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Cry the Beloved Media: New Media and Student Perceptions in a World Literature ClassroomGreenwood, Timbre Janiece Newby 08 June 2011 (has links) (PDF)
This qualitative action research project addressed the infusion of media literacy and new media into a standard secondary English language arts curriculum. In examining students' perceptions of South Africa as they interacted with new media texts in conjunction with the traditional literary text Cry, the Beloved Country, this study also explored the manner in which students' media interactions informed their reading of the novel. As a result of the research data, the author asserts that media literacy education can, in fact, play an effective role in teaching literature within the world literature classroom.
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The role of media literacy education in identifying health-related misinformation onlineSeth Paul McCullock (13162056) 27 July 2022 (has links)
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<p>Health-related misinformation presents a significant threat to public health and wellbeing. Misinformation exposure is associated with decreased compliance with public health initiatives, decreased trust in science, and greater levels of disease transmission. Unfortunately, fact-checking is not a panacea for mitigating the negative effects associated with misinformation exposure. The present dissertation, guided by the Theory of Planned Behavior, investigated across two studies whether providing participants with different levels of media literacy education could enable them to successfully determine news articles, on a variety of different health topics, contained either legitimate or illegitimate information. Both studies utilized a three-group, pretest-posttest, between-subjects experimental design in which participants were randomly assigned to either a brief or detailed media literacy skill promotion message, or a no-message control. The messages took the form of Facebook posts from a fictitious organization dedicated to promoting media literacy. The first study recruited 305 undergraduate students. Results from the first study indicated that participants assigned to the detailed message condition were more successful compared to the other conditions in identifying health-related misinformation. A content analysis of participants’ open-ended responses revealed that participants in the detailed message group were the most likely to utilize skills related to media literacy and were the least likely to utilize heuristics or to guess when determining whether news articles contained legitimate or illegitimate information. The second study sought to replicate and extend the results of the first study in a sample of adults recruited through Amazon’s Mechanical Turk. The results of the second study found that the detailed message condition promoted a greater ability to identify misinformation compared to either the brief message or control condition. Similarly, participants in the second study were most likely to use skills related to media literacy when completing the misinformation identification task. The results suggest that brief media literacy messages may be insufficient in enabling participants to successfully identify health-related misinformation online. However, more detailed media literacy education messages show promise for potentially limiting the spread of misinformation online. Theoretical and practical implications are discussed. </p>
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"Google is my friend": An Exploration of Older Adult Media LiteracyWilliams, Mikaela Anne 12 1900 (has links)
The advancement and incorporation of media in daily life continue to grow exponentially as the median age of humanity continues to rise. While there are media literacy education programs targeted toward children and adolescents, older adults are often left out of these initiatives. Based on ethnographic research conducted at two senior centers in Denton, TX, this thesis explores the way older adults analyze and interact with media. Data collection methods include participant observation and semi-structured interviews with senior center members over the age of 65. The research findings highlight how older adults navigate an expanding information society and how they lean on their community for support. These findings laid the foundation for the creation of a media literacy educational seminar given at both senior centers.
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Die integrasie van stelwerk- en letterkunde-onderrig met toespitsing op die mediaLe Cordeur, Michael Lucien Arnaud January 1991 (has links)
Thesis (MEd) -- Stellenbosch University, 1991. / ENGLISH ABSTRACT: This study aims at contributing towards the improvement of
teaching, in secondary schools, of written composition and
literature in Afrikaans as a first language. · For this
purpose, an outline of the relevant literature is
presented.
It is evident that the teaching of Afrikaans is not
entirely sound. As simple solution does not exist;
however, this study is an attempt to improve the present
situation by focussing on integrated teaching and on the
implementation of the media.
Technological development puts the media within reach of
more people each day. Pupils spend a great deal of time
watching television, films and videos; or listening to the
radio, records and cassettes. They read newspapers and
magazines. This study maintains that the media should
therefore be utilized to advance the teaching of Afrikaans,
as all communicative skills will then improve in
particular reading and writing.
