This diploma thesis deals with a phenomenon of influencers - specifically how do these producers of media content perceive their audience. The goal of this diploma thesis is to identify and understand the behavior and culture of followers from the perspective of influencers in the context of media literacy. Nowadays anyone with an internet connection can become a follower of an influencer and basic knowledge about the cyberspace is not necessary. Thanks to the qualitative research among six different influencers this diploma thesis does offer theoretical and empirical point of view on a behavior, culture and media literacy of a young digital audience. The first part of the diploma thesis is dedicated to theoretical knowledge related to the digital audience, internet and danger that comes with the usage of cyberspace as well as media literacy in the context of a new media. The next part focuses on the interpretation of the methodology of research, followed by the presentation of results of the conducted research and their summary. Based on the research the author found out that participating influencers are aware of a connection between their behavior and hobbies and behavior and hobbies of their influencers. Subjects of the research perceive their audience in a positive way, their feedback is important to...

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...

This diploma thesis focuses on social networks and their usage in media education at a lower secondary school. The thesis exclusively deals with Facebook and Instagram and is divided into two parts, the theoretical one and the practical (empirical) one. The theoretical part studies both types of social networks and presents their development. Moreover, it focuses on the specifics of electronic communication and alludes to other topics such as media communication, media literacy, media education etc. The concluding passages of the theoretical part then focus on the relationship between media education and the curricular documents of the Czech educational system. The following practical part applies the outcomes of the theoretical part. Firstly, it takes into account works of several Czech linguists on whose findings the empirical analysis rests. Secondly, the reasons why media education should be present in education are listed. In its main part, the thesis then presents an analysis of selected material related to media education and offers possible methodological suggestions relevant to media education. The outcomes of those suggestions for the curricular documents are present, too. Finally, it also copes with research conducted on Czech language teachers and their stance towards Facebook and...

Vårt samhälle blir alltmer digitaliserat och för generationer födda innan internets intågande i hemmen har inte användandet av internet och sociala medier alltid varit en självklarhet. Därför undersöker denna studie hur sociala och personliga aspekter hos svenska personer över 70 år påverkar motivation och attityd i användandet av sociala medier, hur de upplever sin digitala kunskap, hur de upplever att de förhåller sig källkritiskt till information på sociala medier och om de sprider informationen vidare. Studien använde sig av teorier om digitala klyftor, mediekompetens, falsk information och källkritik och genomfördes genom kvalitativa intervjuer. Resultatet visade att sociala aspekter har stor betydelse för deltagarnas motivation och attityd i användandet av sociala medier och att deltagarna upplever brister i sin digitala kunskap, men att få ville vidareutveckla den. De flesta upplever att de tänker källkritiskt kring information som de anser är av viktigt och om den inte bedöms vara viktig kontrolleras den inte. Deltagarna i denna studie anser sig inte sprida information från sociala medier i någon större utsträckning. / Our society is becoming increasingly digital and for generations born before the Internet became an integrated part of peoples home the use of the internet and social media has not always been an obvious part of daily life. Therefore, this study examines how social and personal aspects affect motivation and attitude in the use of social media in Swedish people over the age of 70, how they experience their digital literacy, how source critical they experience themselves to be towards information on social media and whether they are spreading the information to others. The study used theories of digital divide, media literacy, misinformation and source criticism and was conducted through qualitative interviews. The results showed that social aspects are of great importance for the participants' motivation and attitude in the use of social media and that the participants experienced shortcomings in their digital literacy, but few wanted to further develop it. Most of them experience that they think critically about information that they consider to be important and if it is not deemed to be important, it is not checked. The participants in this study do not consider themselves disseminating information from social media to any great extent.

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This study centres on the psychological effects new digital media, like the internet and cellphones, have on adolescents. Although the internet has enormous benefits, it also poses a host of risks that can make adolescents vulnerable to victimisation and/or developing associated psychosocial problems. Characterisations of adolescents’ social relationships in the internet medium, as well as the investigation of the continuity between digital media literacy and online social behaviours, carry high relevance for developmental psychology. It is during the adolescent period that peer interactions arguably hold the greatest importance for individuals’ social and behavioural functioning. Using a logic model for evaluation, the researcher conducted an exploratory research study on digital media use among adolescent learners aged 13 to 15 years to determine whether schools could guide them to think critically for themselves about the entire realm of these new media. The data were gathered from school principals, teachers, parents and learners from three secondary schools in Gauteng Province, which were purposely selected to represent different socio-economic circumstances. A total of 230 people (n=230) participated in the research. Mixed research methods were employed in this study. The quantitative research methods supported the qualitative research methods. The literature review suggested that current media literacy education, which forms part of the Life Orientation curriculum, does not enable learners to think critically or make informed choices about their behaviour in the digital world – because it incorporates neither ethics nor responsibility. One of the main aims of the study therefore was to investigate the importance of expanding existing media literacy education, namely by incorporating two additional learning categories in the curriculum: Digital Safety and Security, and Digital Citizenship. These additional learning categories were introduced in the form of lessons by the teachers participating in the study. A think aloud strategy was used whereby learners verbalise what they were doing and learning while engaging in the digital media literacy lesson activities. The learners’ verbalisations were used to ascertain what learning was occurring in the classroom. The experimental group demonstrated an increase in critical thinking from pre- to post-evaluation. This research therefore proposes that the signature element of intervention strategies for inappropriate online behaviour be to create a “culture of critical thinking”. This implies greatly reducing the risks cyberspace pose, and at the same time enhancing adolescents’ abilities to use it in ways that create and deepen healthy relationships – in the digital as well as the real world. / Psychology / D. Litt. et Phil. (Psychology)

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.