Media Education Summit 2018

Hosted By

Supported By

is inter-disciplinary by nature. To add another layer to this boundary-crossing, MES incorporates
the now established Youth Media Education Summit, led once again by Marketa Zezulkova,
working this year with Iain Williamson and his students from South Island School.

Our summit brings together a global network of media educators, scholars and researchers toshare research, pedagogy and innovation on all aspects of media education, media literacy andmedia in education. This year’s event will offer a supportive, collegiate and dynamic environment
for over 100 media education initiatives to be shared by researchers from all over the world. We
hope that hearing about each other’s methods and findings in this crucial area will lead to further
collaborations, projects, publications and events to take all of our work forward. To make a lasting
contribution to our field after and beyond the event, we invite all our presenters to develop theirwork for the international journal Media Practice and Education.

We wish to thank the colleagues in various departments at Hong Kong Baptist University andthe Faculty of Media and Communication at Bournemouth University who have contributed toorganizing this Summit. Thanks are also extended to the keynote speakers and guests who give
great support to this international event.
We hope you enjoy your time in Hong Kong, make new friends, leave inspired and join us again
next year.

This year, MES is hosted by Hong Kong Baptist University (HKBU). It is one of the key events tomark the 50th Anniversary of the School of Communication at HKBU, a liberal arts University in
Asia delivering academic excellence in a caring, creative and global culture. HKBU encompasses
eight Faculties/Schools offering a range of undergraduate programs, associate degree, and higher
diploma programs as well as taught postgraduate programs and research postgraduate programs
leading to the awarding of master’s and doctoral degrees. The School of Communication hasreached a special milestone – 50 years of commitment to communication education and researchthat has nurtured more than 10,000 graduates. Its journalism program was founded in 1968,
and many of the city’s top media professionals are its alumni. The Department of Journalism
is now one of the best journalism schools in Hong Kong, and it is working hard to meet thedigital challenge by introducing new courses in data journalism, network analysis, and artificial
intelligence. Over the years, the Department has also devoted to promoting media literacy inHong Kong and Mainland China, launching a university-wide media literacy general education
course, conducting media literacy research, as well as holding media education international
conferences, seminars and talks.
The Centre for Excellence in Media Practice was established in 2005 with the convening ofan annual summit in the UK as part of its remit. The first event was in our host institution,
Bournemouth University, and from there, the conference was co-hosted with UK partners in
Birmingham, London, Liverpool and Sheffield and then taken overseas, first in Prague and thento Boston, MA; Rome, Segovia and now, our first ‘long-haul’ event, here in Hong Kong. CEMP
conducts research projects and publishes articles, books, commissioned reports and other
outputs related to Digital / Media Literacy, Media Practice Education, Journalism Education and
Civic Media, working with an active group of international Visiting Fellows and Professors. CEMP
offers an Educational Doctorate programme in Media Education, through blended learning, withthe majority facilitated through online engagement. The Ed D programme supports doctoral
research by media educators all over the world.

Alice Y. L. Lee, Professor and Head of the
Department of Journalism, HKBU.

Julian McDougall, Professor and Head of
the Centre for Excellence in Media Practice,
Bournemouth University.

This Summit is a vital part of CEMP’s work and serves as an annual ‘convergence’ of our research
work and networking and it demonstrates our mission to foster collaborative work in the related
fields of media education and media literacy. A conference like this is more than the sum of its
parts, as we bring together researchers, educators, policy makers, activists and students. Our field
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MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 5

WELCOME

It is our great pleasure to welcome you to Hong Kong for theeleventh Media Education Summit.

THINGS TO DO IN HONG KONG

Top sightseeing places recommended by the organizing committee of HKBU:
1. The Peakwww.thepeak.com.hk

2. Ngong Ping 360/Big Buddha
www.np360.com.hk

3. Golden Bauhinia Square

4. Temple Street Night Market

5. Lan Kwai Fong
www.lankwaifong.com

6. Tai Kwun
https://www.taikwun.hk/en/

VENUE

The Summit will take place at Hong Kong Baptist University, located in the heart of Kowloon, HongKong. All conference activities will take place at Mr. and Mrs. Lau Chor Tak Multi-Purpose Hall,
Level 2, Madam Kwok Chung Bo Fun Sports and Cultural Centre, Shaw Campus.

TRAVEL & DIRECTIONS

The venue is a 10-15 minute walk from Kowloon Tong MTR Station (exit E or A2) or a 5-minuteminibus ride. To catch a Minibus (No. 25M(S), leave the station via exit B2 and locate the “Shaw
Campus Minibus.” You can find a map and directions at https://goo.gl/maps/LNrJ84PzWTw or
please refer to the campus map https://eo.hkbu.edu.hk/map/ which includes access routes andnearby bus and MTR stations.

STORAGE

There is no secure storage available for luggage at the conference venue. Wherever possible, wewould encourage delegates to make arrangements to leave their luggage securely at their hotel
for collection after the Summit.

WI-FI

Wi-Fi tickets will be provided to all delegates on registration.

FOOD

The conference fee is inclusive of lunches, coffee/refreshments, and the Closing Dinner (for thosedelegates who have reserved a place). The Closing Dinner will be held on Friday 2nd November
at 19:00 at Symphony by Jade (1-2/F, Hong Kong Cultural Centre, Restaurant Block, Tsim Sha Tsui,
Kowloon). Located at the heart of Tsim Sha Tsui cultural district, the restaurant offers panoramic
views of the Victoria Harbour.

ENQUIRIES

Organizing Committee of Hong Kong Baptist University
Name: Ms. Melody Lau (Secretary to the Committee of HKBU)
Tel: (852) 3411-7889 | E-mail: mes2018@hkbu.edu.hk

Photo credit: www.discoverhongkong.com/
Museums: Hong Kong Museum of History, Hong Kong Heritage Museum
There are numerous shopping malls in Hong Kong. The one which is close to the conference
venue is Festival Walk.

YOUTH MEDIA EDUCATION SUMMIT 2018 – YMES18

YMES18 will be held in room AAB301, Level 3, Academic and Administration Building, Baptist
University Road Campus, Hong Kong Baptist University.
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MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 7

SUMMIT INFORMATIONREGISTRATION

All delegates must register for the Summit, and collect their badges and delegate packs at theconference venue. Registration will be open from 08:30 until 09:00 on Thursday 1st November
and again on Friday 2nd November for those delegates joining us for the second day of theSummit.

TIME

KEYNOTES / STRAND 1 - HALL

08.30 - 09.00

Registration / Coffee

09.00 - 09.20

Opening remarks:
Mr. C. K. Lau, Associate Dean of Schoolof Communication, HKBU

09.20 - 10.20

KEYNOTE: Dr Marielza
Oliveira, UNESCO
Chair: Prof Alice Lee

10.25 - 11.45

Panel 1aChair: Dr Yin Nick Zhang

11.50 - 12.50

KEYNOTE: D.A.R.E
Chair: Dr Mark Readman

12.50 - 13.50

8

STRAND 2 - ROOM SCC202

STRAND 3 - ROOM SCC203

STRAND 4 - ROOM SCC204

Panel 2aChair: Dr Karen Fowler-Watt

Panel 3aChair: Ms Samantha Stanley

Panel 4aChair: Dr Annamária Neag

LUNCH

LUNCH

13.50 - 15.10

Panel 1b
Chair: Dr Janet Lo

Panel 2b
Chair: Dr Chi Kim Cheung

Panel 3b
Chair: Dr Xinzhi Zhang

4b MES Conversation
Chair: Prof Julian McDougall

15.15 - 16.35

Panel 1c
Chair: Dr Mark Readman

Panel 2c
Chair: Dr Karen Fowler-Watt

Panel 3c
Chair: Dr Vincent Wang

Panel 4c
Chair: Prof Kara Ka Wah Chan

16.35 - 17.00

Coffee break

17.00 – 18.00

KEYNOTE: Ms Sarah Jones
Chair: Prof Julian McDougall

18.00 – 18.20

YMES Screening
Iain Williamson, Marketa Zezulkova &South Island School participants

MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 9

PROGRAMMEMEDIA EDUCATION SUMMIT November 1st 2018

08.30 - 09.00

Registration / Coffee

09.00 - 10.20

Panel 1d
Chair: Dr Janet Lo

10.25 - 11.25

KEYNOTE: Prof Hyeon-Seon Jeong
Chair: Prof Alice Lee

11.30 - 12.50

1e MES Forum
Chair: Dr Celine Song12.50 - 13.50

STRAND 4 -ROOM SCC204

Panel 2d
Chair: Dr Karen Fowler-Watt

Panel 3d
Chair: Prof Julian McDougall

Panel 4d
Chair: Dr Mark Readman

Panel 2e
Chair: Dr Mark Readman

Panel 3e
Chair: Dr Masato Kajimoto

Panel 4e
Chair: Dr Annamária Neag

LUNCH

13.50 - 14.50

KEYNOTE: Mr Fergal Keane
Chair: Dr Karen Fowler-Watt

14.55 - 16.15

Panel 1f
Chair: Dr Stephanie Jean Tsang

16.15 - 16.30

Coffee break

16.30 - 17.30

KEYNOTE: Prof Donna Chu
Chair: Prof Alice Lee

17.30 – 18.00

Closing remarks

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STRAND 3 - ROOM SCC203

MEDIA EDUCATION SUMMIT 2018

Panel 2f
Chair: Dr Roselyn Du

LUNCH

Panel 3f
Chair: Dr Xinzhi Zhang

4f MES Conversation
Chair: Dr Annamária Neag

MEDIA EDUCATION SUMMIT 2018 11

PROGRAMMEMEDIA EDUCATION SUMMIT November 2nd 2018
TIME
KEYNOTES / STRAND 1 - HALLSTRAND 2 - ROOM SCC202

Nov 1st , 11:50 - 12:50

Hall

Hall

Marielza Oliveira (UNESCO)
Towards MIL for all: UNESCO’s global actions on media
and information literacy
People across the world are witnessing a dramatic increase in access to informationand communication. While some people are starved for information, others are flooded
with print, broadcast and digital content. Media and Information Literacy (MIL) provides
answers to the questions that we all ask ourselves at some point: How can we access,search, critically assess, use and contribute content wisely, both online and offline? What
are our rights online and offline? What are the ethical issues surrounding the accessand use of information? How can we engage with media and ICTs to promote equality,intercultural dialogue, peace, freedom of expression and access to information?
UNESCO supports the development of MIL competencies among people through thedevelopment and promotion of curricula, policy guidelines, assessment framework, as wellas capacity building. UNESCO makes free and open online courses available for self-paced
learning about MIL. UNESCO also facilitates networking and research through the Global
Alliance for Partnerships on MIL (GAPMIL) and MIL University Network. The MIL CLICKS
social media initiative launched in 2017 is also part of UNESCO’s strategy to build media
and information literate societies.
Dr. Marielza Oliveira (Brazil) is the Director of UNESCO Beijing since 2015. Previously,
she was the global Results Manager for UNDP, where she also held positions as country
manager for Latin American countries (2001-2015). She was also senior consultant at
Fundacao Dom Cabral (Brazil, 1995-1999), and Director of Executive Education at Ibmec
Business School (2000–2001). She holds a Master of Science in Finance (1990) and a Ph.D.
in Business Administration (1995) from the University of Illinois at Urbana-Champaign,
USA.

