Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The experience of children and adolescents is increasingly mediated by information and communication technologies. Yet, the trajectory for literacy education in U.S. schools continues to prioritize print literacy. As a result, students often lack the knowledge, skills, and expertise needed to ‘read and write’ in the digital world of the twenty-first century. Concerned by the influence of media to empower or exploit young people, educators at many levels are discovering media literacy as an augmentation to traditional literacy. The purpose of this research was to investigate how teachers implemented media literacy in practice. The following subquestions were also examined: (1) How do teachers define 'media literacy'? (2) Why do teachers teach media literacy? (3) What are the outcomes of media literacy teaching? (4) What are the challenges, limitations, and opportunities teachers experience when implementing media literacy? To answer these questions, a case study was conducted of three teachers as they collaborated in implementing a media literacy curriculum at the middle level. The results suggest that teachers who implement media literacy were motivated by awareness and knowledge of childhood and adolescent development, particularly related to increases in media use and the extent to which media shape the choices of children and teens. Media literacy practice was constructivist, embodying a student-centered approach where teachers served to guide students' media literacy learning, facilitating active learning, co-viewing , critical inquiry and reflection in a classroom climate where students' analysis and interpretations of media messages were respected and valued. Teachers worked to preserve students' enjoyment of media, acknowledging popular media as a valuable part of adolescent culture and identity, while encouraging critical inquiry. Media literacy activities consisted of viewing, labeling, and discussing commercial media that was relevant, accessible, and meaningful for students . Learning outcomes included: (a) increased awareness of all media messages as constructed; (b) the development of vocabulary to analyze and deconstruct media messages; (c) skill building in critical inquiry; and (d) empowerment via video production as assessment. Despite findings related to effective teaching practices, the results also indicate that curricular placement for media literacy continues to be a challenge for interested teachers and administrators. / 2031-01-02

Media-literacy education provides a way for people to assess and critically evaluate media images. Traditional media literacy programs have mitigated the negative effects of idealized media imagery such as reduced self-esteem, eating-disordered attitudes, and low body-satisfaction among women. Although education is moving increasingly to online platforms, the potential of media literacy education delivered online has not been evaluated. Based on social comparison and objectification theories, the purpose of this study was to quantitatively assess the comparative efficacy of online and face-to-face media literacy education programs. A quasi-experimental design using pre- and post-media literacy education program questionnaires was used. A mixed-method analysis of variance evaluated change in self-esteem, eating-disordered attitudes, and body satisfaction among college students. The study was conducted using a sample that included both male and female students from undergraduate classes. The study groups included traditional and online classes. Results for all three variables revealed that the media literacy education program did not have the predicted impact. Significant differences were not found between the online experimental (n = 65), face-to-face experimental (n = 50), and the online control group (n = 44) even though a significant main effect for time was found. The adverse effects of ubiquitous idealized media images remain well-documented; however, the swiftly evolving, increasingly balkanized, present-day media landscape may necessitate both an accommodating theoretical foundation and updated intervention instruments.

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I mitt arbete vill jag visa på hur man med hjälp av reklamanalys kan uppnå läroplanens för kritiskt tänkande i gymnasieskolan, samt ge eleverna en möjlighet att utveckla en förmåga att kritiska granska media. Detta sker först genom en teoretisk ram och här utreder jag begreppet media literacy och genom att finna en definition på vad kritiskt tänkande är. Sedan lyfter jag fram två pedagogiska verktyg som kan användas i arbetet med att analysera reklam, semiotisk bildanalys och textanalys. Slutligen gör jag en analys av en reklamannons och gör pedagogiska och didaktiska kopplingar till analysen. Jag visar genom mitt arbete varför det är viktigt att odla kunskaper och förmåga att kritiskt granska medietexter, och vilka pedagogiska verktyg man som lärare kan rusta sig med. / My research paper investigates the possibilities to use advertisement analysis to reach the goals of critical thinking stipulated in the Curricula för Swedish High schools, as well as providing students with an opportunity to develop skills to read media from a critical perspective. My fist step is to provide a theoretical framework, through investigating the meaning of and research on media literacy and defining critical thinking in a theoretical context. The next step is to define pedagogical tools that can be used when critically reading advertisements, and here i present elements of semiotic and linguistic analysis. Finally I analyze an advertisement to show how the methods can be used in a pedagogical context. The object of my paper is to explain why it is of vital importance to gain knowledge on how to critically examine media texts, and what pedagogical tools are available to teachers regarding critical thinking and reading skills.