An integrative approach to teaching is widely recognised as
the ideal. Neuropsychological research has shown that the
human brain functions optimally when teaching is
integrated. Ideally, in regard to the teaching of a
language, composition writing and literature study should
merge.
The current South African curriculum does not as yet place
enough emphasis on this aspect.
This study concludes that there is a need for integrated
teaching to be introduced into the curriculum for Afrikaans
as first language. A second conclusion is that the media,
which can serve as device for blending written composition
and literature teaching, is not yet exploited effectively.
Pupils display an ardent interest in the media and it
follows that the media should be used intentionally and as
a prominent component of the teaching programme.
An integrated teaching programme, which focusses on the
media, is proposed in this study. Practical suggestions
are made in this regard, proving that the media can serve
as crucial point of integration for the teaching of written
composition and literature. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die
relevante literatuur 'n bydrae te lewer tot die onderrig
van stelwerk en letterkunde in Afrikaans as Eerste Taal in
die senior sekondere skoolfase.
Dit is duidelik dat alles nie wel is met die onderrig van
Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik
nie, maar hierdie studie wil probeer om die betreklik
negatiewe beeld wat bestaan, te verbeter. Die invalshoek
wat gekies is, is die van mediagerigtheid. Die patr.oon wat
gevolg is, is 'n ge1ntegreerde onderrigbenadering.
Tegnologiese ontwikkeling plaas die media binne al meer
mense se bereik en dit is 'n werklikheid dat leerlinge baie
tyd aan televisie, rolprente, radio, musiekvideo's,
liedjies, koerante en tydskrifte bestee. In hierdie studie
is van die standpunt ui tgegaan dat hierdie tendens tot
voordeel van Afrikaans aangewend moet word om die media te
benut ten einde leerlinge se lees- e~ skryfvaardighede en
dus oak hulle kommunikatiewe vaardighede te ontwikkel.
'n Ge1ntegreerde onderrigbenadering word allerwee as die
ideaal erken. Neuropsigologiese navorsing het getoon dat
die menslike brein optimaal funksioneer wanneer onderrig
ge1ntegreerd aangebied word. Wat die komponente van taalonderrig
betref, is die ideaal dat die stelwerk en
"letterkunde ten nouste ge1ntegreer behoort te word. Die
huidige situasie in Suid-Afrika vertoon egter nog leemtes,
want binne die bestaande kurrikulum kom ge1ntegreerde
onderrig nog nie tot sy reg nie.
Die studie kom dan tot die eerste gevolgtrekking dat daar
wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die
kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike
gevolgtrekking is dat die media as ontmoetingspunt van
stelwerk en letterkunde nie genoegsaam ontgin word nie.
Aangesien leerlinge so 'n intense belangstelling toon in
die media, is dit net logies dat die media grater
prominensie verkry binne die huidige kurrikulum deur die
bewustelike inskakeling van hierdie media in die
onderrigprogram.
Aan die hand van praktiese voorstelle en wenke is in
hierdie studie 'n ge1ntegreerde onderrigprogram vir
stelwerk en letterkunde met as fokuspunt die media,
voorgestel. Op die wyse is bewys gelewer dat die media wel
as integrasiepunt van stelwerk en letterkunde kan dien.
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The implementation of educational media by biology teachers in the Thohoyandou area14 August 2012 (has links)
M.Ed. / Teaching and learning activity is characterised by effective communication. Teaching and learning as communication is successful when the learner has taken in new information with understanding. Effective teaching cannot take place unless effective communication takes place. On the other hand effective communication depends on media that are used in the teaching-learning activity (Heinich, et al, 1989: 13). In the teaching and learning of biology, educational media are important. The study of biology is a practical venture that requires the use of media e.g. realia, models, pictures and chemicals. Biology needs to be learnt through active participation, experience, observation and investigation by both the learner and the educator. This is not possible without the . use of media. In real life, the learner's senses are stimulated by media such as real objects, pictures, radio, television, books, etc. In the teaching of biology, the learner's senses must be equally stimulated. It is therefore necessary that the biology teacher be continuously reminded of the Chinese proverb which says, " I hear, and I forget; I see and I remember. I do, and I understand" (Dwyer, 1993: 194).