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MEDIA EDUCATION SUMMIT 2018

The DARE Collaborate (Andrew Burn, John Potter andMichelle Cannon, The Knowledge Lab, University College,
London)Dynamic, Productive and Playful Literacies
This presentation reflects on recent projects in a variety of media forms, in both formal andinformal educational settings, discussing ways of expanding our notions of literacy practices
which reflect their place in the wider lived experience of digital culture. We have collected
these reflections under three headings. The first of these, Dynamic Literacies, presents anoverarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic,
incorporating both semiotic and sociocultural versions of literacy in ways which reflect thechanging nature of lived experience in the digital age. The second strand, Productive Literacies,
constructs an argument around digital making practices with younger learners which views theseas media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects
which are located in games and game authoring practices as a specific example of connecting
pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken
together, the three perspectives allow for common ground to be established between multimodal
production practices, whilst providing suggestions for framing literacy pedagogy in response to thepervasive use of media and technology in contemporary digital culture.
The DARE Collaborative is a research partnership focused on the digital arts in education, led by
the UCL Institute of Education and the British Film Institute. It has a membership of university
researchers, teachers and educators in cultural organisations with an interest in arts, media,
culture and new literacies in the context of education and digital media.

MEDIA EDUCATION SUMMIT 2018 13

KEYNOTE SPEAKERS

Nov 1st, 9:20 - 10:20

Nov 1st, 18:00 - 18:20

Hall

Hall

Sarah Jones (Birmingham City University)

Marketa Zezulkova (Charles University)

Towards the Unknown: Building a new literacy in a world wedon’t understand

Youth Media Education Summit

Immersive technologies are infiltrating many aspects of our lives. Healthcare, wellness, education,
training and entertainment are all seeing applications in virtual and augmented technologies. It’sdeveloping at a fast pace with the latest industry research forecasting the VR market will be worth$55 billion by 2024 (Renub Research Global, 2018). With this development at this rate, the danger
is there is no slowing down to consider what it means to us as humans and the transformative
nature it can have? Drawing on Heim’s question, ‘“what is the essence of VR, its inner spirit, thecultural motor that propels the technology?” (1993), this talk will look at how we can understandemerging technologies. In making sense of the virtual, this new literacy can be applied to existingeducational projects that explore ideas when the technology is made accessible to all.

Marketa Zezulkova is an Assistant Professor in the Institute of Communication Studies andJournalism at Charles University (Czech Rep) and an Affiliated Faculty of Media Education Lab(USA). She holds a PhD in Philosophy of Media Education from Bournemouth University (UK)and her main interest is in intercultural and interdisciplinary research exploring pre-school andprimary school children’s media learning and experience both in- and out-of- school. Marketa
has been involved in several media literacy and media education related EU, UN, and Czech policy
initiatives. She is an Assistant Editor of the Media Education Research Journal, a Fellow of Higher
Education Academy and a Founding Director of the Youth Media Education Summit convened by
the Centre for Excellence in Media Practice.

Sarah Jones is the Head of the Birmingham School of Media at Birmingham City University. Her
practice and research sits within emerging technologies and the development of immersive
experiential films, notably virtual and augmented realities. Sarah’s films have been shown at
festivals, across the world and in July 2017, she was named as a Google Jump Start creator, which
has supported her latest cinematic VR films.
Sarah is an Apple Distinguished Educator which puts her among a group of global leading
educators experimenting and utilising technology in the classrooms. Her approach is based on
mobile global collaborative learning. Funded research projects within education have used virtual
reality for experiential learning in areas such as media and healthcare.
Sarah has also working on a Google Digital News Initiative project, in collaboration with theCoventry Telegraph, building a VR game around the Blitz. This has provided data making it one of
the largest studies on the educational impact of using VR for learning.
Previously, Sarah worked for ITV as a correspondent and news anchor. Sarah has won awards forher investigative and immersive reporting. In 2007, she spent a year on secondment to New Yorkfor GMTV following Presidential candidates on the campaign trail.

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MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 15

KEYNOTE SPEAKERS

Nov 1st, 17:00 - 18:00,

Nov 2nd, 10:25 - 11:25

Hall

Hall

Iain Williamson (South Island School)
Youth Media Education Summit
Iain Williamson is the Head of Department of Film and Media at South Island School in Hong
Kong, a position he has held since 2004. Before then he offered teacher training at Birendra Vidya
Mandir in Nepal and then media literacy workshops for Didi-Bahini (Older sister/younger sister)a gender related advocacy NGO in Kathmandu. Between 1997 and 2000, Iain was the Head ofMedia Studies at Kings Norton Girls' School in Birmingham, England. In the last five years, hehas combined his departmental responsibilities with the role of digital literacy coordinator andhas successfully started to embed coding into the school curriculum via mathematics, science,Media and several other departments. Williamson was the creator of a unique replacement
course for GCSE Media Studies in which South Island students pursue a Media course accreditedby the Agence France Presse (AFP), which is based on authentic learning tasks and assessed only
via coursework. The removal of a final examination very much reflects Williamson's pedagogicalapproach, which has attempted to align real life tasks with a curriculum designed for 2018,
addressing concepts such as fake news, media convergence and the changing relationshipbetween media products and an increasingly fragmented audience.

Hyeon-Seon Jeong (Gyeongin National University of
Education)Media literacy education and digital citizenship in theage of the smartphone, YouTube and disinformation:
Understanding South Korean contexts for
global dialogues
This keynote speech provides an overview of the contemporary South Korean media
environment, where the extensive use of smartphones and YouTube content by all age
groups has necessitated media literacy approaches and policies. As an essential part of
21st-century core competencies, media literacy is often regarded as the means to tackle
the various sociocultural issues such as ‘overdependence’ on smartphones; production
and consumption of disinformation or ‘fake news’; and cyberbullying, cybercrimes andhatred towards women and minorities. The relevant Ministries and public organizations
have various policies and programs to provide target-specific preventive education andprofessional counseling, to develop educational guidelines for parents and teachers, andto support schools by training and dispatching specialist media instructors. Based on thevibrant and dynamic, albeit fragmented and inconsistent, development of recent South
Korean contexts, this talk contributes to developing global dialogues, keeping in mind thecore values of media literacy for democracy and digital citizenship.
Hyeon-Seon Jeong is Professor of Media literacy at the Department of Korean Language
Education, Gyeongin National University of Education, South Korea. She received her
Ph.D. in media education at the University of London’s Institute of Education. She has
advised on media education policies and programs for public organizations and non-profit
organizations, including the Korea Press Foundation, the National Information Society
Agency, Incheon Community Media Center and the Seoul Youth Media Center. She recently
led research on a range of media literacy policies for the Ministry of Education and Korea
Press Foundation, and her publications include contributions to: Media Education in Asia
(2009); Mapping Media Education Policies in the World (2010); New Media and Learning inthe 21st Century (2015); and Learning Beyond the School (2018).​

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MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 17

KEYNOTE SPEAKERS

Nov 1st, 18:00 - 18:20

Nov 2nd, 16:30 - 17:30

Hall

Hall

Fergal Keane (BBC)Donna Chu (The Chinese University of Hong Kong)

From where I standTurning the clock back: Historical perspectives in media
literacy education

In 1997, BBC journalist Fergal Keane reported on the handover of Hong Kong to China.
Now, 21 years later, he reflects on the state of journalism, from the perspective of a foreign
correspondent and through the lens of reporting conflict. He reminds us that journalists
are first and foremost storytellers, who are trying to show audiences ‘what it is like to standwhere I do and see the things I see’. His keynote surveys the current media landscape toconsider the importance of accountability and responsibility, of freedom and diversity, theneed to avoid ‘othering’ and falling prey to stereotypes and the dangers of false narratives,or ‘fake news’. As well as seeking truth and holding power to account, journalists need tochallenge themselves, to have a sense of self. Speaking ‘From where I stand’, Keane asserts
that, above all else, journalists must show empathy and humanity – as they tell the stories
of others.
Fergal Keane is the BBC’s Africa Editor. He joined the BBC in 1989 as Northern Irelandcorrespondent. From 1990-1994, as Southern Africa correspondent he covered thetownship unrest in South Africa and the first multi-racial elections following the end ofapartheid and the genocide in Rwanda. In 1995 he was appointed Asia correspondent
based in Hong Kong and two years later returned to be based in the BBC's World Affairs
Unit in London, working as a special correspondent. Fergal returned to Rwanda in 2004 fora special BBC ‘Panorama’ programme to mark the 10th anniversary of the genocide. He has
won multiple awards for his reporting: he was overall winner of the Amnesty International
Press Awards in 1993 and won an Amnesty television prize in 1994 for his investigationof the Rwandan genocide, Journey into Darkness. He holds an honorary doctorate from
Bournemouth University. He began his career in journalism in 1979 as a reporter on theLimerick Leader and Chronicle before moving to the national daily newspaper, The Irish
Press. Fergal has written several books: The Bondage of Fear: A Journey Through the Last
White Empire. (1995); Season of Blood: Rwandan Journey (1996); Dispatches From The
Heart (1999): All of These People – a memoir (2006); Road of Bones: The Siege of Kohima
1944 (2014) and Wounds: A Memoir of Love and War (2017).

Media literacy education is, by default, developed in response to changing communication
technologies and media environments. Innovations are bound to be forward-looking. Gadgets anddevices are constantly upgrading, while software and applications are forever updating. These add
up to considerable pressures and challenges for educators to catch up with the latest trends, letalone the design and implementation of the most timely and relevant curriculum.
What if the focus is shifted to the past instead of the future?
The Mars Media Academy is a social enterprise targeted at cultivating media and information
literacy in Hong Kong. It has developed a historical approach in media education workshops forsecondary school students. Its rationales, content and formats are discussed with a reflection on
the importance of historical perspectives in media literacy education.
Professor Donna Chu, currently Associate Professor in the School of Journalism andCommunication in the Chinese University of Hong Kong, works on research about youth media
culture, gender and media literacy. Since 2012, she has run a media literacy summer project forsecondary school students in Hong Kong. In 2017, she founded Mars Media Academy, a social
enterprise, to engage in the teaching and learning of media and information literacy in networked
society.

