The purpose of this study was to examine the usage and occurrence of media literacy in relation to literature studies in the senior level of the nine-year compulsory school. The questions at issue were; How do teachers and students look upon media literacy and how is this attitude reflected in their education? How do teachers incorporate media literacy with literature studies? What attitudes do students have towards their teachers’ education of media literacy and literature studies? The study took place in two cities in Sweden. It consists of eighteen qualitative interviews with six teachers and twelve students. The study shows that teachers have different attitudes towards media education in relation to literature studies. When teachers use media in their classroom movies tend be more common. Many teachers had difficulties with media education; it’s a question about time and technical resources. Some of the students were satisfied with their education. Some students wanted to include more media types with the literature studies, like blogs, but they didn’t share this with their teachers. / Syftet med detta examensarbete var att undersöka om det vidgade textbegreppet förekommer och hur det används i samband med skönlitteratur i svenskundervisningen på högstadiet. Frågeställningarna vi utgick från i arbetet var: Vilken syn har lärare och elever på det vidgade textbegreppet och hur avspeglas detta i undervisningen? Hur arbetar svensklärare med skönlitteratur ur ett undervisande perspektiv i samband med ett vidgat textbegrepp? Hur ser eleverna på sin svensklärares skönlitteraturundervisning i relation till det vidgade textbegreppet? Studien är gjord i två mellanstora grannkommuner i södra Sverige, den består av arton kvalitativa intervjuer med sex lärare och tolv elever. Resultatet visar att lärare har olika syn på det vidgade textbegreppet i skönlitteraturundervisningen. När lärare använder medier i klassrummet blir det vanligtvis film. Undersökningen visade även att flera lärare stöter på svårigheter i samband med mediepedagogiken, det handlar om allt från resurser till tidsbrist. Många av elever var nöjda med undervisningen. En del ville arbeta med fler medier som t.ex. bloggar, men detta framförde dem inte till sina lärare.

As possibilidades e os limites da formação continuada de docentes para a incorporação crítica e dialógica dos meios de comunicação e suas linguagens, em sala de aula, são investigados a partir do estudo de caso do curso Pedagogia da Imagem, promovido pelo Museu da Imagem e do Som de Campinas, nos anos de 2006 e 2007. Observando a situação de formação como um fenômeno comunicativo, foi desenvolvido um estudo de recepção, com foco nas mediações culturais que nele atuam, no contexto em que ele se dá e nos sentidos construídos e legitimados pelas suas participantes. Situada no campo que atravessa as áreas da Comunicação e da Educação, denominado Educomunicação, a pesquisa assume o compromisso ético e político com a construção da autonomia dos sujeitos do processo educativo e se apóia nos conceitos de reflexividade e profissionalização e na abordagem social da formação de professoras. O edifício metódico foi construído a partir da Teoria da Estruturação de A. Giddens, gerando categorias de análise que articulam as dimensões subjetivas (significação da/na prática pedagógica), estruturais (contexto escolar e suas determinações sociopolíticas e econômicas) e coletivas (identidade e consciência profissional). A coleta de dados associou procedimentos quantitativos (aplicados ao universo das participantes do grupo) e qualitativos (estudos em profundidade realizados junto a uma amostra de quatro escolas municipais). Os resultados apontam para a complexidade dos fatores envolvidos na construção e avaliação de programas bem-sucedidos de formação docente, bem como para a relevância do desenvolvimento de propostas educomunicativas no ambiente escolar. / The possibilities and the limits of teachers formation, for a critical and dialogic assimilation of media and its languages, in classrooms, are investigated through the case study of Pedagogia da Imagem course, offered by Museu da Imagem e do Som de Campinas, during 2006-2007. Watching the formation situation as a communicational phenomenon, a reception study was developed, with focus on the cultural mediations that act on it, the context in which it happens and the meanings produced and legitimated by its participants. Settled on the field that goes through the areas of Communication and Education, named Educommunication, the research has an ethical and political commitment to build the autonomy of the individuals of the educational process, and it is supported by the concepts of reflexivity and professionalization, and the social approach to teachers formation as well. The methodic building was raised from the Structuration Theory, of A. Giddens, originating analysis categories that articulate three dimensions: subjective ones (meanings of/on pedagogical practice), structural ones (school context and its sociopolitical and economic determinations) and collective ones (professional identities and consciousness). The data collection associated quantitative procedures (applied to the whole group of participants) and qualitative ones (in-depth studies developed with four public schools). The results point to the complexity of the aspects involved on creation and evaluation of successful programs for teachers formation, and to the importance of developing educommunicational projects on school environment.