This thesis examines the state of media literacy in the middle school curriculum of Virginia's public schools. Through in-depth interviews with state certified teachers of English and Language Arts, the goal was to uncover student, teacher, resource, family, classroom, school, and other structural variables that influence media literacy among students at the middle school level, while also uncovering teachers' perception of the Standards of Learning (SOLs) and the benchmarks for media literacy that are contained within those state directives. An additional purpose of this thesis is to contribute to theory building efforts so that media literacy education is better understood in academic literature, in higher education, and in K-12 curriculum. / Master of Arts

Denna uppsats granskar fem kommunala 1:1-satsningar, det vill säga projekt att ge en egen dator till varje elev. Syftet med uppsatsen är att jämföra beslutfattarnas visioner med elevernas upplevelser av det faktiska användandet. Utifrån detta är målet att identifiera hur stor vikt bilden av det medialiserade samhället hade vid beslutet av dessa satsningar och eventuellt fortsätter ha i det nuvarande användandet av tekniken. Frågeställningen fokuserar på hur stor roll bilden av det medialiserade samhället spelade i beslutsprocessen. Dessutom har ett par underfrågor formulerats för att tydliggöra arbetet. Uppsatsens teoretiska ramverk grundar sig främst i medialiseringsteorin och media literacy. Dessutom presenteras kommunikativa strategier, top-down och bottom-up samt Maslows behovstrappa för att ytterligare kunna problematisera de empiriska resultaten. Den metod som använts är kvalitativa samtalsintervjuer med både elever och beslutsfattare. Dessa har sedan transkriberats och analyserats utifrån de tidigare nämnda teorierna i tre analysteman; beslut, implementering och användning. Uppsatsen påvisar att det medialiserade samhället skapade ett upplevt måste för skolorna att följa med i teknikutvecklingen vilket underbyggde besluten för de flesta 1:1-satsningar. I och med ett beslut som med tydlighet anspelar på ett top-down-perspektiv skapas en ytlig instruktionsgrund till användarna. Tillgången till bara ett fåtal instruktioner skapade ett behov av att lärare och elever själva bildade sig en uppfattning om hur datorerna skulle användas på bästa sätt. Den nivå av mediekompetens som studien uppvisar indikerar även på att den i vissa fall är överskattad från beslutsfattarhåll. Detta har i sin tur lett till att det förändrade arbetssätt, som var beslutsfattarnas mål, främst syns genom ett utbyte av skrivdon från papper och penna till datorer hos eleverna.

It is difficult to deny the ubiquitous nature of our mediated landscape in the United States. With the plethora of mediated messages come media related risks for children. Training in media literacy is one way to combat these risks. Unfortunately, most American public school media literacy standards are in need of improvement. This project examines how media literacy functions in American K-12 public schools. It not only applies a standard of assessment for media literacy standards, but also provides a synopsis of the range of advanced to poor programs across the country. Then, suggestions for improving lacking programs are revealed in a case study on Texas’ advanced media literacy program.

The media impact how people perform their gender, and play an important role in the reproduction of gender binary. Media representations of gender can be described as hegemonic in the sense that, because of their complexity, they contribute to the reproduction of gender norms by otherwise agentic audiences. Media literacy education offers useful strategies for helping audiences question media representations of gender, allowing them to trouble the hegemonic system that keeps inequalities in place. This dissertation answers the question: How do high school students respond to the instruction in a media literacy program informed by gender studies and scholarship on media representations? To answer this question, I used ethnographic methods and the case study approach. My main findings are: (1) Classes that involve analysis of media representations of gender have an agenda-setting effect on students, helping them notice problematic media messages and connect them to social problems and inequalities. (2) Media and gender classes can encourage students to engage in social action, even without the teacher’s prompting. (3) Media and gender classes are not part of a standard curriculum, and teachers choose to include them because they are passionate about gender inequalities. This is why these teachers might lean towards the protectionist approach. (4) Students might embrace teachers’ message about the value of gender equality and diversity, but keep their implicit biases unchecked. Teachers should think of ways to address these biases in the classroom. (5) In order to help students acquire a balanced set of media literacy skills, it is important to work on all competencies of the AACRA model of media literacy education: Access, Analyze, Create, Reflect, and Act. / Media & Communication