In 1996 Fergal Keane was awarded an OBE for services to journalism.

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MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 19

KEYNOTE SPEAKERS

Nov 2nd, 13:50 - 14:50

Panel 1a - Hall
Chair: Dr. Yin Nick Zhang

Panel 2a – Room SCC202
Chair: Dr Karen Fowler-Watt

Panel 3a – Room SCC203
Chair: Ms Samantha Stanley

Panel 4a - Room SCC204
Chair: Dr Annamária Neag

‘Dead Poets, Live Teachers’: Aninvestigation into the relationshipbetween teachers on screen and theirreal-life counterparts (Mark Readman)

A Study of Regional Journalism
Education in Media andCommunication Studies
Departments (Makoto Sakai)

Fake Climate News: Critically Engaging
Climate Disinformation in the News
Ecosystem with Media Literacy (Antonio
Lopez)

Nurturing Media Literate Young People: A
Comparative Study of Media Literacy
Education Initiatives in China (Alice Lee
and Tiande Wang)

Deconstructing Myths andMisconceptions in Teacher Educationand Storytelling with Data: Participatory
Action Research (Melda Yildiz)

A Study on the Influence of“Implicit Curriculum” on Learning
Outcomes in Chinese Culture
Course (Xin Zhao)

Fake News vs Media Literacy and Ml US
Embassy (Julian McDougall and Karen
Fowler-Watt)

History of Japanese Media Education in
the Japanese Language and Literature
course (Sumiko Nakamura)Re-directing selfie stereotypes: media
literacy play in teacher education(Michael Forsman)

Teaching Journalism Ethics: The
Approach of Universities in the
Czech Republic (Anna Zunová)

New Media and New Ethics: critical analysisof media literacy problems of the Russianstudents (Svetlana Shomova)

Practicing Media Literacy Education In
Taiwanese Primary and secondaryclassroom: A Study of ‘edumovie’ (Tzu-Bin
Lin)

Pornography, performance and young
people: Media education, sexual
violence and consent (Stuart Poyntz)

Research on the Media Literacy ofUndergraduates’ Attitudes towards
Official Discourse of Major Crisis
Events (Kangli Li)

Living the Good Life: Virtue Ethics in Media
Literacy Education (Nancy Usselmann)

Problems and experiences of teaching big
data analysis in Taiwan’s communication
schools (Hsu-Cheng Chiang, Jung-Chun
Chang and Yu-Wei Hu)

13.50 - 15.10, NOVEMBER 1ST 2018 - Panel B
Panel 1b - Hall
Chair: Dr Janet Lo

Panel 2b - Room SCC202
Chair: Dr Chi Kim Cheung

Panel 3b - Room SCC203
Chair: Dr Xinzhi Zhang

4b MES Conversation - Room SCC204
Chair: Prof Julian McDougallInternationalising Journalism Education
and Practice: The Foreign
Correspondent Study Tour (MarkEvans & Saba Bebawi)

Design Thinking: Adolescent CoResearchers Design Media
Literacy Lessons to Address
Cyberbullying (Aileen Chai)

Effects of Instagram Selfie Practices andAppearance-Based Peer Comparisons on
Body Esteem of Teenage Girls (Leanne
Chang)New Journalisms: Rethinking Practice,
Theory and Pedagogy (Karen FowlerWatt)

Risk and reward: Filipino journalism
students’ views on Philippine
journalism education and practice(Felipe Salvosa)Research on College Students’Media Literacy Education in Social
Media Environment (Rongwei Ma)

An Analysis of the Media Literacy Status
and Education Approaches of the Young
Generation in the Context of Mobile Media(Li Ang)

Review and Exploration on Bilingual
Teaching of Journalism andCommunication in Mainland
Universities in China (Yang Zheng)
Educational initiatives to address theinformation challenges of the 21st
century (Richard Hornik)

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MEDIA EDUCATION SUMMIT 2018

Medial literacy and citizenshiplearning of Chinese young people(Jun Fu)
Democratic Expression andCollective Fanaticism In Interactive
New Media (Miao Xu)

Media Education Practices: a multiple cases
study from UK, Greece, Korea andTaiwan (Andrew Burn, Kostas Voros, TzuBin Lin and Amie Kim)

Equal Access: How Do Media Educators
Tackle Gender Inequity in the Film andTelevision Industries (Lucy Brown)
Subjective Experience and Normative
Claims: Phenomenological Reflection on
Social Media (Girts Jankovskis)

MEDIA EDUCATION SUMMIT 2018 21

PANELS

10.25 - 11.45, NOVEMBER 1ST 2018 - Panel A

Panel 1c - Hall
Chair: Dr Mark Readman

Panel 2c - Room SCC202
Chair: Dr Karen Fowler-Watt

Panel 3c - Room SCC203
Chair: Dr Vincent Wang

Panel 4c - Room SCC204
Chair: Prof Kara Ka Wah Chan

Playing with production: Pedagogicalapproaches to Media Arts in an
Australian primary school (Amanda
Levido)Mind Over Media: Exploring Global
Propaganda Education (Igor
Kanizaj)

Recommendation Algorithms in DigitalMedia: Identifying Issues for Media
Education through Game-Based Focus
Groups (Jerry Jacques and Anne-Sophie
Collard)The Screenwriting PhD: How Candidates
Articulate the Screenplay as a Contribution
to Knowledge (Craig Batty)

Critical and Behavioral Autonomy as
the Ultimate Goal of Media andInformation Literacy Education (Tatiana
Murovana)
Folk understanding of the effects oftouchscreen devices on pre-schoolers:
A study of mothers in Singapore andVietnam (Becky Pham)

Our future Scotland: developing
documentary as a springboard for
citizen interaction and participation(James Blake)
Hollywood’s Vision of Social
Justice: Media Literacy
Approaches and Responses(Rosemary Pacatte)

From Small Findings to Unique
Perspectives: A Digital Storytelling
Workshop toward Critical/Creative
Media Production (Yuko Tsuchiya)

Anticipatory action in creative media
education: dialogue animation byhearingimpaired
students (by video) (Oksana
Fedotova and Melvyn Ternan)

Problems Associated with Documenting
Filmmaking Collaboration (Christopher
Hall)
Integrating media literacy education with
PBL in the digital age: Based on thepractice in China (Jie Zhang and Wen Xu)

A critical workshop study for the alternative
imagination of digital media platforms (ShinMizukoshi)
Religious Education and the Internet. The
Case of the Roman Catholic Church (Jakub
Havlicek and Dusan Luzny)

09.00 - 10.20, NOVEMBER 2ND 2018 - Panel D
Panel 1d - Hall
Chair: Dr Janet Lo

Panel 2d - Room SCC202
Chair: Dr Karen Fowler-Watt

Panel 3d - Room SCC203
Chair: Prof Julian McDougall

Panel 4d - Room SCC204
Chair: Dr Mark Readman

Policy and Strategies in Promoting
Media Literacy in Thailand(Chanansara Oranop Na Ayutthaya)

The strategy analysis of traditional
Chinese culture external
communication (Qixin Zhang)

Different destinations: the divergence ofgoals in higher education media educationin the UK (Marcus Leaning)“But It Seems OK To Me”: Overcoming
Student Resistance to Media Literacy
Themes & Messaging (Jayne
Cubbage)

What can We Media do to improvechildren’s media literacy? (Lingyun
Zhang)

Mixed-level Classes Management (Yuan
Tian)“If I listen to the news, what can I do? I
have a lot of my own problems”: The
media experiences of unaccompanied
refugee children (Annamária Neag)

On the Construction of Teaching Modeof “ Lecture ,Practice , Exhibition and
Evaluation ” of Media Major (Yang
Zheng)
Master’s programs in sciencejournalism and communication in
Russia and the USA (Yuliya
Balashova)

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MEDIA EDUCATION SUMMIT 2018

Governmental and nongovernmental
initiative to promote
Digital Literacy in Spain (Catarina
Lucas)

Asian media project for media literacy andcross-cultural communication in fivecountries (Seongsoo Baeg, Gengxin Wang,
Faye Martel andShin Mizukoshi)

New media literacy skills and civic
participation among Chinese
grassroots population (Yuchao
Zhao)

Communication as Education: A pedagogic
experiment amidst cultural contradictions
between curricular priorities and teachingpractice (Ian Attard)

Young migrants and film: a language
without borders (Michelle Cannon)
The role of the AFP in Media Literacy andoutreach with South Island School (Iain
Williamson and Eric Wishart)

MEDIA EDUCATION SUMMIT 2018 23

PANELS15.15 - 16.35, NOVEMBER 1ST 2018 - Panel C

1e MES Forum - Hall
Chair Dr Celine Song

Panel 2e - Room SCC202
Chair: Dr Mark Readman

Panel 3e - Room SCC203
Chair: Dr Masato Kajimoto

Panel 4e - Room SCC204
Chair: Dr Annamária Neag

Forum: Media and Education in the Digital Age(Xigen Li, Shih-Diing Liu, Herng Su, Michael
Wagner, Lu Wei)

Digital media literacy and mindfulness:the integration between western and Thai
perspectives (Monsak Chaiveeradech)

What does a Producer Actually Do?
(Christopher Hall)This forum seeks to provide insights on how
media practitioners and educators can rise to thechallenges to hold the promise of bringing about
positive change.