Die vorliegende Arbeit setzt sich mit der Frage der Kompetenzen der Lehrenden in Zusammenhang mit dem Lehren und Lernen mit digitalen Medien und über digitale Medien an Schulen auseinander. Notwendige Voraussetzungen für die Erstellung eines Kompetenzmodells für Lehrende werden theoretisch abgeleitet und empirisch untersucht. Die Frage der schulorganisatorischen Umsetzung, die der Legitimation von digitalen Medien im Unterricht und die Auseinandersetzung mit Lehrtheorien sind Prämissen für das Design des Kompetenzmodells. Das Rahmenmodell TPCK wird zum Ausgangspunkt für die Ausformulierung der Kompetenzen. Im Rahmen der empirischen Untersuchung wird der vermutete Zusammenhang zwischen konstruktivistischer Sichtweise und dem verstärkten Einsatz digitaler Medien untersucht. Aber auch die Korrelationen zwischen Anwendungskenntnissen und pädagogischen Kenntnissen bei Lehrenden sowie die Relation zwischen Unterrichtserfahrung und den Kenntnissen der Lehrenden sind ein wesentlicher Bestandteil der quantitativen Forschungsarbeit. Es werden folgende Forschungsfragen behandelt: Inwiefern bestehen Wechselwirkungen zwischen der lehrtheoretischen Sichtweise von Lehrenden an Schulen und dem Einsatz digitaler Medien im Unterricht? Inwiefern ist die Verwendung digitaler Medien im Unterricht abhängig von den Anwendungs-kenntnissen der Lehrenden und welchen Stellenwert haben informatische Kenntnisse sowie Kompetenzen im Umgang mit Social Media bei den Anwendungskompetenzen der Lehrenden? Inwiefern ist das Lehren und Lernen mit digitalen Medien und über digitale Medien abhängig von der Unterrichtserfahrung der Lehrenden und welche Bedeutung hat in diesem Zusammenhang die Art der Kommunikation und Kooperation am Schulstandort und über den Schulstandort hinaus? Das Ziel dieser Abhandlung ist es, mit der Erstellung eines Kompetenzmodells für Lehrende einen bislang fehlenden Grundstein sowohl für die Ausbildung künftiger Lehrerinnen und Lehrer zu setzen, aber auch eine Zielvorgabe für die Fort- und Weiterbildung bereitzustellen. / The present work discusses the question of the competences of teachers in conjunction with teaching and learning using digital media, and via digital media at schools. The necessary prerequisites for the creation of a competence model for teachers are theoretically deduced and empirically analyzed. Premises for the design of the competence model are the question of the organizational implementation, the legitimation of digital media for teaching and the discussion of teaching theories. The framework model TPCK is the starting point for the formulation of the competences. The assumed correlation between a constructivist approach and the increasing use of digital media is analyzed within the framework of the empirical examination. However, the correlations between the application knowledge and pedagogic knowledge among the teaching staff, and the relation between teaching experience and knowledge of the teachers are also a main part of the quantitative research. The following research questions are covered: To what extent are there interactions between the theoretical view of teaching at schools and the use of digital teaching media in teaching? To what extent does the use of digital media in teaching depend on the application knowledge of teachers, and how important are computer knowledge and competence in the use of social media for the application competence of the teachers? To what extent are teaching and learning with digital media and using digital media dependent on the teaching experience of the teachers, and what is the significance in these in relation to the means of communication and cooperation within and beyond the school premises? This works aims to create a missing corner stone through the creation of a competence model for teachers for the training of future teachers and also for the further and advanced training of teachers.

