Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 94 p. Includes bibliographical references.

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: According to recent research done in the field of media ethics, it seems that there is a need to complement studies on systematic normative ethics with more flexible theories such as those proposed by the field of Philosophy and Sociology. This assignment would like to prove that a more holistic model of moral reasoning should be considered based on the point of departure that the media and media practitioners find themselves in a postmodern world. The aim of this assignment is to examine the possibility of a postmodern ethics as a more authentic attempt by which the concept media ethics can be understood and applied. This assignment is a contribution towards the re-examination of media ethics in terms of a postmodern understanding of reality, truth and meaning, as well as an exploration of their practical implications in the context of a postmodern society such as South Africa and its media. According to the postmodern understanding of the concepts truth and meaning in relation to the postmodern understanding of reality, the postulated principles will define responsible journalism (media ethics) as journalistic action that takes into account how people (news consumers and sources of news) form their understanding of reality in a postmodern context. What purports to be reality in the news is inevitably a reconstruction of reality that fits the needs and requirements of journalistic practice. In this light, responsible journalism can be understood as journalistic action that creates a more holistic, authentic understanding of "reality" and how people understand themselves and others in the world they live in. Most people are informed by the media about themes such as the cloning of human beings, the war in Iraq, the attack on the World Trade Centre and genocide in Rwanda and not because of having been there themselves (direct experience). The way in which the media reports about events does influence the way in which media users make sense of the world in which they live. / AFRIKAANSE OPSOMMING: Na aanleiding van onlangse navorsing gedoen in die gebied van media-etiek, blyk daar 'n behoefte te wees om sistematiese normatiewe etiek met meer omvattende teorieë aan te vul, soos voorgestel in die studie rigtings van Filosofie en Sosiologie. Hierdie werkopdrag wil bewys dat, indien in ag geneem word dat die perswese homself in 'n postmoderne wêreld bevind, 'n meer holistiese modeloorweeg kan word vir diskoerse in media-etiek. Die doel van die werkopdrag is om die moontlikheid van 'n postmoderne etiek te ondersoek as 'n meer outentieke benadering waarvolgens die konsep media-etiek verstaan en aangewend kan word. Die werkopdrag lewer 'n bydrae ten op sigte van 'n herevaluasie van media-etiek in terme van 'n postmodernistiese lees van realiteit, waarheid en betekenis. Die praktiese implikasies van 'n postmoderne media-etiek in die konteks van 'n postmoderne samelewing, soos dié van Suid-Afrika en die Suid-Afrikaanse media, salondersoek word. Na aanleiding van 'n postmoderne interpretasie van die konsepte waarheid, betekenis en realiteit, stel die werkopdrag 'n raamwerk voor waarbinne verantwoordelike joernalistiek op etiese wyse beoefen word en rekening hou met die postmoderne interpretasie van die samelewing. Dit is onvermydelik dat dit wat as werklikheid in die nuus daargestel word, 'n rekonstruksie van die werklikheid is om aan die behoeftes van joernalistieke praktyke te voldoen. In die lig van bogenoemde, kan verantwoordelike joernalistiek gedefinieer word as joernalistieke optrede wat 'n meer holistiese, outentieke interpretasie van die werklikheid en begrip van die leefwêreld oordra.

This thesis explores the relationships and experiences that young adults have with and within complicated and always changing new media environments, such as those afforded by social media platforms and mobile media applications. By analyzing the ways in which digital realms are both open and interconnected and also marketized and restricted, this thesis explores how a contemplative approach to new media literacy pedagogy could help young adults to perceive new media from multiple, contradictory viewpoints at once, thereby supporting them in creating healthy, productive, creative, and imaginative relationships with the digital and public technologies mediating their lives, at the same time mitigating the challenges associated with commercialized, habituated new media experience. This thesis takes an auto-ethnographic approach, merging personal narratives with qualitative interpretations of where philosophies of technology, theories of media literacies, and the results of focus group studies intersect.