Comparison of three web-based studies onenhance physical activity (She-Juen Huang)

VR Kaleidoscope: Reconfiguring spaceand place through community-based
media literacy interventions (Danai Mikelli
and Stephen Dawkins)

Journalism, kids, and gender: analysis of thelocal news published on an online
newspaper for kids
(Paola Nicolini and Federica Nardi)
Students‘ Drawings as a medium in
education: an example from Papua New
Guinea (Martin Soukup)

Educating for Creativity in HE (Janet Fulton)
Production & Pedagogy: The benefits andchallenges of student-generated digital
media at a Japanese university (Matthew
Love)
Effectiveness of Media Literacy Education
to Secondary Students in Hong Kong
(Ying Kit Chan, Pui Man Ma and
Kam Kuen Ng)

Using music in the Sino-British classroom toincrease student discussion participation(Stephen Andriano-Moore)
OIL+Ping Pong : Extending Intercultural
Media Learning with Immersive Media(Jacqui Speculand and Stephen Dawkins)
Teaching Gatekeeping and Framing theory
through activities with Chinese journalism
students (Jesse Hearns-Branaman)

14.55 - 16.15, NOVEMBER 2ND 2018 - Panel F
Panel 1f - Hall
Chair: Dr Stephanie Jean Tsang

Panel 2f - Room SCC202
Chair: Dr Roselyn Du

Panel 3f - Room SCC203
Chair: Dr Xinzhi Zhang

4f MES Conversation - Room SCC204
Chair: Dr Annamária Neag

Synchronization of digital competence
and media literacy in the Swedish K 12
curricular (Michael Forsman)Manga Digital Storytelling Appears
Effective for Time Perspective of Preservice
Teachers: Production in Media
Literacy (Masato Wada)Media Education in Taiwan: A
Reflection of Twenty-Year Practicethrough narrative inquiry (Tzu-Bin Lin
and Chih-Jen Cheng)

Digital literacy in higher education: FromJapanese cases (Kyounghwa Yonnie Kim,
Kosuke Yoshinaga, Seongsoo Baeg andAyumu Chinen)

Media education nurturingmulticulturalism in child prosumers(Marketa Zezulkova)

A comparative study of youth media
literacy education in China and Japan(Xin Zheng)

Freedom of critical thinking: How to teachnews literacy under different politicalsystems in Asia (Masato Kajimoto)

Phenomenon-Based Learning:
Promoting Finnish Upper Secondary
School Students’ Multi Literacy Related
to Sexuality (Päivi Rasi)

The use and gratifications approachand the application of front design inbook design (Yujie Huang)

The Influence of Media Literacy on Local
Government Public Governance (Qing Wang)

Transmedia Literacy in the New Media
Ecology. An international map of teens’
transmedia skills and informal learning
strategies (Carlos A Scolari)
The Uses of Media Literacy (Julian
McDougall and John Potter)
Media education basic concepts ofmedia information literacy and its placein the system of education in Russia(Anna Kolchina)

24

MEDIA EDUCATION SUMMIT 2018

A study on designing photo literacy
learning and materials that is necessary
in Participatory culture (Kaori Okuizumi
and Kimi Ishida Ishida)

Digital Media Culture of South Korean Youthand the Challenges of Media Education(Hyeon-Seon Jeong, Amie Kim, Hyunwoo
Park and Tzu-Bin Lin)

MEDIA EDUCATION SUMMIT 2018 25

PANELS11.30 - 12.50, NOVEMBER 2ND 2018 - Panel EThursday, 1st November 2018, Hong Kong

Transparency & Trust
Youth and children are an integral part of the media education field and should hold a respected
presence within academic convenings addressing topics pertinent to their lived experiences andfutures. The 4th Youth Media Education Summit (YMES) therefore invites young people to takepart in the larger summit experience and to authentically participate and collaborate with media
education scholars and practitioners attending the Media Education Summit 2018.
The YMES 2018 is co-organised by Iain Williamson from South Island School and Marketa
Zezulkova from Charles University and will be held at the Academic and Administration Building,
Baptist University Road Campus, Hong Kong Baptist University in AAB301, Level 3. Lunch and thefinal session will be held in the Mr. and Mrs. Lau Chor Tak Multi-Purpose Hall, Level 2, Madam
Kwok Chung Bo Fun Sports and Cultural Centre.

PROGRAMME
08:30 - 09:00

Registration & Coffee

09:00 - 09:20

Welcome & Introduction
Marketa Zezulkova
Charles University, Czech Republic

09:20 - 10:05

Living the good life: Virtues and social media
Sr. Nancy Usselmann
Pauline Center for Media Studies, USA

10:05 - 10:20

Filming briefing & brainstorming
Iain Williamson
South Island School, Hong Kong

10:20 - 10:30

Break

10:30 – 11:30

Transmedia literacy around the world

12:50 – 13:50

Lunch

13:50 – 14:20

Fake news and media literacy
Antonio Lopez
John Cabot University, Italy

14:20 – 14:30

Break

14:30 – 15:00

Film-making, children and literacy
Michelle Cannon
UCL Institute of Education, UK

15:00 – 15:15

Break

15:15 – 15:45

Media experience of unaccompanied refugee children
Annamaria Neag
Bournemouth University, UK

15:45 – 16:15

The Earth in a blink of an eye

Donna Chu
Chinese University of Hong Kong, Hong Kong
16:15 – 16:25

Break

16:25 – 16:45

Reflection & discussion preparation
Iain Williamson & Marketa Zezulkova

16:45 – 17:00

Coffee break

17:00 – 18:00

Virtual reality (MES keynote)
Sarah Jones
Birmingham City University, UK

18:00 – 18:30

YMES final streaming & panel discussion

Carlos Alberto Scolari
Universitat Pompeu Fabra, Spain
11:30 – 11:50

Break

11:50 – 12:50

Understanding contemporary propaganda
Igor Kanižaj
University of Zagreb, Croatia

26

MEDIA EDUCATION SUMMIT 2018

Contact:
marketa.zezulkova@fsv.cuni.cz
iwilliamson@sis.edu.hk

MEDIA EDUCATION SUMMIT 2018 27

YOUTH MEDIA EDUCATION SUMMIT

4TH YOUTH MEDIA EDUCATION SUMMIT

Inspiring
Future Journalists

Department of

Journalism
jour@hkbu.edu.hk
http://www.jour.hkbu.edu.hk/

Concentrations:

Chinese Journalism (CJ)International Journalism (IJ)
Data and Media Communication (DMC)
An Interdisciplinary Concentration for
HKBU Computer Science and Journalism Students

Streams:

Broadcast Journalism (BJ)
Financial Journalism (FJ)

Department of

Journalism

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

Panel 1a - Chair: Dr. Yin Nick Zhang‘Dead Poets, Live Teachers’: An investigation into the relationship between teachers
on screen and their real-life counterparts
Mark Readman, Bournemouth University, UK

This paper presents the results of a one-year research project with trainee teachers in the UK,
exploring how they relate to TV and film representations of teaching and learning. The myth ofthe ‘hero teacher’ is a pervasive one, reinforced by representations of charismatic educators on
screen, such as the character of John Keating, played by Robin Williams in the 1989 film Dead
Poets Society. There is anecdotal evidence that such representations are inspiring, but actual
teaching is a complex form of professional and social practice, and rarely as romantic as its
frequent manifestation on screen. The research focused on how these representations might
be used as resources, as the participants developed their professional identities and practices,
and also how they might function to stimulate deep dialogue about the nature of teaching andlearning, and how these might be understood in a professional capacity. The key questions were:
1) What is the significance of representations of teaching and learning for trainee teachers?; 2)
How do trainee teachers speak about these representations?; 3) How do they construct theirprofessional practice and identities in relation to these representations?; 4) Does this change overtime and, if so, how?
Keywords: teaching, representation, professional identity, TV, film
References:
Readman, M. (ed.) (2016), Teaching and Learning On Screen: Mediated Pedagogies. London:
Palgrave Macmillan.

a multicultural, democratic society.
Keywords: Myths and Misconceptions; Teacher Education; Data Visualization: Deconstruction;
Participatory Action Research
References:
Dewey, J. (1998). Experience and education. West Lafayette, IN: Kappa Delta Pi.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Eco, U. (1976). A theory of semiotics. Bloomington: Indiana University Press.
Freire, P. (1972). Pedagogy of the oppressed. London, UK: Penguin Books.
Holohan, M. (2015, October) Mom’s viral video gets textbook company to change factual
error about slavery. Today Parents. Retrieved from http://www.today.com/parents/
moms-viral-video-gets-textbook-company-change-factual-error-about-t48476
Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got
wrong. New York: New Press.
Marshall, E., & Sensoy, O. (2011). Rethinking popular culture and media. Milwaukee, WI:
Rethinking Schools, p1. Retrieved from http://www.rethinkingschools.org/publication/rpcm/
rpcm_intro.shtml
Mangan, J. W. (1981). Learning through pictures: a study of cultural and cognitive aspects of visual
images. Thesis (Ed.D.) University of Massachusetts.
Masterman, L. (1985/2001). Teaching the media. New York: Routledge.
Menzel, P., & D’Aluisio, F. (2005). Hungry planet: What the world eats. Napa, CA: Material World
Press.
November, A. (1998). Teaching Zack to think. November Learning. Retrieved from http://
novemberlearning.com/assets/teaching-zach-to-think.pdf

Re-directing selfie stereotypes: media literacy play in teacher education
Michael Forsman and Ingrid Forsler, Södertörn University, Sweden

Deconstructing myths and misconceptions in teacher education and storytelling with
data: participatory action research
Melda Yildiz, New York Institute of Technology, USA“A Lie Can Travel Halfway Around the World While the Truth Is Putting On Its Shoes” (Anonymous).
Situated within the context of global media education, this participatory action research (PAR)aims to advance scientific knowledge of media literacy education as a means to promotesocial change and global competencies in K12 education and attempts to address deep-rooted
ideologies to social inequities and misconceptions by creating a space to re-examine current
curricula as compared to transformative, collaborative, and inclusive curriculum. To develop
culturally and linguistically responsive pedagogy, participants investigated the visualization in
textbooks through the lens of multicultural education, semiotics, and media literacy frameworks.
PAR promotes media activism as a means of deconstructing the myths and misconceptionsin education, offers creative suggestions for producing media and developing data literacy
in K12 classroom with minimal resources and equipment, and showcases innovative andinclusive projects and best practices. PAR explored three key topics in order to understand theeducational experiences of the participants: the wide range of meanings participants associatewith visualization in education; the impact of media activities on their curriculum design; andthe ways in which they integrated visual imagery and data literacy in their projects. We outlined
how a critical approach to the study of visualization combines knowledge, reflection, and action;
promotes educational equity; and prepares new generation to be socially responsible members of
30

MEDIA EDUCATION SUMMIT 2018

One pillar of media education is the semiotics and political economy of “media stereotypes”.
Traditionally, this approach and its deconstructive methodology has been directed toward large
scale professional mass media output (Lemish, 2015). We present a model for critical work withstereotypes in self-publishing genres such as selfies and visual codes embedded in performative,
bodily practices in everyday life and the socio-semiotics of personalized networks (Boyd, d, 2014;
Forsman, 2017). Our study, was conducted within a teacher program in Södertörn University(Stockholm) in a course on children’s social relations. Our method was inspired by “stereotype
vitalization” (Cawelti, 1976) and attribution of individuality and irony to stereotypes, as a way
to create counter hegemonic messages. The students were instructed to play around withbricolage and other principles of visual dislocation (c.f. detournement) in their selfies; as a way todeconstruct and redirect dominant stereotypes associated with gender, age and constructions of“normal bodies” and “normal situations” (c.f Butler 2004). By producing these ”alternative selfies”,
the students became aware of visual and social norms as well as their own prejudices, and this led
to an elaborated discussion about media pedagogical work with social media stereotypes amongchildren.
Keywords: stereotypes, selfies, media literacy
References:boyd, d. (2014). It’s complicated. The social lives of networked teens. New Haven: Yale University
Press.
Butler, J. (2004). Undoing gender. New York: Routledge.
Cawelti, J. (1976). Adventure, mystery, and romance: formula stories as art and popular culture.
MEDIA EDUCATION SUMMIT 2018 31