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Production Trends in the Utilization of Commercial Multi-Image Presentations Produced in Dallas During the High Growth Years 1979-1981McCracken, Bruce (Bruce Edward) 05 1900 (has links)
This study was designed to determine the general volume of multi-image production in Dallas County, Texas from 1979 through 1981 as categorized by: the presentation, number of projectors utilized, and by relevant aspects of presentation with analysis of 85 respondents. The questionnaire yielded 633 variables in the computer analysis. The study revealed significant growth in multi-image production with the 1981 total being more than twice the 1979 total. 1988 consensus indicates that the multi-image use is dictated by the business climate. Having been adopted initially, it is retained by those who find it effective and a suitable medium for larger screens.
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Media usage for effective teaching and learning in some secondary schools in the Nebo Area of the Limpopo ProvinceModipa, Florance Ngwanamalekane January 2002 (has links)
Thesis (M. Ed. (Educational technology)) -- University of Limpopo, 2002 / Refer to document
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媒體公民教育理論與實踐初探 / Theory and practice of media citien education林愛翎, Ai-Ling Lin Unknown Date (has links)
民主化與商業化在今日的台灣推動著人們與社會之間產生新進的關係,媒體為其中意義的傳遞媒介,在呈現社會真實的同時,也受到商業與政治兩股勢力的影響,並扮演民主社會中第四權的角色。在這交織的傳播網路中,參與式民主社會的公民需對媒體結構之影響及進用權有更深的認識,才能使社會走向民主化,而非全然的商業化或政治化。這樣的知識在現代化的民主國家中被稱為媒體公民素養,冀望透過學校的國民義務教育的課程,讓民主社會中的公民在現有的體制下使用與管理媒介,對媒介本質、管理媒介的物質基礎與結構、以及自身相對於媒體的自主性有所覺醒與認識。但這樣的概念尚未在台灣成熟,尚在萌芽的階段。
本文整理了不同媒體教育典範及分析他國媒體教育實踐經驗,以提供台灣媒體公民教育內涵參考架構。並藉由媒體素養種子教師訓練課程,建立台灣媒體公民教育的本土資料,初探媒體教育者之素養程度,及未來台灣公民媒體素養在學校實踐之變數與可能應變之道。研究結果也發現,台灣的「媒體公民教育」應該朝獨立的課程發展,在現有的國中「公民與道德」課程中單獨的一課「認識傳播媒介」並不能完全達成此理想。在學校老師方面,對於商業的傳播制度習以為常,不知道有其他的選擇,缺乏對他國傳播制度的瞭解及現有商業傳播制度營運的方式(特指觀眾、節目 、廣告之間的關係)與資本規模,如何與其生活相關連。就中、長期發展而言,培養媒體公民教育的專門師資以及專門研究人員才是解決之道。
壹、 序論………….…………………………………………………………...1
第一節 研究動機…………………………………………………………………….1
第二節 研究目的、問題、脈絡與架構、範圍…………………………………….6
一、 研究目的………………………………………………………………………...6
二、 研究問題………………………………………………………………………...6
三、 章節脈絡與研究架構…………………………………………………………...7
四、 研究範圍………………………………………………………………………...9
貳、 文獻探討……………………..………………………………………….11
第一節 媒體、教育與民主…………………………………………………………11
一、 公民社會與民主的實踐-溝通為民主的本質……………………………….11
二、 媒體、教育、公民之關係-以公共性為基點………………………………..14
三、 我國公民教育之現況與檢討………………………………………………….19
四、 台灣媒體公民教育的位置…………………………………………………….24
第二節 媒體公民教育之內涵:以傳播理論與各國教材發展為例……………….27
一、 不同媒體教育典範與媒體素養的概念的發展……………………………….27
二、 對台灣媒體公民教育內涵的想像…………………………………………….36
三、 實例分析:媒體素養教材內涵……………………………………………….39
四、 小結…………………………………………………………………………….56
