qui a permis d’identifier les idées dominantes et les modes de représentation privilégiés dans les vidéos et dans les discours des participants. Les résultats présentés montrent que les vidéos amateures pressent le public à agir contre la cyberintimidation, mais qu’elles proposent peu de pistes de solution concrètes. Afin de convaincre le public à agir, les vidéos révèlent des taux de victimisation élevés, s’opposent à l’idée selon laquelle la cyberintimidation serait moins grave que l’intimidation traditionnelle, et affirment que ce phénomène peut conduire au suicide. Les vidéos mettent de l’avant une image des victimes qui peut paraître stéréotypée à première vue, mais qui correspond aux résultats des recherches sur la cyberintimidation. Cette recherche montre aussi que les vidéastes amateurs sont plus motivés par l’acquisition d’un capital de reconnaissance et par le développement d’habiletés en production vidéo que par le désir d’aider autrui en rapport avec la cyberintimidation. Les résultats montrent également que l’idée de produire des mises en scène caricaturales pour la cyberintimidation est rejetée par les adolescents, qui valorisent plutôt le réalisme et l’authenticité. Ils révèlent aussi que les adolescents sont peu réceptifs à l’idée de recourir à l’humour ou à la violence pour convaincre un public, et qu’ils s’opposent à l’idée de produire une vidéo dont les contenus sont générés par ordinateur ou dénués de toute présence humaine. La principale contribution de cette recherche à l’avancement des connaissances sur les jeunes et les médias est une meilleure compréhension des défis qu’ils rencontrent quand ils produisent une vidéo de nature socioéducative. Des programmes d’éducation aux médias ciblant les adolescents pourraient aborder avec eux les principes d’une telle communication, notamment le choix des contenus, le public visé et le mode de diffusion. / Cyberbullying refers to any situation where an individual or a group uses digital technology and/or social media in order to harm a third party. In Quebec, 22% of teenagers are victims of cyberbullying each year. The major effects of these acts include social anxiety, lower grades, severe depression and the emergence of suicidal ideation. This thesis focuses on the actions favored by amateur videographers and adolescents to fight against cyberbullying, using digital video and YouTube. The research is inspired by the theory of cognitive rationality, which suggests that social phenomena may be explained by the reasons why individuals act in a given context. It also uses the concepts of mediation and mediatization in order to distinguish the relational act of communication and the act of formatting information. In this study, 59 amateur videos have been archived, three interviews with video producers have been conducted and 14 focus groups with 75 teenagers were lead. These three data sets have been subjected to a categorical content analysis, which identified the dominant ideas and the preferred modes of representation in the videos and in the discourses of participants. The results presented show that amateur videos urge the public to act against cyberbullying, but that they offer few concrete solutions. To convince the public to take action, the videos show high rates of victimization, take position against the idea that cyberbullying is less serious than traditional bullying, and argue that this phenomenon can lead to suicide. The videos present a picture of the victims that may seem stereotypical at first glance, but which corresponds to the results of research on cyberbullying. This study also shows that video producers are more motivated by the acquisition of a capital of recognition and by the development of skills in video production than by the desire to help those affected by cyberbullying. The results also show that the idea of ​​producing unrealistic dramatizations to describe cyberbullying is rejected by teenagers, who value instead realism and authenticity. They also reveal that teenagers are not receptive to the idea of ​​using humor or violence to convince an audience, and that they are opposed to the idea of ​​producing a video whose contents are computer-generated or in which there is no human presence. The main contribution of this research to the advancement of knowledge on youth and media is a better understanding of the challenges faced by teenagers when they produce a socioeducational video. Media education programs targeting teenagers could discuss with them the principles of such communication, especially regarding the choice of contents, the intended audience and the preferred mode of diffusion.

Il webcasting come strumento per la distribuzione di prodotti educational e la circolazione dei saperi. / The webcasting as a tool for the distribution of educational products and circulation of knowledge.