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

10.25 – 11.45, NOVEMBER 1ST 2018 – PANEL AABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

Pornography, performance and young people: Media education, sexual violence andconsent
Stuart R. Poyntz, Simon Fraser University, Canada

Pornography is so common it has become a condition (‘pornographication’) as much as a thing
today (Keller, Mendes and Ringrose 2016; Albury 2014; Flood 2009). Pornography is infusedin our culture, and is now readily available online with very little effort or skill. In this paper, I
examine the development of three performance-based, participatory media education workshops
designed to address the role and impact of ubiquitous pornography in the lives of post-secondary
students. The workshops emerged as an extension of a larger theatre project (The *orn Show),
exploring the stories and experiences of the first generation of young people to grow up withubiquitous pornography. The theatre project involved twelve senior post-secondary students
who developed, workshopped and performed The *orn Show in two phases in 2018. As part ofthis production process, a series of parallel media education workshops were created for postsecondary and senior high school students to extend the learning opportunities opened up by
The *orn Show. Here, I address how these workshops explore the relationship of porn to sexual
violence in the lives of men and women and how experiences of consent among young men andwomen are addressed as features of porn literacy in each workshop.
Keywords: pornography, media education
References:
Albury, Kath (2014). Porn and sex education, porn as sex education. Porn Studies. 1(1-2), pp.
172-181.
Flood, M. (2009). ‘The harms of pornography: Exposure among children and young people’ Child
Abuse Review. 18(6), pp. 384-400.
Keller, J., Mendes, K., and Ringrose, J. (2016). Speaking ‘unspeakable things’: Documenting digital
feminist responses to rape culture. Journal of Gender Studies. pp. 1-15.

Panel 2a - Chair: Dr Karen Fowler-Watt
A study of regional journalism education in Media and Communication Studies
departments
Makoto Sakai, Bunkyo University, Japan

According to Kovach and Rosenstiel (2014), “the primary purpose of journalism is to provide
citizens with the information they need to be free and self-governing” (p.17). However, recently,
mass media, especially local media, has lost the competition with online media and has been
suffering in terms of monetization. In other words, the foundation of the information economy
that people need to be free and self-governing has become unstable. On the other hand,
Japanese universities are still places of gathering for young people, even in the rural areas, though
the country itself is facing falling birthrate and an aging population. Thus, these universities arebeing expected to contribute to the local community’s activation, which is without precedent. The
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MEDIA EDUCATION SUMMIT 2018

Media and Communication Studies departments typically are expected to contribute to regional
journalism, instead of the local media. This research is the result of the practical education ofregional journalism in Media and Communication Studies departments in Japan with the aim tocontribute to the autonomy of local information through a booklet publishing project carried out
in a seminar.
Keywords: journalism research, social informatics, media education research, cultural studies,
media studies
References:
Kovach, B.,‎ Rosenstiel, T. (2014). The Elements of Journalism, Revised and Updated 3rd Edition:
What Newspeople Should Know and the Public Should Expect. New York City, NY: Three Rivers
Press
Sunstein, C. R. (2007). Republic.com 2.0.Princeton, NJ: Princeton University Press.
O’Reilly, T. (2005). What Is Web 2.0: Design Patterns and Business Models for the Next Generationof Software. Retrieved fromhttp://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html

A Study on the Influence of “Implicit Curriculum” on Learning Outcomes in Chinese
Culture Course
Xin Zhao, Dalian University of Foreign Languages, China

In the past ten years, research projects showed that there were some form of hidden teaching
resources besides the resources teachers and educators employed intentionally in foreign
language teaching classes. These hidden resources were defined as “potential curriculum” that
schools unintentionally transmitted to students through the educational environment, including
cultural and social structure/relationships. The present research tries to investigate the implicit
teaching resources in the environment of journalism classes. We discuss the functions of these
implicit teaching resources in terms of interest orientation, problem orientation and curriculum
development, compare the advantages and disadvantages of explicit teaching resources andimplicit teaching resources, and study the correlation between the implicit teaching resources andstudents’ learning interests. Based on this, we try to explore how to make use of these implicit
resources to complement explicit resources so as to improve teaching environment and teachingquality.
Keywords: journalism majors, implicit teaching resources, explicit teaching resources, learning
Interests, teaching environment
References:Zhan, Y. L. (1993) “A Brief Introduction to Potential Courses”, Courses, Teaching Materials andTeaching Methodology, 6, pp. 48-51.
Pang, X. G. (1994) “An Analysis of the Characteristics and Functions of Implicit Curriculum”, Jiangxi
Education and Scientific Research, 4, 1994, pp. 46-48.

Teaching journalism ethics: the approach of universities in the Czech RepublicAnna Zunová, Charles University, The Czech Republic

The purpose of this research was to explore the topic of the education of journalism ethics within
schools in the Czech Republic. Questions, such as whether the values of students differ among
universities, which factors influence students’ perception of ethical cases or how does a teaching
MEDIA EDUCATION SUMMIT 2018 33

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

Chicago: Univ. of Chicago Press.
Forsman, M. (2017). Selfie-stereotypes as a gendered media practices and material in media
literacy work. In D. Lemish & M. Götz. (eds.) Beyond stereotypes. Images of Boys and Girls, andtheir Consequences. Gothenburg: Nordicom, 193–202.
Lemish, D. (2015). Children and media: a global perspective. West Sussex: Wiley Blackwell.

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

The quantitative research was conducted through a specially designed questionnaire. Qualitative
analysis consisted of in-depth interviews with teachers and focus groups with students. The goal
was to examine the teaching style, space dedicated to class discussions or individual projects.
In contrast to other media skills, previous studies show that moral standards drop with the
involvement in newsrooms. Realizing that, the university environment is the only chance toinfluence young journalists positively, it is necessary to keep customizing ethical courses, so theyreflect on the current media trends.
Keywords: Ethics, Media, Education, Universities, Czech Republic.
References:
Plaisance, P. L. (2006). An Assessment of Media Ethics Education: Course Content and the Values
and Ethical Ideologies of Media Ethics Students. Journalism & Mass Communication Educator,
61(4), pp.378-396.
Reinardy, S. and Moore, J. (2007). When Do Journalists Learn about Ethics?: An Examination ofIntroductory and Graduating Students’ Ethical Perceptions. Journalism and Mass Communication
Educator, 62(2), pp.161-175.
Urbániková, M. (2015) Czech Journalism Students in the International Comparative Perspective:
Values and Attitudes of the Upcoming Journalistic Generation. Brno, 2015. Dissertation. Masaryk
University.

Research on the media literacy of undergraduates’ attitudes towards official discourseof major crisis events

Fake Climate News: Critically Engaging Climate Disinformation in the News Ecosystemwith Media Literacy
Antonio Lopez, John Cabot University, Italy

Using an approach intended to promote a healthy media ecosystem, this paper starts with an
overview of the tactics and strategies used by the fossil fuel industry to create fake climate news.
It then reviews educational media produced by grassroots environmental campaigns that use
media literacy strategies to educate the public on how to decipher spin and misinformation. Next
it offers an overview of current news, visual, and information literacy practices that can be applied
to the specific topic of fake climate news. Finally, it explores methods that can be used in order tohelp students promote climate solutions. This entails a media ecosystem response, which meansa holistic approach that includes tips for critically engaging media, but also activist strategies forchanging how media are regulated and produced.
Keywords: fake news, media literacy, media ecosystem
References:
Naughton, J. J. (2006). Blogging and the emerging media ecosystem. Retrieved from http://
reutersinstitute.politics.ox.ac.uk/fileadmin/ documents/discussion/blogging.pdf
Postman, N. (1998). Five things we need to know about technological change. Retrieved fromhttp://www.cs.ucdavis.edu/~rogaway/classes/188/materials/postman.pdf

Fake News vs Media Education: Travels on a False Binary

Kangli Li, South China Normal University, China

Karen Fowler-Watt and Julian McDougall, Bournemouth University, UK

In the era of new media, the occurrence and spread of major crisis events have increasingly
presented information fragmentation and process diversification. Because of the fact thatperspectives are prior, information is lagging behind or cannot emerge, the attitude of the groupof college students with strong critical and cognitive abilities to treat official discourse, is an
important angle reflecting the college students’ media literacy. This article starts with the major
crisis events that occurred in recent years, using methods such as investigation method and indepth interviews, and is committed to discovering the ability of college students in media literacy
behind official discourse cognition and attitudes.

This presentation will report on cross European research into media education in secondary
schools (McDougall, Zezulkova, van Driel and Sternadel, 2018), share the key themes from ajournal special issue on fake news and ML (McDougall et al, forthcoming) and launch a new
project on this topic, funded by the US Embassy in London, including a book for publication in2019 with Palgrave MacMillan. The new project brings together media literacy researchers fromthe United States and the UK with teachers, librarians, journalists, digital media producers andyoung people to devise an open access ‘toolkit’ for building resilience for misinformation. The
book will re-state the case for media education in the era of ‘fake news’, arguing that the discipline
already include supports the kind of critical media literacy policy makers are calling for interviews
with both journalists and media educators. From the US, a recent report by The Data and Society
Research Institute, co-authored by a member of the research team, responds to the rise of
disinformation by arguing that ‘media literacy has become a center of gravity for countering fakenews’ (Bulger and Davison, 2018,3). In the UK, media literacy academics working with the Media
Education Association, the professional association in the field, have called for a more ‘joined up’approach to media literacy in the context of disinformation, saying that ‘fake news is largely amanifestation of much broader problems, which apply to ‘real’ news as well.’ (Buckingham, 2019).

Keywords: major crisis events, college students, official discourse, attitude, media literacy
References:
Beard, A. (2000). The Language of Politics. London:Routledge.
Hu, C. (2007). Discourse Analysis: A new way of communication Research. Shanghai: Shanghai
Publishing House.
Potter, W. J. (1998). Media Literacy. Thousand Oaks, CA: Sage.
Zhang, Y. (2012).Understanding Media Literacy: Origin, Paradigm and Path. Beijing: People’s
Publishing House.
Zhao, Y. (2011).The Age of Irony: Formal Theory and Cultural Criticism. Shanghai: Fudan University
Press.

This MES discussion will capture the perspectives of MES delegates as another stakeholder
group, to feed into the project when it kicks off in January. Media educators with a journalism
background are especially welcome to participate.
Keywords:Media Literacy, Fake News, Resilience, Journalism
References:

34

MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 35

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

Panel 3a - Chair: Ms Samantha Stanley

style and syllabus participate in the results, were proposed.