The diploma thesis "Media Education in grammar school - Objectives and Reality" is focused on the introduction of a new topic in Czech schools - media education - as a part of the new reforms of the education system. The first part of the thesis defines the concept of media literacy in the context of different types of new literacies. Media education presents particular ways of how to increase media literacy. The thesis deals with the historical development of media education, various approaches to the media education movement, conditions abroad and questions under debate of this domain. The first part also illustrates different forms of media education in the Czech Republic, the new reform of media system and its formation, actual status of media education and its conception in mandatory documents. The second part of the thesis is empirical research that used the qualitative method focus group in discussion with students of grammar school. The research was executed in four groups. Students in two of the groups are passing at this moment subject of media issues, students in the other two groups never went over this subject.

Die vorliegende Arbeit setzt sich mit der Frage der Kompetenzen der Lehrenden in Zusammenhang mit dem Lehren und Lernen mit digitalen Medien und über digitale Medien an Schulen auseinander. Notwendige Voraussetzungen für die Erstellung eines Kompetenzmodells für Lehrende werden theoretisch abgeleitet und empirisch untersucht. Die Frage der schulorganisatorischen Umsetzung, die der Legitimation von digitalen Medien im Unterricht und die Auseinandersetzung mit Lehrtheorien sind Prämissen für das Design des Kompetenzmodells. Das Rahmenmodell TPCK wird zum Ausgangspunkt für die Ausformulierung der Kompetenzen. Im Rahmen der empirischen Untersuchung wird der vermutete Zusammenhang zwischen konstruktivistischer Sichtweise und dem verstärkten Einsatz digitaler Medien untersucht. Aber auch die Korrelationen zwischen Anwendungskenntnissen und pädagogischen Kenntnissen bei Lehrenden sowie die Relation zwischen Unterrichtserfahrung und den Kenntnissen der Lehrenden sind ein wesentlicher Bestandteil der quantitativen Forschungsarbeit. Es werden folgende Forschungsfragen behandelt: Inwiefern bestehen Wechselwirkungen zwischen der lehrtheoretischen Sichtweise von Lehrenden an Schulen und dem Einsatz digitaler Medien im Unterricht? Inwiefern ist die Verwendung digitaler Medien im Unterricht abhängig von den Anwendungs-kenntnissen der Lehrenden und welchen Stellenwert haben informatische Kenntnisse sowie Kompetenzen im Umgang mit Social Media bei den Anwendungskompetenzen der Lehrenden? Inwiefern ist das Lehren und Lernen mit digitalen Medien und über digitale Medien abhängig von der Unterrichtserfahrung der Lehrenden und welche Bedeutung hat in diesem Zusammenhang die Art der Kommunikation und Kooperation am Schulstandort und über den Schulstandort hinaus? Das Ziel dieser Abhandlung ist es, mit der Erstellung eines Kompetenzmodells für Lehrende einen bislang fehlenden Grundstein sowohl für die Ausbildung künftiger Lehrerinnen und Lehrer zu setzen, aber auch eine Zielvorgabe für die Fort- und Weiterbildung bereitzustellen. / The present work discusses the question of the competences of teachers in conjunction with teaching and learning using digital media, and via digital media at schools. The necessary prerequisites for the creation of a competence model for teachers are theoretically deduced and empirically analyzed. Premises for the design of the competence model are the question of the organizational implementation, the legitimation of digital media for teaching and the discussion of teaching theories. The framework model TPCK is the starting point for the formulation of the competences. The assumed correlation between a constructivist approach and the increasing use of digital media is analyzed within the framework of the empirical examination. However, the correlations between the application knowledge and pedagogic knowledge among the teaching staff, and the relation between teaching experience and knowledge of the teachers are also a main part of the quantitative research. The following research questions are covered: To what extent are there interactions between the theoretical view of teaching at schools and the use of digital teaching media in teaching? To what extent does the use of digital media in teaching depend on the application knowledge of teachers, and how important are computer knowledge and competence in the use of social media for the application competence of the teachers? To what extent are teaching and learning with digital media and using digital media dependent on the teaching experience of the teachers, and what is the significance in these in relation to the means of communication and cooperation within and beyond the school premises? This works aims to create a missing corner stone through the creation of a competence model for teachers for the training of future teachers and also for the further and advanced training of teachers.

