<p>   </p> <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> <p>  </p>

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.

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.

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).

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.

Thesis (M. Ed. (Educational technology)) -- University of Limpopo, 2002 / Refer to document

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

University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese

University of Macau / Faculty of Social Sciences and Humanities / Department of Communication

The growing popularity of game addiction discourse has necessitated study of how video game critics rhetorically construct addiction. In the following thesis, I analyze contemporary examples of texts that link game addiction to drug abuse. I use Robert Cover’s analysis of how game addiction stereotypes form in conjunction with Aristotle’s rhetorical principles to isolate the persuasive appeals used by authors to rhetorically construct game play as addictive. These addiction arguments, however, are rooted in a larger historical context, and I present examples of game guidebooks and comic books published in the late 1970s and early 1980s to illustrate their rhetorical responses to game addiction rhetoric. I found addiction arguments utilize fear appeals combined with ethos, pathos, and logos to persuade audiences to reject games as potentially dangerous and worthless virtual pursuits. The authors of early game texts use ethos, pathos, and logos to dismantle fear appeals and present video games as a new genre that can be mastered through skill and practice rather than a meaningless virtual experience. This research provides ground for further explorations of game addiction rhetoric, and implications for the continued study of video games.