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)

Bulger, M and Davison, P. (2018) The Promises, Challenges and Futures of Media Literacy. Dataand Society Research Institute: https://datasociety.net/pubs/oh/DataAndSociety_Media_
Literacy_2018.pdf
McDougall, J., Zezulkova, M., van Driel, B., Sternadel, D. (2018), ‘Teaching media literacy inEurope: evidence of effective school practices in primary and secondary education’, NESET II
report. Luxembourg: Publications Office of the European Union. doi: 10.2766/613204
McDougall, J; José Brites, M; Couto, M and Lucas, C (eds) (forthcoming, 2018) Cultura y Educación:‘Digital Literacy, Fake News and Education’. Special Issue, in press.

New Media and New Ethics: critical analysis of media literacy problems of Russianstudents
Svetlana Shomova, National Research University Higher School of Economics, Russia

Changes in the information landscape of everyday life inevitably led to the breaking of habitualstereotypes in media perception, as well as to the rethinking of the most important principlesof their use. During recent years, Russia has been actively included in the global process of theteaching of media literacy thanks to special educational courses started by the National Research
University Higher School of Economics for students of both media and non-media specializations,as well as summer schools and international conferences. During the media and news literacy
courses conducted in the Higher School of Economics a tight connection between media literacy
and ethical problems in the modern media communications has been revealed. In Russia the term“media ethics” is still perceived and understood as journalistic ethics, though modern media ismuch broader and includes non-journalistic spheres as well.
The present paper describes the methods of conducting classes and results of discussion offollowing aspects of appropriate Internet behaviour with Russian students:
issues of common user internet etiquette (so called Netiquette) including behaviour in computer
games;
issues of professional behaviour of various media occupations (bloggers, virtual and augmented
reality (VR and AR) creators, Big Data operators etc.) on the Internet;
issues of digital aggression and related problems of media literacy.
Keywords: media literacy, new media, media ethics
References:
Global Media Ethics: Problems and Perspectives, (2013). edited by Stephen J. A. Ward, John Wiley& Sons, Incorporated.
Jenkins H. (2014). Disconnected: Youth, New Media, and the Ethics Gap, MIT Press.
Kachkaeva A., Shomova S., Kolchina A. Education and Media Literacy in Russia: Genesis andCurrent Trends: Evaluation of the Level of Media Literacy of Students // Multidisciplinary
Approaches to Media Literacy: Research and Practices
媒介素养的跨学科研究与践.. (2017). Hong Kong: Communication University of China (CUC)
Press, Sloman S., Fernbach P. (2017) The Knowledge Illusion: Why We Never Think Alone. Penguin.

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MEDIA EDUCATION SUMMIT 2018

Living the Good Life: Virtue Ethics in Media Literacy Education
Nancy Usselmann, Pauline Center for Media Studies, USA

The fundamental principle of ethics is the human person, so the question becomes how is thisrepresented and supported in the media messages we consume and the media we create. This
leads to a reflection on Aristotle’s eudaimonia and an adoption of virtue ethics that provides tools
for teaching media literacy for anyone seeking meaningful living. It fosters questions about what is
acceptable online behavior and what is not? How can authentic digital communities be cultivatedwhile also avoiding isolation? Offering practical tools in critical thinking skills and respectful social
human behavior through numerous audiovisual examples, this workshop integrates media literacy
with character education within media mindfulness methodologies.
Keywords: media literacy, ethics, virtues, critical thinking, character education

Panel 4a - Chair: Dr Annamária Neag
Nurturing Media Literate Young People: A Comparative Study of Media Literacy
Education Initiatives in China
Alice Y. L. Lee, Hong Kong Baptist University, Hong Kong.
Tiande Wang, Zhejiang University of Media and Communications, China

In the past decade, media literacy education was able to have a rapid growth in Mainland China.
The aim of this paper is to examine why and how media literacy programs are developed in thiscountry. A media literacy launching model is put forward to analyze the launch, practice, andexpansion of the media literacy projects developed in recent years.
The media literacy programs in Zhejiang, Guangdong, and Sichuan provinces are recognized as
the most well-developed ones in China. Through in-depth interviews and document analysis, themedia literacy education initiatives from Children’s Palace in Guangdong, Zhejiang University ofMedia and Communications in Zhejiang and Jinniu District Education Bureau in Chengdu, Sichuan
were under scrutiny.
Research findings show that the media literacy programs in China are generally an educational
response to the rapid advancement of the media technologies and the social needs of aharmonious society and the Internet Plus Era. However, due to different agency effort of
the advocates, different programs have their own developmental paths and yield different
educational outcome. Two initiatives are led by educational institutions while the other one
is university-driven. This paper will compare the launching approaches, curriculum goals,
leadership and media educators’ collaboration of these initiatives to identify their similarities anddifferences.
Keywords: Media Literacy Education, Chinese students, Internet Plus, Children’s Palace, media
literacy advocate
References:
Lee, A. Y. L., Wang, T. (2016). Teaching and learning media literacy in China: The uses of media
literacy education. In C. K. Cheung (Ed.), Media literacy in China (pp.11-29). Singapore: Springer
Science+Business Media.
Tan, J, Qiu, X., & Li, Q. (2017). Research Report on Research and Practice of Media Literacy
Education for primary and secondary students in the Internet Era. Chengdu: Jjinniu District
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Buckingham, D. 2019: Teaching Media in a ‘Post-Truth’ Age:
Fake News, Media Bias and the Challenge for Media Literacy Education
In McDougall, Brites, Couto and Lucas (eds) special issue of Cultura y Educacionon ‘Digital Literacy,
Fake News and Education’; in press

ABSTRACTS - (10.25 - 11.45, NOV 1 – PANEL A)(Buckingham, 2003).

Zhang, H. (2017). Digital literacy and growth of children in urban China in the new media age. In
A.Y. L. Lee, K. Zhang and K. Chan (Eds.), Multidisciplinary approaches to media literacy: Researchand practice (pp.130-151). Beijing: CUC Press.

A mixed-method approach is adopted to structure this study. A survey of primary and secondary
school on how ‘edumovie’ was applied was conducted. A total of 445 questionnaires werereturned and analysed. Moreover, a dozen of individual interviews were applied to gather
teachers’ experience and feedbacks on ‘edumovie’. Findings from this study not only demonstrate
the development of media education in Taiwan, but also could offer implications to international
readers who are interested in the development of media education in schools.

History of Japanese Media Education in the Japanese Language and Literature course
Sumiko Nakamura, Tokyo Gakugei University, Japan

This talk is based on an analysis of textbook teaching materials in literature courses which
Japanese public schools are obligated to use after national examinations..
After the Second World War, while under American occupation, Media Literacy was taught inliterature courses for democracy education. In the 1970s however concerns were raised about
the negative influence of mass media on young people. Texts warning of the bad effects of mass
media were published in textbooks. In the 1980s, since the idea that media information andsubcultures were not beneficial in education was predominant, teaching materials on media
were neglected. With the rise of digital technology in the 2000s, there was a resurgence of media
literacy for “Digital Democracy”.
In 2016 the MEXT announced a new course of study. The contents regarding media literacy
increased in literature courses. However, unlike in other countries, visual literacy, meaning thecreation of movies and other media contents, is currently not being taught at all.
It is believed that Japan would benefit from incorporating the strengths of the overseas
curriculum. It is hoped that the course of study will incorporate the elements of the IB course sothat students can critically analyze the media through an interdisciplinary course.
Keywords: Japanese course of study, Japanese literature course, media literacy, democracy
education, visual literacy
References:
Buckingham, D. (2003) Media Education: Literacy, Learning and Contemporary Culture. Polity.
Sugaya, A. (2000) Media Literacy - from the field of the world Japan. Iwanami.
『メディア・リテラシー―世界の現場から』(岩波新書)

Practicing Media Literacy Education In Taiwanese Primary and secondary classroom: A
Study of ‘edumovie’
Tzu-Bin Lin, National Taiwan Normal University, Taiwan

This paper aims at presenting an empirical study of evaluating the practice of film education in
Taiwanese primary and secondary classrooms. Since 2002, Taiwan is the first East Asian country
to promote media literacy education in formal schooling system (Lin, 2009). In the past twenty
years, media literacy education has been implemented in both primary and secondary schools as
an independent or part of the curriculum. Moreover, media literacy education appears in schools
in different forms such as news education and film education. In the study, a teaching pack called‘edumovie’ developed by the Taiwan Film Institute with the funding from Ministry of Culture waschosen as the focus. It is an important milestone of promoting media education in Taiwanese
schools. ‘Edumovie’ is the first completed set of teaching materials to teach moving images within
the current school curriculum although it mainly focuses on one of the media forms, the film. Film
education is a part of media education as the experience of media education practices in the UK
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Keywords: media literacy, film education, edumovie, Taiwan Film Institute (TFI)
References:
Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge:
Polity.
Lin, T.-B. (2009). Navigating through the mist: media education in Taiwan. In Cheung, C.-K. (Ed.),Media Education in Asia (pp. 165-184). Netherland: Springer.

Problems and experiences of teaching big data analysis in Taiwan’s communication
schools
Tosi Hsu-Cheng Chiang and Yu-Wei Hu, Taiwan Normal University, Taiwan
Jung-Chun Chang, University of London School of Oriental & African Studies, UK

The rapid development of the education about big-data analysis has extended students’knowledge in this methodological area. Meanwhile, during the process of teaching and learningof this subject, all the relevant behaviors of teachers and students’ internet use, which iscalled the e-portfolio, are recorded as a kind of big data, analysing these data may facilitate
the improvement of the education of big data analysis (Daniel, 2015; Persico, Manca, & Pozzi,
2014; Roberts, Maor, & Herrington, 2016). The authors of this paper are a course manager, ateacher and a student of big data analysis in Taiwan’s communication schools. Their teaching andlearning experiences indicated that science engineering students emphasised on tool utilizations;communication students focused on research problems and the results of data analysis.
Therefore, it is important to give appropriate instructions to students with different academic
backgrounds. In addition, the Inquiry-based Learning strategy should be integrated into theeducation of big data analysis to obtain a more satisfactory educational effect. Moreover, grouped
inquiry-based learning would train students to investigate, discuss, and think independently about
related principles and the theories related to big data analysis (Pedaste, Mäeots, Siiman, De Jong,
Van Riesen, Kamp, & Tsourlidaki, 2015)
Keywords: big-data analysis; text mining; new media education; e-portfolio;inquiry-based learning
References
Chen, M., Mao, S., & Liu, Y. (2014). Big data: A survey. Mobile networks and applications, 19(2),pp.171-209.
Daniel, B. (2015). Big Data and analytics in higher education: Opportunities and challenges. British
journal of educational technology, 46(5), pp.904-920.
Roberts, P., Maor, D., & Herrington, J. (2016). ePortfolio-Based learning environments:
Recommendations for effective scaffolding of reflective thinking in higher education. Journal of
Educational Technology & Society, 19(4), pp.22.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., & Tsourlidaki, E.
(2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational researchreview, 14, pp.47-61.
Persico, D., Manca, S., & Pozzi, F. (2014). Adapting the Technology Acceptance Model to evaluate
the innovative potential of e-learning systems. Computers in Human Behavior, 30, pp.614-622.
MEDIA EDUCATION SUMMIT 2018 39

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Education Bureau.