abstract: This experimental pretest-posttest design study extended the field of media literacy research to pre-professionals in the entertainment industry. Specifically, it investigated the effects of lecture, film screenings and focused discussions on media literacy general awareness, comprehension, critical thinking and attitudes about filmmakers' responsibility after a unit of instruction on media violence designed specifically for university film majors. Inherent in this process was an attempt to create a valid instrument for measuring media literacy awareness, comprehension, critical thinking and attitudes about social responsibilities among future media makers. Items were presented from the perspective of a creator of entertainment products. A demographic survey was used to collect data on past media literacy education and media viewing habits of this niche group, while evaluation data provided insights into the thought processes of students as they considered issues of media literacy -- sometimes for the first time -- in their own lives, in the lives of others, and in their future careers. Factorial analysis was used to test the effectiveness of the instrument. Analyses of variance were employed to measure pretest-posttest differences in treatment groups and Paired Samples T-tests to measure differences across the entire sample. Responses to open-ended evaluation questions were analyzed and coded and presented by item. Results showed positive changes in comprehension and filmmaker responsibility attitudes across treatment groups and significant positive differences in media awareness and critical thinking among students across treatment groups. Results did not align with treatment groups: the students who watched film clips and participated in focused discussions gained knowledge but did not achieve significantly greater mean scores than those who did not participate in these treatments. Findings support those in the research literature that holistic media literacy instruction, which incorporates aspects of creating as well as consuming entertainment products, can open new pathways of criticality about media issues. Media should be presented in context and with direction from the instructor. In eight evaluation items, some 90% of the young media makers agreed that the media violence lesson influenced their thinking and that they would consider material taught in this lesson when creating future media products. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2014

abstract: Long before “fake news” dominated the conversation within and about the media, media literacy advocates have championed the need for media literacy education that provides the tools for people to understand, analyze, and evaluate media messages. That the majority of U.S. adults now consume news on social media underscores the importance for students of all ages to be critical users of media. Furthermore, the affordances of social media to like, comment, and share news items within one’s network increases an individual’s responsibility to ascertain the veracity of news before using a social media megaphone to spread false information. Social media’s shareability can dictate how information spreads, increasing news consumers’ role as a gatekeeper of information and making media literacy education more important than ever. This research examines the media literacy practices that news consumers use to inform their gatekeeping decisions. Using a constant comparative coding method, the author conducted a qualitative analysis of hundreds of discussion board posts from adult participants in a digital media literacy Massive Open Online Course (MOOC) to identify major themes and examine growth in participants’ sense of responsibility related to sharing news information, their feeling of empowerment to make informed decisions about the media messages they receive, and how the media literacy tools and techniques garnered from the MOOC have affected their daily media interactions. Findings emphasize the personal and contextual nature of media literacy, and that those factors must be addressed to ensure the success of a media literacy education program. / Dissertation/Thesis / Doctoral Dissertation Journalism and Mass Communication 2018

Submitted by MONIQUE AMÁLIA MOREIRA CAMPOS null (monique.campos@hotmail.com) on 2016-06-13T14:33:34Z No. of bitstreams: 1 DIS_MEST20160304_CAMPOS MONIQUE AMALIA MOREIRA.pdf: 2606555 bytes, checksum: 0c6ef957eb7e6ab367eb074a00352702 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-06-15T19:50:35Z (GMT) No. of bitstreams: 1 campos_mam_me_arafc.pdf: 2606555 bytes, checksum: 0c6ef957eb7e6ab367eb074a00352702 (MD5) / Made available in DSpace on 2016-06-15T19:50:35Z (GMT). No. of bitstreams: 1 campos_mam_me_arafc.pdf: 2606555 bytes, checksum: 0c6ef957eb7e6ab367eb074a00352702 (MD5) Previous issue date: 2016-03-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Sendo a Biologia uma ramo da ciência em constante mudança, os materiais didáticos muitas vezes não conseguem acompanhar essas atualizações. Uma forma de superar esse obstáculo é aliá-los a conteúdos noticiosos, provindos de materiais multimidiáticos que podem, por exemplo, ser textos de divulgação científica. Para que o conteúdo seja trabalhado de forma crítica, a fim de se concretizar um letramento científico, pode-se fazer uso de várias abordagens, tanto no ensino de ciências quanto as presentes na mídia educação. Portanto, esse caráter interdisciplinar resulta em alguns questionamentos: como trabalhar mais de uma abordagem/ perspectiva de ensino; em que medida o professor consegue aplicar a proposta em sala; e por fim, quais são as dificuldades que ele enfrenta e como superá-las. O objetivo geral da pesquisa foi estudar se o professor consegue aliar e trabalhar abordagens de ensino investigativo e de mídia educação, partindo de explicações prévias (de reuniões), a fim de relacionar o cotidiano do aluno com a matéria estudada através de um tema controverso em um material midiático. Assim, a pesquisa assumiu caráter de investigação qualitativa (ALVES-MAZZOTTI, 1991; BOGDAN E BIKLEN, 1994; CARVALHO, 2004), na qual os dados foram analisados na perspectiva análise de conteúdo categorial (FERREIRA e LOGUERCIO, 2014). As abordagens de ensino por investigação e mídia educação, objetivando um letramento científico, podem ser trabalhadas juntas, já que apresentam características em comum e até complementares. Dos aspectos analisados, podemos concluir que a visão do professor sobre o material midiático, apesar de positiva, não se fez eficaz na perspectiva da mídia educação. Evidenciamos, assim, a necessidade de cursos iniciais e de formação continuada que contemplem as pesquisas acadêmicas de modo realista a se ajustarem ao cotidiano do professor. A pesquisa se mostra relevante para pensarmos um ensino plural, cada vez mais mutável, com forte influência dos meios de comunicação e alunos cada vez mais autônomos e questionadores. / Since Biology is a constantly changing field of science, teaching materials often cannot follow these updates. A way to overcome this obstacle is ally them to the news content, stemmed from multimediatic materials that can, for example, be scientific texts. For content to be worked critically, in order to achieve scientific literacy, various approaches can be used, both in science education as those present in media education. Therefore, this interdisciplinary character leads to some questions: how to work more than one approach / education perspective; how far the teacher can apply the proposal in the classroom; and finally, what are the difficulties he faces and how to overcome them. The overall objective of the research was to study if the teacher is able to combine and work with nvestigative teaching approaches and media education, from previous explanations (meetings) in order to relate the daily life of the student with the subject studied by a controversial topic by a media material. Thus, the research took a qualitative research character (ALVES-MAZZOTTI, 1991; BOGDAN And BIKLEN, 1994; CARVALHO, 2004), in which the data were analyzed from the perspective categorical content analysis (FERREIRA and LOGUERCIO, 2014). The inquiry teaching and media literacy approaches, aiming at a scientific literacy, can be worked together, since they have common characteristics and even complementary. We conclude from the analyzed aspects that the teacher's view of the media material, although positive, was not effective in media literacy perspective. It was shown thus the need for initial and continuing education courses that address the academic research realistically to fit the teacher's daily life. The research shows itself relevant to think in a plural education, increasingly changeable, with strong influence of the media and students increasingly autonomous and questioning. / CAPES: 2016SLR04898

