In search of third spaces in media education: an ethnographic study from fifth graders’ media workshop

Formal and non-formal digital practices: institutionalizing transactional learning spaces in a media classroom

“…Introducing digital tools into classrooms also invites potentially unproductive practices that might be in conflict with classroom objectives and syllabus goals (Erstad, Gilje, and de Lange 2007a;Willett 2007). This tension in school-based media education is therefore explained primarily on the basis of the divide between educational goals aiming at developing explicit, systematic and assessable competencies, and the students' own competencies with media culture which is holistic, interactive and often characterized by emotional involvement and spontaneous learning (Buckingham 2003;Rantala 2009). A problem for educational researchers and research on media education is to establish a productive connection between these two worlds in terms of classroom strategies.…”

“…Integrating student experiences and knowledge about media into the classroom requires teachers to find a productive balance between formal and non-formal media practices (Buckingham 2007). How to find and establish this balance in the classroom is a recurring puzzle for both media teachers and researchers studying media classrooms (Rantala 2009;Willett 2007).…”

A collaboratıve media production project on human rights: bridging everyday and media education

“…For us, it was impossible to provide a fair picture of children's rights without including the voices of the children. Rantala (2009) discussed that 'media production can form a space to create a sense of authorship of the medium and representation', whether a news piece or a short film, producing one is an important aspect of critical media education aimed at promoting social responsibility.…”

“…Acknowledgement of learners' experiences, interests, realities and actions as starting points of learning is found crucial for the development of an education system emphasising citizenship, agency and social responsibility (Dewey, 1916(Dewey, /1966Lanckshear & Knobel, 2006;Rantala, 2009). Growing social movements and social media practices have opened up a new discussion about the potentials of new communication technologies in challenging the power of traditional educational and pedagogy and the conventional relationships between the producers and the consumers of knowledge by amplifying voluntary participation in mutual education of knowledge (e.g.…”

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

“…Analysis of the processes of implementation of media education in developed countries suggests the need for a pedagogical transition to the expansion of educational opportunities of students by transferring the interaction of a teacher and a student into the virtual environment as a new form of learning space (Gutiérrez-Martín, Torrego-González, 2018;Cheun, 2009). However, according to some scientists, there is a split in the theory and practice of media education (Rowe, 2014), which produces a predominance of traditional learning environment, the dominance of authoritarian school culture over interactive one (Rantala, 2009). It is seen not monosemantic students' perception of media technologies in teaching disciplines of the higher school (Zhu et al, 2009).…”