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)

Panel 1b - Chair: Dr Janet Lo

Assault on journalism: Building knowledge to protect freedom of expression (pp. 93-101).
Göteborg, Sweden: University of Gothenburg-NORDICOM.

Internationalising Journalism Education and Practice: The Foreign Correspondent
Study Tour

Review and Exploration on Bilingual Teaching of Journalism and Communication in
Mainland Universities in China

This paper looks into various models for both the training and practice of international reportingand its effect on future industry practices, through the Foreign Correspondent Study Tour (FCST).
The FCST was launched in 2015, taking Australian postgraduate and undergraduate media
students to different countries, such as Jordan and India. It offers students ‘authentic learning’
experiences (Herrington & Herrington, 2006), whereby students file news stories on the groundwith real deadlines and media partner in order to emulate the ‘foreign correspondent’ role,
and which can only be achieved by taking students outside the classroom. The FCST, therefore,
focuses on internationalising journalism and media curriculums thus developing students’ senseof global citizenship (Clifford & Montgomery, 2011), and preparing them for future journalistic
experiences within an international context. Through an observational analysis of the study tour
and interviews with participants, this paper explores and reflects on pedagogical models thathave arisen in various iterations of the study tour, taking into consideration the cultural, political,
and ethical practices of international reporting.

In the “global village” where we live, information and communication technology is developing
rapidly, and the media has occupied and will continue to occupy an extremely important positionin our life. As far as technology is concerned, it only takes a very short time to complete thenearly century-journey covered by the mature Western journalism and communication circles.
However, there are still many blind spots in the field of teaching and research in journalism
and communication. Therefore, the need to introduce the latest research results in the field ofjournalism and communication in the world and to connect ourselves with international academic
fields has made it necessary to carry out bilingual teaching in Journalism and Communicationin mainland Universities in China. Besides, it is also urgent to explore a teaching mode suitable
for the mainland situation and the development of the mainland universities. This article willsummarize the present situation and related problems, and discuss the teaching mode and theselection of teaching material, etc. to improve the teaching of journalism and communication.

Mark Evans & Saba Bebawi, University of Technology Sydney, Australia

Keywords: journalism education, foreign correspondent

Risk and reward: Filipino journalism students’ views on Philippine journalism
education and practice
Felipe F. Salvosa II, University of Santo Tomas, Philippines

The study presents the findings of a baseline survey (N=1,000) on the views of Filipino
journalism students on journalism education and journalism practice in the Philippines, part of
the 44-country Journalism Students Across the Globe project. Descriptive results showed that
Filipino students are motivated to study journalism and have a positive outlook on their academic
training. Many prefer travel and lifestyle over politics and business beats, and desire to work inmagazines and television instead of newspapers or news agencies. Further analysis showed that
motivations have significant positive effects on roles, ethical views and perceptions of threatson the news media. The findings underscore the important function of journalism schools in
educating their students on the greater role of journalism in democratic society.
Keywords: Philippines, Philippine journalism, journalism students, journalism education, journalist
roles
References:
Andersson, U. and Wadbring, I. (2015). Public interest or self-interest? How journalism attracts
future journalists. Journal of Media Practice, 16(2), pp.126-138.
Hanusch, F., Mellado, C., Boshoff, P., Humanes, M. L., De Leon, S., Pereira, F. … Yez, L. (2015).
Journalism students’ motivations and expectations of their work in comparative perspective.
Journalism and Mass Communication Educator, 70(2), pp.141–160.
Tandoc, E. (2016). Country report: Journalists in the Philippines. Retrieved from the Worlds ofJournalism website, https://epub.ub.uni- muenchen.de/30119/1/Country_report_Philippines.pdf
Tuazon, R., Diaz, P. &amp; San Diego, T. P. (2017). UNESCO’s Philippine and global research onnews media safety: Crossing disciplines, bridging gaps. In U. Carlsson and R. Pöyhtäri (Eds.),
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Yang Zheng, Hubei University of Arts and Science, China

Keywords: bilingual teaching, journalism, communication, mainland universities in China, teaching
mode
References :Mei Hong.(2007) Practice and Thinking on Bilingual Teaching of Media English[J].Journal of Peking
University. (Science and Social Sciences Edition).
Zhang Zhihua. (2013). A Brief Analysis on the Current Situation of the Development of Journalism
and Communication in China [J].News World.
Ma Qing. (2007). Necessity and Feasibility of Bilingual Teaching in Journalism andCommunication[J]. Journal of Wuhan Institute of Science and Technology.

New initiatives to address the information challenges faced by civil society
Richard Hornik, Stony Brook University, USA

There is no longer any doubt that the world has entered a new era in terms of how information
is both produced and consumed. In addition to all of the anecdotal news about ‘fake news’ andthe impact of manipulated social media on the electoral processes in countries around the world,
there are multiple, rigorous studies (such as that of the Stanford History Education Group) about
the inability of consumers to separate reliable from unreliable information.
Unfortunately, no such consensus exists on what to do about this Information Disorder. Initial
responses tended to focus on what were hoped to be quick-fix solutions, such as improved
algorithms that would spot and eliminate false information and check lists to help consumers intheir daily media consumption. Initial results show that such solutions are not effective.
A renewed focus on educational responses – particularly media literacy, information literacy andnews media literacy -- is essential if long-term solutions to the current Information Disorder are
to be developed. Existing approaches that have shown initial promise, such as Stony Brook’s News
Literacy curriculum, should be rigorously assessed, developed and disseminated with particularemphasis on students 12-18. This paper will discuss current efforts in that regard.
MEDIA EDUCATION SUMMIT 2018 41

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13.50 - 15.10, NOVEMBER 1ST 2018 – PANEL B

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)

Rongwei Ma, Nanjing University of Posts and Telecommunications, China

References:
Wardle, Claire and Derakhshan, Hossein (2017), Information Disorder: Toward an interdisciplinary
framework for research and policymaking, Council of Europe,
Available at: https://firstdraftnews.org/wp-content/uploads/2017/11/PREMS-162317-GBR-2018Report-de%CC%81sinformation-1.pdf?x25074
Fleming, Jennifer (2013) Media Literacy, News Literacy, or News Appreciation? A Case Study of theNews Literacy Program at Stony Brook University, Journalism and Mass Communications Educator,
Volume: 69 issue: 2, page(s): pp.146-165
Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016). Evaluating
Information: The Cornerstone of Civic Online Reasoning. Stanford Digital Repository. Available at:
http://purl.stanford.edu/fv751yt5934
Maksl, Adam; Ashley, Seth; and Craft, Stephanie (2015) “Measuring News Media Literacy,”Journalof Media Literacy Education, 6(3), pp.29 -45.
Available at: http://digitalcommons.uri.edu/jmle/vol6/iss3/3

With the continuous updating of Internet, the functions of social media have become increasingly
richer and more widely used. Social media has become a new lifestyle. The features of usergenerated content in social media, changing the conventional ways of learning, breaking theinformation production model led by the elite, gradually formed a “decentralized” learning
environment, the varying media environment led college students need higher media learning
literacy. There are some problems to be solved to build a good social media learning environment
and improve college students’ media learning literacy. Some college students cannot use social
media rationally, lack concentration during learning, their knowledge lack systemization andis influenced by harmful culture easily. This paper introduces several media learning literacy
skills that college students should be equipped with in social media environment, such as time
management skills, information discrimination ability, content generation ability, text expression
ability, cooperative learning ability and communication ability etc. There are several ways toimprove their media learning literacy, such as cultivate the awareness of media learning, establish
the concept of lifelong learning, create a good media learning environment, enhance innovation
capabilities, and explore reasonable ways to promote the concept interaction and the depth oflearning etc.

Panel 2b - Chair: Dr Chi Kim Cheung

Keywords: social media, college students, media literacy education

Design Thinking: Adolescent Co-Researchers Design Media Literacy Lessons to Address
Cyberbullying

Media literacy and citizenship learning of Chinese young people

Today’s adolescents are at a precarious developmental stage of their lives. They are constantly
bombarded with information and social perils in the online world. When making decisions, theytend to focus on immediate benefits, the dopamine reward, and overlook negative consequences(Casey, Jones & Hare, 2008). To date, media literacy lessons in schools have been successful
in dispensing knowledge but few have influenced a change of intention or behaviour (Jeong &Hwang, 2012). Therefore, this research study explored how media literacy lessons can be designed
as an empowerment tool (Hobbs, 2011) to help Singaporean adolescents address cyberbullying.
Since adults may have difficulty discarding adult filters when trying to solve adolescent-related
problems (Kallett, 2005), this research study included seven Singaporean adolescent coresearchers (13 to 15 years old) to help re-design media literacy lessons that their peers can relate
to. At phase one, the student co-researchers used design thinking and research approaches to
explore solutions via coding of self-reflection, discussions and peer interviews. At phase two, thestudent co-researchers with their teachers co-taught media literacy lessons. The pre-post tests
and lesson artefacts collected revealed insights into what may influence adolescent behaviourchange.

This paper investigates Chinese young people’s participation on Weibo (the largest micro-blogging
service in China). Drawing on the online ethnographical data and the interview data about their
online activities, I found that young Chinese people develop a digital literacy through their active
participation in the Weibo community. This literacy is manifested as their understanding of thewidely accepted community practices, such as language practices and awareness of communal
values and norms. These practices are crucial for the formation of their identity as a member in
the Weibo community and their practice of their digital citizenship in this community. Moreover,as Weibo is extensively used by the participants as their main channel of experiencing Chinesesociety, their digital literacy fostered in the Weibo community serves a precondition for theirlearning of their Chinese citizenship.
The findings of this research show the necessity of understanding media literacy within theframework of citizenship learning and practice, which has long been argued in the field of media
literacy education (Buckingham, 2000, 2015b; Tufte & Enghel, 2009). By doing so, media literacy
education can be implemented more comprehensively rather than merely cultivating a “wellbehaved media consumer” (Buckingham, 2015a).