Submitted by Mariana Cerigatto (maricerigatto@yahoo.com.br) on 2018-04-09T20:27:04Z No. of bitstreams: 1 relatorio_final_tese_mariana_cerigatto..pdf: 3815929 bytes, checksum: 67c02cde9ce0d2327dcdfecb988b79c7 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-04-10T14:27:23Z (GMT) No. of bitstreams: 1 cerigatto_mp_dr_mar.pdf: 3815929 bytes, checksum: 67c02cde9ce0d2327dcdfecb988b79c7 (MD5) / Made available in DSpace on 2018-04-10T14:27:23Z (GMT). No. of bitstreams: 1 cerigatto_mp_dr_mar.pdf: 3815929 bytes, checksum: 67c02cde9ce0d2327dcdfecb988b79c7 (MD5) Previous issue date: 2018-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A cultura da participação, promovida pelas tecnologias digitais, renova o cenário da informação e da comunicação, assim como faz surgir demandas inéditas de alfabetização. Com a disponibilidade de diferentes conteúdos e informações, surgem novos desafios à área de competência informacional. Este estudo contribui para acrescer respaldo teórico à competência informacional no ambiente vivenciado das novas tecnologias, identificando as contribuições da competência midiática para a caracterização e avaliação crítica de conteúdos midiáticos enquanto fonte de informação, disseminados diariamente na internet. A pesquisa foi desenvolvida através de um levantamento sistemático da literatura científica da área de competência informacional (information literacy) e de competência midiática (media literacy), através de pesquisa bibliográfica. Também foram analisados documentos de entidades internacionais significativas da área para levantar a visão dessas instituições quanto à articulação das duas áreas, qual a noção de competência midiática que se faz, entre outras categorias. Os documentos foram selecionados a partir da sua relevância para a temática, por meio de busca nos sites oficiais das instituições. Foram priorizados documentos com data mais atual e que inserem a competência informacional também em contexto acadêmico. Os dados levantados foram analisados de forma qualitativa, utilizando-se a análise de conteúdo. Os resultados gerais apontam que, apesar das duas áreas possuírem origens e desenvolvimento acadêmico muito distintas, ambas possuem objetivos em comum e que poderiam, em um projeto conjunto, contribuir para o desenvolvimento de competências no cenário digital, principalmente. Identificou-se que a information literacy não incorporou em seus estudos e projetos aplicados a compreensão crítica da informação em diversos contextos, especialmente no que se refere à avaliação de conteúdos que não estão restritos somente a ambientes acadêmicos. A pesquisa evidencia a necessidade da área olhar para os diversos conteúdos produzidos fora dos muros das universidades, tais como os conteúdos midiáticos difundidos na internet, e também das mídias tradicionais. Foram identificadas algumas lacunas quanto à atualização do conceito de fonte de informação e à necessidade de aprimorar critérios de avaliação diante conteúdos acessados diariamente pela população nas redes sociais, por exemplo. A avaliação pode recorrer a critérios desenvolvidos pela media literacy, por exemplo, para uma análise mais crítica. O distanciamento entre a informatio literacy e a media literacy é confirmado no levantamento de pesquisas sobre a articulação dos dois campos e ainda na análise de documentos de competência informacional que, apesar de considerarem as mídias como objetos de estudo e relevantes fontes de informação, quase não há recomendações sobre como se deve trabalhar com elas dentro de uma proposta de desenvolvimento de letramento informacional. Foi possível reforçar cenários de alfabetização em que a articulação e os conhecimentos das duas áreas são indispensáveis. Acredita-se que a tese possa colaborar com o fortalecimento teórico da área de competência informacional em trabalhos aplicados, para que alcancem um melhor preparo dos indivíduos para lidarem com as mídias enquanto fonte de informação, em particular no contexto escolar. / The culture of participation, promoted by digital technologies, renews the information and communication scenario, as well as unprecedented demands for literacy. With the availability of different contents, the great availability of information, among other recent phenomena on the Internet, new challenges arise in the area of information literacy. This study contributes to increase theoretical support for informational competence in the new technologies and culture of participation, identifying the contributions of media competence for the characterization and critical evaluation of media contents as a source of information, disseminated daily on the internet. The research was developed through a systematic survey of the scientific literature in the area of information literacy and media literacy, through bibliographic research. Also analyzed were documents of significant international entities of the area to raise the vision of these institutions regarding the articulation of the two areas, what is the notion of media competence that is done, among other categories. The documents were selected based on their relevance to the theme, through search of the official sites of the institutions. Priority was given to documents with a more current date that include informational competence in an academic context. The collected data were analyzed in a qualitative way, using content analysis. The general results indicate that, although the two areas have very different origins and academic development, both have common objectives and could, in a joint project, contribute to the development of skills in the digital scenario, mainly. It was identified that information literacy did not incorporate in its studies and applied projects the critical understanding of the information in diverse contexts, especially with respect to the evaluation of contents that are not restricted only to academic environments. The research evidences the need of the area to look at the diverse contents produced outside the university walls, such as the media contents spread on the internet, as well as traditional media. Some gaps have been identified as updating the concept of information source and the need to improve evaluation criteria against content accessed daily by the population in social networks, for example. The evaluation may use criteria developed by media literacy, for example, for a more critical analysis. The distance between informatio literacy and media literacy is confirmed in the survey of the articulation of the two fields and also in the analysis of documents of informational competence that, although they consider the media as objects of study and relevant sources of information, there are few recommendations on how to work with them within an information literacy development proposal. It was possible to reinforce literacy scenarios in which the articulation and knowledge of the two areas are indispensable. It is believed that the thesis can collaborate with the theoretical strengthening of the area of informational competence in applied works, so that they can better prepare individuals to deal with the media as a source of information, particularly in the school context.

