Reflections on Global Developments in Media Literacy Education: Bridging Theory and Practice

Hobbs, Renée; Felini, Damiano; Cappello, Gianna María

doi:10.23860/jmle-3-2-1

Cited by 10 publications

(6 citation statements)

References 8 publications

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“…The findings of this study reveal that most of the secondary level school head teachers in community schools of Kathmandu Valley are moderate in media literacy, and only a very small number of head teachers areliterate with media. Cappello, Felini and Hobbs (2011) aligned with my findings. According to Cappello, Felini and Hobbs (2011), many developments in recent educational and media research may lead to this depoliticization/ under-theorization of media literacy education.…”

Section: Discussionsupporting

confidence: 85%

“…Cappello, Felini and Hobbs (2011) aligned with my findings. According to Cappello, Felini and Hobbs (2011), many developments in recent educational and media research may lead to this depoliticization/ under-theorization of media literacy education. Among them, two are particularly significant here: the discovery of the "active" audience and the rapid expansion of digital media in educational contexts.…”

Section: Discussionsupporting

confidence: 85%

“…The study also establishes the relationship among the parameters of media literacy like access, understanding, analysis, and evaluation with gender. Cappello, Felini, and Hobbs (2011), aligned with this study. They agreed that the school leaders and communities, when grown up in the media, shape the set of skills.…”

Section: Discussionsupporting

confidence: 68%

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Media Literacy: A Survey among Headteachers of Community Schools in Kathmandu Valley

Dhital

2023

Bodhi: Interdisciplinary J

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This study has aimed to measure the level of media literacy among headteachers of community schools in Nepal and examine the relationship between their communication behavior and their awareness of media literacy. The study focuses on the level of media literacy among headteachers and the contribution of headteachers' media literacy to their communication behavior. The study considers demographic variables such as gender, ethnicity, age, marital status, academic qualification, teaching experience, and training to achieve the expected outcomes. The population of this study includes 295 secondary-level headteachers of community schools in Kathmandu Valley, and a sample of 170 headteachers were randomly selected from three districts. The collected data were analyzed using inferential statistics, and reliability, validity, and ethics were considered at each stage of the research. The findings indicate that headteachers are not sufficiently aware of the influence of media on their jobs in general, but there is a positive relationship between media literacy and communication behavior among them. Female headteachers felt recognized and had good relationships with colleagues, while older headteachers were less literate about media. Headteachers with higher qualifications and training were more literate with media and more communicative with subordinates and students. The study suggests that headteachers should constructively engage in building their schools, develop a social network, and maintain autonomy in their decision-making process to support the quality improvement of community schools. Therefore, the study recommends that stakeholders of the school consider the knowledge development, autonomy, and media literacy of headteachers to improve communication, collaboration, and quality of education in community schools.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 85%

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Media Literacy: A Survey among Headteachers of Community Schools in Kathmandu Valley

Dhital

2023

Bodhi: Interdisciplinary J

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“…A modern university is a platform for the most important scientific projects and new directions of the studies; it successfully and effectively develops in priority areas in the field of science and education, it is also continuously improving the student's teaching quality [11]. The following factors influence the education quality of a modern student:…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Education Modernisation in the University Context

Bykasova¹,

Garmash²,

Podberezny³

et al. 2022

Proceedings of the IX International Scientific and Practical Conference “Current Problems of Social and Labour Relations" (ISPC

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From the essential approach position, the article examines the modern educational organisation formation and functioning as a scientific, educational, training, socio-cultural object that meets the needs of a society; the domestic pedagogical education development priorities and directions are determined; the prospects for the modern pedagogical knowledge formation are identified, this learning is formed under the conditions of the education new paradigm, which characteristic features are digitalisation, network interaction, information transfer distant type, subject's generation of all possible alternatives to reveal the personality individual balance; the dynamics and methodological optics of the modern university research process is analysed; the ways of the pedagogical education available resources rational use are discussed; the methodological practice and the ways of the new practices subsequent multiplication in the university education system, are reflected; the factors, influencing the quality of the modern subject education are established; the degree of the mediatised product influence on the implementation of the contemporary pedagogical university educational strategy is defined; the toolkit of specialist's training and education, demanded by the labor market, is investigated; an approach is implemented, identifying a modern student in his development, which helps to determine the pedagogical substance movement nature, to recreate a holistic picture of the available reserves and means necessary for the personality education at a qualitative level.

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“…B. Baacke 1997;Groeben 2004;Hobbs, Felini, und Cappello 2011;KMK 2016), die beide für die pädagogischen Aufgaben von Lehrkräften jedoch noch nicht hinreichend sind. Notwendig ist darüber hinaus nämlich auch, dass Lehrkräfte über medienbezogene Lehrkompetenzen verfügen (DCB 2017).…”

Section: Introductionunclassified

Measurement of Instrumental and Critical Digital Skills as Well as Technology-Related Teaching Skills of (Prospective) Teachers

Vejvoda,

Stadler,

Schultz-Pernice

et al. 2024

MedienPädagogik

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Medienbezogene Kompetenzen von Lehrkräften sind unabdingbar, um Schüler:innen auf Teilhabe, Partizipation und eine verantwortliche Mitgestaltung in einer Kultur der Digitalität vorzubereiten. Konkret benötigen Lehrkräfte hierzu medienbezogene Basis- und Lehrkompetenzen. Für die zielgerichtete und erfolgreiche Förderung dieser Kompetenzen im Rahmen der Lehrkräftebildung sind Instrumente zur Messung dieser Medienkompetenzen hilfreich. Bestehende Instrumente greifen allerdings zumeist auf einfache, nicht selten sehr allgemein formulierte Selbsteinschätzungen zurück. Dies erschwert eine valide Messung von Kompetenzen. In diesem Beitrag wird ein alternativer Messansatz vorgestellt, der Selbsteinschätzungen von Medienkompetenzen mittels Szenarien kontextualisiert und damit präzisiert. Die Szenarien-Basierung führt zu einem validen Messergebnis, hat aber für den Einsatz im Feld den Nachteil, dass die Messung deutlich umfangreicher ausfällt. Dem begegnen wir im vorliegenden Beitrag durch die Entwicklung einer Kurzskala in einem mehrstufigen Verfahren. Auf Basis eines Datensatzes von N = 552 (angehenden) Lehrkräften wird eine szenarienbasierte Kurzskala zur Messung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen entwickelt. Diese Kurzskala wird in einer weiteren Studie mit N = 204 Lehrkräften nochmals validiert. Die Ergebnisse beider Studien unterstützen die Validität der Kurzskala. Für die Lehrkräftebildung und Forschung wird somit ein akzeptanzförderndes und ressourcenschonendes Instrument bereitgestellt, das eine reliable und valide Messung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen erlaubt.

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Reflections on Global Developments in Media Literacy Education: Bridging Theory and Practice

Cited by 10 publications

References 8 publications

Media Literacy: A Survey among Headteachers of Community Schools in Kathmandu Valley

Media Literacy: A Survey among Headteachers of Community Schools in Kathmandu Valley

Pedagogical Education Modernisation in the University Context

Measurement of Instrumental and Critical Digital Skills as Well as Technology-Related Teaching Skills of (Prospective) Teachers

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