Problematising the notion of ‘authentic school learning’: insights from student perspectives on media/literacy education

Weninger, Csilla

doi:10.1080/02671522.2017.1286683

Cited by 29 publications

(24 citation statements)

References 52 publications

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“…This school was chosen because it applied environment-based learning to its curriculum. The development carried out consisted of several adjusted stages, namely (1)conducting a needs analysis (2) conducting an assessment design (3) carrying out an assessment development (4) conducting expert validation (5) conducting a limited trial in the class (Gall, Gall, & Borg, 2003).…”

Section: Methodsmentioning

confidence: 99%

“…More than that, environmental learning must be able to stimulate students 'analytical power and foster students' critical power. This ability is very important in the development of students in dealing with various problems and it is hoped that students can provide solutions to these problems (Sharif & Cho, 2015;Talmi, Hazzan, & Katz, 2018;Wall, 2015;Weninger, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Studentsâ€™ Higher Order Thinking Skills in Environmental Learning: Develop Assessment Based on Green Consumerism

Ichsan

Sigit

Miarsyah

2019

j. of. sci. technol.

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21st-century learning emphasizes several important abilities, one of which is the ability of Higher Order Thinking Skills (HOTS). This ability can be possessed by students by familiarizing students with HOTS-based questions. The purpose of this study was to develop HOTS-based questions on environmental learning based on green consumerism. The research method used is research and development using Borg and Gall Model. The study was conducted in November 2018 at State Junior High School 1 South Tambun. The validation results show that the assessment on green consumerism-based environmental learning developed has a very valid category according to the experts, and is valid and reliable after measurement. This is because the questions developed are relevant to the current environmental conditions. The results of HOTS male students 44.98 and female students 46.61. The average score of Male and Female 45.79 are still relatively low and need to be improved. The conclusion is that the questions developed have a valid, reliable and appropriate category of use in the process of learning science in junior high school.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Studentsâ€™ Higher Order Thinking Skills in Environmental Learning: Develop Assessment Based on Green Consumerism

Ichsan

Sigit

Miarsyah

2019

j. of. sci. technol.

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“…The UK curriculum documents are, as stated previously, very explicit and comprehensive with respect to ICTknowledge and skills. Since all subjects include excerpts from the ICT curriculum, aspects of access to is widely covered, including access to media (Weninger, 2018). The UK curriculum includes initial statements about the range of texts that should be studied, "The range should include…", and then there is an increasing level of complexity depending on what stage the pupils are at (See Table 4).…”

Section: How the Learning Experience To Be Selected And Organized In mentioning

confidence: 99%

Media Literacy Education and Curriculum Integration: A Literature Review

Zhang¹,

Zhang²,

Wang³

2020

IJCE

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Researchers have explored the benefits and significance of media literacy education (MLE) in school education. Media literacy possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied MLE for education purposes that considers the integration of media literacy and curriculum. To this aim, we systematically reviewed the literature of the last three decades and found 222 articles, of which only a sample of 98 were considered. We performed a narrative analysis of the relevant studies concerning the integration of MLE in school curriculum based on European countries and non-European countries, namely, objectives of MLE, learning experiences of MLE and assessment of MLE. Our review emphasizes three key dimensions of MLE objectives: the knowledge of media, create media product and develop the understanding of mass media. Furthermore, our analysis has uncovered several differences in the stage of MLE integration in the school education sphere—for instance, MLE was approached in a cross-curricular or a subject-specific way in different countries. Finally, MLE assessment should take into account students as well as teachers in training.

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“…Weninger's () findings indicate the need for a more synchronic approach that would combine academic genres with everyday genres, interweaving school‐based learning with everyday real‐world writing (Gutiérrez & Stone, ). People write for myriad purposes in their everyday lives, with email, blogs, texts, and social networks well woven into this everyday writing space (Hillocks, ).…”

Section: Authenticity and The Everydaymentioning

confidence: 99%

“…This is not to say that writing instructors should eliminate school‐only literacy activities, disavowing the overall purpose of school: teaching and learning. In fact, although in support of authentic learning initiatives, Weninger's () study of 32 youths problematized the notion of authentic learning, highlighting the tension between students’ desires that learning be connected to real life and an orientation to the academic focus of school. The findings of this study indicated a certain acceptance, understanding, and desire for school learning to aid in acquisition of academic knowledge and skills.…”

Section: Defining Authenticitymentioning

confidence: 99%

A Conceptual Framework for Authentic Writing Assignments: Academic and Everyday Meet

Wargo¹

2019

J Adolescent & Adult Lit

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The author provides a conceptual framework that illustrates the spectrum of authentic writing assignments and operationalizes authenticity, in an effort to guide practitioners toward crafting writing assignments that are meaningful for students by reflecting and replicating the kinds of writing that occur outside of the academic context. The author outlines the research on authentic writing assignments and examines latent authenticity and functional authenticity while providing examples to illustrate differences between the two. The author also discusses the mixing of different elements to create both latent and functional authentic writing assignments.

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Problematising the notion of ‘authentic school learning’: insights from student perspectives on media/literacy education

Cited by 29 publications

References 52 publications

Studentsâ€™ Higher Order Thinking Skills in Environmental Learning: Develop Assessment Based on Green Consumerism

Studentsâ€™ Higher Order Thinking Skills in Environmental Learning: Develop Assessment Based on Green Consumerism

Media Literacy Education and Curriculum Integration: A Literature Review

A Conceptual Framework for Authentic Writing Assignments: Academic and Everyday Meet

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