第三節 媒體公民教育之實踐變數:以澳洲為例…………………………………58
一、 媒體教育的實踐:影響教學策略的變數…………………………………….58
二、 實例分析:澳洲的媒體教育經驗…………………………………………….73
三、 批判教育學與媒體教育的實踐……………………………………………….80
第四節 媒體公民教育的台灣本土意義…………………………………………...88
一、 媒體公民教育之內涵與實踐的關係………………………………………….88
二、 台灣「媒體公民教育內涵」之現況………………………………………….89
三、 台灣「媒體公民教育實踐變數」之現況…………………………………….89
四、 小結…………………………………………………………………………….96
參、 研究方法……….……………………………………………………….97
第一節 研究設計…………………………………………………………………...97
一、 基本概念解釋………………………………………………………………….97
二、 資料蒐集方式………………………………………………………………….97
三、 研究工具……………………………………………………………………...100
第二節 研究對象…………………………………………………………………104
一、 背景敘述……………………………………………………………………..104
二、 訓練課程簡介………………………………………………………………..104
三、 參與老師資料描述…………………………………………………………..106
第三節 實施程序………………………………………………………………….110
第四節 資料分析方式…………………………………………………………….110
肆、 資料分析……….….…………………………………………………...111
第一節 電視收視習慣…………………………………………………………….111
一、 家中電視的軟硬體設備……………………………………………………...111
二、 電視收視量…………………………………………………………………...112
三、 電視收視興趣………………………………………………………………...114
四、 收視情境……………………………………………………………………...115
第二節 對電視節目的評估……………………………………………………….116
一、 對電視節目的影響的態度與看法…………………………………………...116
二、 對負面電視節目所採取的行動……………………………………………...119
第三節 媒體素養概念的發展-研習前後之比較……………………………….122
一、 台灣電視媒體制度與法規…………………………………………………...122
二、 商業電視制度的工業運作…………………………………………………...126
三、 電視廣告……………………………………………………………………...128
四、 電視新聞……………………………………………………………………...131
五、 對公共傳播制度的了解與台灣傳播制度的期許…………………………...134
六、 對媒體教育的整體目的的了解……………………………………………...136
第四節 媒體教育未來的實踐…………………………………………………….139
一、 媒體教育在中小學實踐的客觀因素………………………………………...139
二、 媒體教育實踐之老師個人因素……………………………………………...148
三、 對未來媒體素養種子老師訓練的意見……………………………………...158
伍、 研究發現………………………………………………………………161
第一節 由老師的媒體素養概況看台灣媒體公民教育內涵…………………….162
第二節 影響媒體公民教育在台灣實踐的老師主觀變數……………………….166
第三節 台灣媒體環境變數對研習教師的影響………………………………….171
第四節 影響媒體公民教育在台灣實踐的客觀環境變數……………………….172
第五節 未來發展的實踐………………………………………………………….174
陸、 結論與建議……………………………………………………………177
第一節 結論…..…………………………………………………………………...177
第二節 對未來研究之建議……………………………………………………….180
第三節 研究限制………………………………………………………………….183
柒、 參考書目………………………………………………………………185
捌、 附錄
附錄一:媒體素養問卷……………………………………………………………191
附錄二:媒體素養種子教師深度訪談問卷………………………………………194
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Portugues em linha : o desafio da internet ao ensino do Portugues lingua estrangeira / O desafio da internet ao ensino do Portugues lingua estrangeiraSalomao, Ricardo, January 1998 (has links)
University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese
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An analysis of relations between media literacy and media participationChang, Xue January 2009 (has links)
University of Macau / Faculty of Social Sciences and Humanities / Department of Communication
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