Introduction: High Time for “Dis-Illusioning” Ourselves and our Media

Galician, Mary Lou

doi:10.1177/0002764204268774

Cited by 9 publications

(4 citation statements)

References 4 publications

(2 reference statements)

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“…Simultaneously, higher education adopt strategies to respond on 21 st century education that foster 21 st century skills both in teaching and learning, for instance, integrate media literacy into instruction (Galician, 2004), develop students critical thinking and communication skills (Everett, 2008), train student crosscultural skills (Papadourakis, 2016) and ICT skills (Rena，Namibia, 2010& Higgins, Xiao, Katsipataki, 2012.…”

Section: Characteristics Of 21 St Century Higher Educationmentioning

confidence: 99%

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

Yue

2019

Int J Innov Educ Res

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In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.

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Section: Characteristics Of 21 St Century Higher Educationmentioning

confidence: 99%

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

Yue

2019

Int J Innov Educ Res

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“…Still on the need to incorporate ICT with classroom instructions, Galician (2004) examined embracing media literacy education in schools and our lives. The study observed that in the 21st century, we simply cannot afford the human disempowerment of media illiteracy.…”

Section: Introductionmentioning

confidence: 99%

Information Communication Technology and the African Student

Korter¹,

Olubusoye²

2016

Afr. Res. Rev.

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To engage students, improve learning and become a cutting edge educator, it becomes necessary to combine traditional classroom instruction with online or mobile learning activities through the technological world which moves so fast and changes so rapidly. The objective of this study was to build an evidencebased framework that explains the challenge of the developing countries' students in respect of maximizing the full potentials of the computer for educational activities. Questionnaires were administered to 213 students of the

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“…The present research extends from day‐to‐day information seeking and meaning‐making to life‐long learning and workforce‐preparedness for undergraduates. While the United States' educational system provides guidance and instruction for people to learn textual literacy, students are expected to learn how to read, understand, and interpret complex non‐traditional media “texts” without a formal pedagogical framework (Galician, 2004, Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006). This study attempts to fill in the gap in current research by investigating faculty's point of view on what media literacy entails and how it is reflected through their teaching of undergraduate courses.…”

Section: Introductionmentioning

confidence: 99%

Identifying undergraduate media literacy skills: An exploratory study of faculty perceptions

Bordac

2009

Proc of Assoc for Info

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Given the complex nature of the multi-media landscape available to undergraduate students, understanding how and how well these users make decisions in comprehending and critiquing media information has implications on the tools and quality of teaching and learning in the academy. In this research study, a small sample of faculty members who use visual content in their teaching were interviewed to learn what attributes they identify as important media literacy skills for students. The results support a model of core skills associated with media literacy.Findings from this exploratory study will inform a larger scale research project that investigates the assessment techniques for media literacy skills and based on which, develops a practical framework for media literacy assessment.

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Introduction: High Time for “Dis-Illusioning” Ourselves and our Media

Abstract: Guest Editor's Note: Part II of this special double issue devoted to media literacy, which will be mailed to subscribers within a few days of the mailing of Part I, focuses on strategies for the general public.

Cited by 9 publications

References 4 publications

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

Information Communication Technology and the African Student

Identifying undergraduate media literacy skills: An exploratory study of faculty perceptions

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