Šiame amžiuje nebeužtenka tik gebėti skaityti ir rašyti. Šiandien žmogus privalo orientuotis globaliame ir komercializacijos įtakos persunktame pasaulyje, kuriame reikia gebėjimo kritiškai vertinti ir interpretuoti visuomenėje vykstančius procesus, žiniasklaidoje pateikiamą informaciją. Žiniasklaidos raštingumas (angl. media literacy) – procesas, kurio metu ugdomas gebėjimas kritiškai mąstyti, analizuoti ir vertinti žiniasklaidos siunčiamus pranešimus. Žiniasklaidos raštingumas – jaunų žmonių kritinių ir kūrybinių gebėjimų vystymasis. Nors kitose šalyse žiniasklaidos raštingumo ugdymas vidurinėse mokyklose pradėtas dėstyti dar septintajame dešimtmetyje, tačiau Lietuvoje šis procesas tik dabar pradeda įsitvirtinti ugdymo sistemoje. Šio darbo tyrimo objektas – moksleivių žiniasklaidos raštingumo ugdymas. Darbo tikslas – įvertinti žiniasklaidos raštingumo ugdymo poreikį, patirtį ir galimybes Lietuvoje. Siekiant šio tikslo iškeliami šie uždaviniai: išnagrinėti žiniasklaidos raštingumo sąvokos vartojimo ir apibrėžimo tendencijas mokslinėje literatūroje ir oficialiuose dokumentuose, išanalizuoti proceso atsiradimo ir poreikio aspektus šiuolaikinėje visuomenėje ir situaciją Lietuvoje. Įvertinti programos ekspertų, mokytojų ir žurnalistų nuomonę dėl žiniasklaidos raštingumo programos poreikio ir naudingumo vidurinėse mokyklose bei ištirti programoje dalyvaujančių moksleivių žinias ir įgūdžius, vertinant žiniasklaidoje pateikiamą informaciją. Kad atlikti šiuos uždavinius... [toliau žr. visą tekstą] / In this age it is not enough merely to read or write. These days a person has to orient in the world marked by globalisation and commerce, where in a compentence is needed to critically evaluate and interpret the ongoing society processes and the information proposed by mass media. Media literacy is a process during which an ability of thinking, analizing and evaluating critically the outgoing mass media messages is being developed. Media literacy is a development of young people‘s critical and creative abilities. Even though the education of media literacy was begun to be taught at secondary schools already in the seventies of the previous century, in Lithuania this process has merely begun to be entrenched in the system of education. The object of this research is the education of pupils‘ media literacy. The purpose of the work is to evaluate the need, experience and the opportunities of mass literacy education in Lithuania. The tasks aiming for the purpose are the following: to examine the tendencies of the use and the definition of the concept of media literacy in the scientific literature and official documents; to analyze the aspects of the nascency and the need of the process in modern society as well as to analyze the situation in Lithuania. To evaluate the opinion of the teachers, journalists and experts of the programme on the need and the benefit of the media literacy programme in secondary schools as well as examine the intelligence and skills of the pupils... [to full text]

This thesis describes current options of measuring of media literacy level of elderly and possi- bilities of increasing such value of this kind of population. The goal of this thesis is to analyze possibilities of media literacy level measurements considering specifics of elderly population and identify possible media literacy development of elderly population in Czech Republic. This work focuses on basic definitions, concepts, models and connections of media and media liter- acy. The next part of the work talks about exact measurements possibilities and specifics of the measurements of senior population and also discusses possible development options currently available for seniors in Czech Republic. An empiric part of the work deals with analyses of media literacy research in Czech Republic between years 2016-2020 which were explicitly focused on elderly population or grown-up population where elderly population was part of it. Keywords media, media literacy, elderly, media education, level of media literacy, development of media literacy