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.

This diploma thesis deals with the problematics of new media in the field of media education in the second stage of basic education. In the first part of the thesis, history of social media is presented. Their influence and conduct in society have changed with their mass growth. The development of media production presents risks which need to be faced through complex education of society; development of media literacy, digital literacy, critical thinking, and reading is therefore crucial. The theoretical part of this thesis describes how the age group of lower secondary education students utilizes media. Moreover, the reader is introduced to risks which adolescents face online, and subsequently, means of preparing students for these risks are devised. The second part of the thesis consists of three projects dealing with media literacy and critical thinking advancement. Students are learning to critically asses media messages and they examine all factors which influence message production. Furthermore, the students work with visual image material in a similar way, and they reflect on their own media and digital technology usage.

False or misleading information can damage societal cohesion, school libraries are involved in teaching media and information literacy and can be an important start for students' knowledge in the field. The thesis aims to investigate how library plans and school library plans present the school library's mission with teaching media and information literacy, and how a didactic school library model could look like and what it can contribute to the school library's activities. To achieve the purpose, the questions are used: What can a theoretical model of school library di-dactics contain? How do library and school library plans present the school library's learning area MIL from a didactic perspective? And why does the school library need a didactic model and what could it contribute? The method is a qualitative content analysis of 18 current library and school library plans. The result is analyzed with a school library didactic model developed based on the didactic basic questions what, how and why. Hansen's model of library didactics is also used and the school library's central areas such as the room, intermediation and as a pedagogical resource. The study concludes that there are differences in how the plans presents the school library's role with MIL and that a clearer school library plan designed by the principal, school librarian and other relevant staff at the school in collaboration can clarify the school library's activities. A school library didactic model can be relevant for demonstrating the school library's special role and promoting the status of an integration in the school's activities. This is a two-year master's thesis in library and information science.

In the context of Swedish students' difficulties to separate facts from opinions, we wanted to investigate why digital literacy, and especially source credibility, is important and how teachers in civics and the social sciences can teach students these skills. Studies show that upper secondary school students often turn to online sources when searching for information, rather than turning to traditional media. This is not a problem in itself, however, what is worrying is that the increasing spread of disinformation in combination with the lack of methods to verify true information adventures students' formation of opinions. In a society where young people consume more and more digital media this is truly alarming for future citizens and democracy. Therefore, in this literature review based on previous research, we give multiple reasons for why digital literacy, and especially source credibility, is important. But how should civics teachers teach digital literacy? This text also gives the tools by presenting four principles for guidance when planning classes where digital literacy will be taught. Furthermore, we present the idea of digital literacy as an active act and we also talk about the importance of examining each source from more than one perspective. Disciplinary literacy and the necessity of the teacher’s role as a disciplinary expert is also discussed in this paper. We then present and stress the importance of the three types of misinformation and give a few suggestions on how to use them. The next finding in our search for how to teach digital literacy to students is the benefits of working in a group of peers. Our take from this is that, in order to get out of your own “echo chamber”, group work can bring a set of different backgrounds, opinions and knowledge to the table when trying to make sense of everything the internet has to offer, good and bad.

Young Adult Dystopian Film exercises an influence over young people of which they are not aware. As part of a structure of domination these films teach students to participate in their own oppression by the capitalist system. The film industry maintains a hidden curriculum like that utilized in school classrooms to conceal the oppression from the masses. One particularly effective means is the portrayal of resistance against oppression in the narratives of the YA Dystopian Film. Young people are drawn to that narrative and end up supporting the structure of domination financially and ideologically. Modes of resistance to this oppression can be found in Media Literacy Education and Public Pedagogy (e.g. culture-jamming). Teachers can incorporate Media Literacy and culture–jamming into a form of radical pedagogy to emancipate students from that oppressive relationship.This thesis investigates the usage of this radical pedagogy though an action research project in a high school drama class in the intermountain west. The students learned the theories, critically reflected on the situation, and created a live culture-jamming performance. The results of the action research show the affordances and limitations of this approach and offer suggestions for instigating its usage by media literacy educators.