Esta tese apresenta um mapeamento da experiência de oficinas e cursos livres audiovisuais gratuitos no Brasil, entre 1990 e 2009, a partir dos desafios, práticas e trajetórias pedagógicas compartilhadas pelas entidades que os promovem. Buscou-se estabelecer as principais intencionalidades, sistematizar meios comuns e apresentar meios extraordinários utilizados para promovê-las, bem como refletir sobre os principais resultados obtidos, na tentativa de identificar como e quando encontram o melhor de seu potencial. Para tanto realizamos e aplicamos 198 questionários e entrevistas, com profissionais oriundos de 70 entidades de todo o país, cujos resultados serviram de ponto de partida para as análises subsequentes. Os dados coletados e análises realizadas indicaram que os profissionais de tais entidades revisitam e em alguma medida recriam princípios filosóficos, teorias e práticas de campos correlatos da educação, especialmente do subcampo que identificamos como o das educações alternativas e democráticas. As entidades vêm alcançando excelentes resultados sob parâmetros diversos, o que sugere que tais princípios filosóficos, teorias e práticas integradas à promoção de aprendizados como o audiovisual têm potencial para promover a superação de desafios crônicos do âmbito das escolas formais e inspirar o desenvolvimento de políticas públicas. / The present work introduces a mapping of the experience of cost-free media workshops and courses in Brazil, between 1990 and 2009, based on the shared educational challenges, practices and histories of the entities that provide them. The aim was to establish major intents, systemize common strategies and present extraordinary strategies that are used to provide them, as well as reflect on the major results obtained, with view to identifying how and when they achieve their best potential. For that purpose we have designed and employed 198 questionnaires and interviews with professionals from 70 entities around the country, the result of which served as an offset for subsequent analyses. The collected data and the analyses carried out have shown that the professionals from such entities revisit and to some extent recreate theories, practices and philosophical principles from correlated fields of education, especially from the subfield we have identified as pertaining to alternative and democratic education. These entities have been achieving excellent results by many standards, which suggests that such theories, practices and philosophical principles integrated to the promotion of literacies, such as media literacy have a potential to encourage the overcoming of chronic challenges faced by formal schools and to bring about the development of public policies.

