Curricula for Media Literacy Education According to International Experts

Abstract

The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students' media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals.

Diversity and pluralism in Arab media education curricula: an analytical study in light of UNESCO standards

“…Several studies have examined the learning objectives, skills, or educational competencies of media literacy curricula in many countries, such as Romania, Latvia, Russia, Uzbekistan, Thailand, and Bahrain, based on UNESCO standards, as well as how to integrate these standards into national education curricula (Alshorooqi and Rawadieh, 2017;Gendina, 2016;Holma et al, 2014;Nupairoj, 2016;Rotaru, 2019). Fedorov et al (2016) discussed curricula for MLE according to international experts from 20 countries. Their results showed that the most important priorities of the content that should be included in the curricula to suit each category, starting from pre-school children to the university level and the general audience, are as follows (with different percentages of importance for each category):…”

Educational and Social Exergaming: A Perspective on Physical, Social, and Educational Benefits and Pitfalls of Exergaming at Home During the COVID-19 Pandemic and Afterwards

“…Third, education-driven topics include diverse aspects of media education that require standards (Blumberg et al, 2019) and prioritization (Fedorov et al, 2016). Still, available frameworks allow examinations of key digital competence areas at different proficiency levels (Carretero et al, 2017).…”

Media Literacy in Extracurricular Activities

“…It is therefore important to bear in mind that students today process information differently from their ancestors (Marc Prensky, 2001 as cited in Hattie & Yates, 2014). Furthermore, more than 35 % of 300 media education experts in the conducted survey highlight the most important aims in teaching media literacy in school: demonstrate an understanding of the types of media texts and the role of media in democratic societies, recognize the types of media, create media text for self-expression intended for different audiences using appropriate media language, and analyse and critically evaluate media representations of people, subjects, values and behaviour (Fedorov, Levitskaya, & Camarero, 2016). Vrkić Dimić (2014) emphasizes the importance of critical evaluation by claiming that it has become more important than ever so that it reduces the individual's ability to only imitate others and enables him to be innovative.…”