O estudo situa o conceito \'educomunicação\' enquanto área do campo da inter-relação comunicação/educação. Há, para tanto, revisão epistemológica que contempla o tempo histórico da formação do pensamento prevalente na Escola Crítica Latino-americana de Comunicação, com reflexos nas relações de ensino-aprendizagem. Uma investigação, pois, compreendida por fenômenos socio-históricos da comunicação e da educação e centrada no protagonismo de uma audiência que pode ser compreendida tanto como parte das relações dialógicas da comunicação mediada pela tecnologia como presente nas interações, cognitivas, no espaço da educação formal e não-formal. Da condição de receptor de conteúdos e enunciados hegemonicamente produzidos pela mídia e pelas representações de Estado, mercado e Igreja, aqui postas como hegemonia plena, o sujeito social da contemporaneidade apropria-se das linguagens e, mediante uso de plataformas tecnológicas diversas, aceita ou não os processos comunicacionais que integra, com suficiência para alterá-los ao passo em que também é parte (re)produtora de iguais fluxos de informação. Tais fenômenos configuram o habitus no Paradigma Educomunicativo, uma vez que o indivíduo é aqui compreendido como tendo visão crítica nata, sob permanente influência dominadora das forças do Estado, mas com suficiência para romper com os modelos de desenvolvimento vigentes. É desse contexto que surge o questionamento acerca da competência \'educar para os meios\', parte conceitual da educomunicação, considerando que os processos de letramento transcorrem sob a égide das forças dominadoras da hegemonia. A contextualização do habitus no Paradigma Educomunicativo é feita, epistemologicamente, mediante revisão bibliográfica acerca do trajeto histórico de formação do conceito educomunicação. / The study was carried out to situate the concept of \'educommunication\' as an area of the field of the communication/education interrelation. Therefore, there is an epistemological revision that contemplates the historical time of the formation of the prevailing thought in the Latin American Critical School of Communication with reflexes in the teaching-learning relations. Hence, it is an investigation comprehended by socio-historical phenomena of communication and education, and centered in the protagonism of an audience that can be understood both as part of the dialogic relations of communication mediated by technology, and as present in the interactions, cognitions, in the formal and non-formal spaces of education. From the condition of recipient of contents and statements hegemonically produced by the media, and by the representations of State, market, and Church, here understood as full hegemony, the social subject of contemporaneity appropriates himself of languages through the use of different technological platforms, and accepts or not the communicational processes he integrates with sufficiency to change them to the step where he is also a (re)productive part of information flowing. Such phenomena configure the habitus of the Educommunication Paradigm, since the individual is here comprehended as having a critical natural vision under permanent dominating influence of the forces of the State, but with sufficiency to break the current models of development. From this context arises the questioning about the competence for the teaching of a broadly educational environment; a conceptual part of educommunication, considering that the processes of literacy proceed under the aegis of the dominant powers of hegemony. The contextualization of the habitus in the Educommunicative Paradigm is done, epistemologically, through a literature review about the historical development of the educommunication concept.

Mit Blick auf die Rolle auf Bildung, Medien insbesondere neue Medien hat sich die öffentliche Aufmerksamkeit für eine lange Zeit angezogen. Obwohl zahlreiche Forschungen und Publikationen auf diesem Gebiet durchgeführt und veröffentlicht wurden, bleibt es zurzeit auch noch eines populärer Thema. Bei Durchführung und Analysieren der Fragebogen und Interviews konzentriert diese Dissertation sich auf die Beschreibungen der medienpädagogischen Kompetenz und Einstellung der Lehrer der chinesischen Berufsschule und wurden eine Vergleich zwischen Deutschland und China bearbeitet, um die Gestaltungsvorschläge zur Verbessern der Medienkompetenz der Lehrer in chinesischen Berufsschule zu bieten.