Keywords: design thinking, children as co-researchers, cyberbullying, adolescents, media literacy

Keywords: media literacy, digital citizenship, citizenship learning, young people, Chinese
citizenshipAileen Chai, National Institute of Education, Nanyang Technological University, Singapore

References:
Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York
Academy of Sciences, 1124(1), pp.111-126.
Hobbs, R. (2011). The state of media literacy: A response to Potter. Journal of Broadcasting &Electronic Media, 55(3), pp.419-430.
Jeong, S. H., Cho, H., & Hwang, Y. (2012). Media literacy interventions: A meta‐analytic review.
Journal of Communication, 62(3), pp.454-472.
Kellett, M. (2005). Children as active researchers: a new research paradigm for the 21st century.
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Jun Fu, University of Melbourne, Australia

References
Buckingham, D. (2000). The making of citizens : young people, news and politics: London :Routledge, 2000.
Buckingham, D. (2015a). The blanding of media literacy. Retrieved from https://davidbuckingham.
net/2015/05/21/the-blanding-of-media-literacy/. Apr 20, 2018.
Buckingham, D. (2015b). Do we really need media education 2.0? Teaching media in the age ofparticipatory culture. In T.-B. Lin, V. Chen, & C. S. Chai (Eds.), New media and learning in the 21st
century (pp. 9-21): Springer.
MEDIA EDUCATION SUMMIT 2018 43

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)

Research on College Students’ Media Literacy Education in Social Media Environment

Keywords: fake news,information disorder, news literacy, news media literacy, media literacy

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)

Alternatively, the direct, positive effect of selfie posting on body esteem suggests that there may
exist other peer-related factors that mediate the positive relationship between young girls’ online
self-presentation and body image and deserve further exploration.

Democratic Expression and Collective Fanaticism In Interactive New Media

Keywords: body image, objectification, selfie, social comparison, social media

Miao Xu, Hong Kong Baptist University, Hong Kong

Until now, online interactions regarding Netnews have been conducted through speeches, withlittle audio/video interaction. In other words, expressions have become an important text in the
study of interactions. The linguistic disorder of individuals notwithstanding, the online interactive
environment offers a more convenient means of delayed communication, as long as you areable to fluently express whole ideas on an equal basis. Many psychological motivations are atwork during network news communication among netizens, as well as between netizens and the
media. Psychological motivations are an important factor in the study of online communication
due to the absence of face-to-face communication.
It should be acknowledged that the development of net-news interactions is not as perfect as was
initially predicted at the beginning of 21st century. For news interactivities, this kind of psychology
is not only an interpretation of the minds and attitudes of individuals, but also an expression ofcollectivism in an event that is formed in a small, temporary crowd.
Keywords: Communication Psychology, Media Interaction, Public Opinion, Collective Fanaticism,
Democratic Expression
References:
Le Bon, G. (2017). Crowd. Taylor and Francis.
Lefebvre, H., Moore, J., Elliott, G. and Trebitsch, M. (2014). Critique of everyday life. London:
Verso.
Castells, M. (2002). The informational city. Oxford: Blackwell.
Lee, A. and Žižek, S. (n.d.). The idea of communism.
Zhao, Y. (n.d.). Media and elusive democracy in China.

References:
Baker, R. K., & White, K. M., (2010). Predicting adolescents’ use of social networking sites froman extended theory of planned behaviour perspective. Computers in Human Behavior, 26, pp.
1591-1597.
Barry, C. T., Doucette, H., Loflin, D. C., Rivera-Hudson, N., & Herrington, L. L. (2017). “Let me take aselfie”: Associations between self-photography, narcissism, and self-esteem. Psychology of PopularMedia Culture, 6, pp. 48-60.
Bazarova, N. N., & Choi, Y. H. (2014). Self‐disclosure in social media: Extending the functional
approach to disclosure motivations and characteristics on social network sites. Journal ofCommunication, pp. 64, 635-657.
Chua, T. H. H., & Chang, L. (2016). Follow me and like my beautiful selfies: Singapore teenage girls’
engagement in self-presentation and peer comparison on social media. Computers in Human
Behavior, 55, pp. 190-197.
Eftekhar, A., Fullwood, C., & Morris, N. (2014). Capturing personality from Facebook photos andphoto-related activities: How much exposure do you need? Computers in Human Behavior, 37, pp.
162-170.
Fardouly, J., & Vartanian, L. R. (2015). Negative comparisons about one’s appearance mediate therelationship between Facebook usage and body image concerns. Body Image, 12, pp. 82-88.
Ferguson, C. J., Muñoz, M. E., Garza, A., & Galindo, M. (2014). Concurrent and prospective
analyses of peer, television and social media influences on body dissatisfaction, eating disorder
symptoms and life satisfaction in adolescent girls. Journal of youth and adolescence, 43, pp. 1-14.

An Analysis of the Media Literacy Status and Education Approaches of the Young
Generation in the Context of Mobile MediaLi Ang, Xi’an Eurasia University, China

Panel 3b - Chair: Dr Xinzhi Zhang
Effects of Instagram Selfie Practices and Appearance-Based Peer Comparisons on Body
Esteem of Teenage Girls
Leanne Chang, Hong Kong Baptist University, Hong Kong

Guided by objectification theory and social comparison theory, this study examines effects ofselfie posting, editing, and browsing behaviors on adolescent girls’ evaluation of their body andappearance. The mediation effect of appearance-based peer comparisons and the moderation
effect of direction of comparisons are also tested. Survey data were collected from threesecondary schools in Singapore. Three hundred and three participants completed the survey
based on the sampling criteria of female Instagram users aged 12 to 18 years. Results showthat selfie posting has an unexpected positive effect on body esteem that is not mediated byappearance comparisons. Editing and browsing behaviors each has an indirect negative effecton body esteem that is fully mediated by appearance comparisons. Direction of comparisonsdoes not alter the mediation effect of appearance comparisons. The findings indicate that whenpeer influence is presented in the form of appearance comparisons, it has a negative effect onbody esteem, regardless of whether upward, downward, or lateral comparisons are involved.
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With the rapid development of mobile media, the emerging media environment has changed.
The unprecedented surge in the amount of information and diversification of content have led
media users to actively participate in information selection. This series of changes challenge thepublic’s ability to access information and select information ability. At a time when new media isflourishing, the public’s media literacy is one of the hallmarks of social civilization and an indicatorof social progress. The public needs to enhance their media literacy, understand the media andthe living environment, analyze and critically recognize different media texts, thus gaining accessto and understanding of the media, grasping the media as an empowering media for audience,
understanding the mass media dissemination effect, learn to criticize the cognitive media, andlearn to use and use the media, so as to achieve their own service purposes, in life to improvetheir own media literacy, and to achieve the public interest to stand up and safeguard the interestsof the community. This article investigates the experience of using mobile media of younger
generation born after 1995, and explore the ways of education for the current media literacy.
Keywords: Mobile Media, Media Literacy, Critical Recognition, Empowerment, Education.
References:Potter, W.J. (2012), Media Literacy (04), Tsinghua University Press.
Rong, Jianhua. (2011) Chinese Media Literacy Education Theory (01), China Social Science Press.
Zhang, Kai, Zhang Yanqiu, Zang Haiqun, (2014) Media Literacy and Inclusive Social Development
MEDIA EDUCATION SUMMIT 2018 45

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Tufte, T., & Enghel, F. (2009). Youth engaging with the world: Media, communication and socialchange: Nordicom.

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)

Equal Access: How Do Media Educators Tackle Gender Inequity in the Film andTelevision Industries
Lucy Brown, Greenwich University, UK

The lack of gender equality at all levels within film and TV industries is no secret. Over 50% of
students on media production courses are women so why are they not climbing the ladder todirect, write, produce or take on other craft roles on the same scale as their male counterparts?
Is there anything that film and television production programmes within Higher Education
Institutions can do to empower the next generation of female filmmakers? This paper will draw
upon the latest research and findings from the conference which brings together academic
speakers, practitioners, industry figures and students to ask what Higher Education Institutions
can do to level the playing field for female students embarking on a career in the screen industries
and what next in the wake of recent campaigns such as #MeToo and #TimesUp.
Keywords: Equality, Equal Access, Filmmaking, Media Education, Gender
References:
Cobb, S., & Wreyford, N. (2017). Data and responsibility: Towards a feminist methodology for
producing historical data on women in the contemporary UK film industry. Feminist MediaHistories.
Cockburn, C., Silverstone, R. & Hirsch, E., 1992. The circuit of technology: gender, identity andpower. Consuming technologies: Media and information in domestic spaces, pp.33–42.

Subjective Experience and Normative Claims: Phenomenological Reflections on Social
Media
Girts Jankovskis, University of Latvia, Latvia

This paper focuses on relation between subjective experience of young people using social media
and normative claims they use while judging their own and other people’s social media habits.
The paper is based on a study which was conducted in 2016 on media habits of teens in Latvia. In
this study the method of interpretative phenomenological analysis was used.
The study revealed two types of descriptions which youngsters use to depict their experience:(1) descriptions about their activities in social media from the first person perspective and (2)normative claims which show the third person perspective. Often these two storylines contradict
each other.
The question about how norms are interacting with subjective experience of social media
emphasizes the difference between the way one perceives and one is in social media, therefore
providing a better understanding on how youngsters are making use of things they are taught
about media literacy.
Keywords: media perception, subjective experience, normative claims, habits, phenomenology
References:
Jankovskis, G. and Maija Jankovska. (2016). Being There and Together. Rīga: Creative Media Baltic.
Smith, J., Flowers, P. and Michael Larkin. (2009). Interpretative Phenomenological Analysis: Theory,
Method and Research, Los Angeles/ London/ New Delhi/ Singapore/ Washington DC: SAGE.

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4b MES Conversation - Chair: Prof Julian McDougall
New Journalisms: Rethinking Practice, Theory and Pedagogy

Karen Fowler-Watt and Stephen Jukes, Bournemouth University, UK

This conversation is designed to engage MES delegates in a lively discussion. The title is also thatof a work in progress – an edited collection due to be published in 2019 and the co-editors hope
to capture from this international gathering some material for a compelling ‘Afterword’. The pluralin the title is important in that we are focusing on not only new challenges facing journalism (inthe singular) but also seeking to explore a range of new practices that are being employed acrossa diversity of media. We wish to discuss how these new practices can lead to a re-imagining ofjournalism in terms of practice, theory and pedagogy.
Not for the first time, journalism is in a period of introspection. Today, the crisis facing the media
comes less from self-inflicted wounds and more from external forces, whether it be attacks fromthe U.S. president, the rising voice of partisan opinion or narratives of fear. Established media
appears to be drowned out and ‘the people who want to see journalism fail now have a bigger
megaphone than ever’ (Bell, 2017). The Internet has perversely reinforced personal opinion as the
public consumes what it wants to hear. Against this landscape, we would hope to explore a seriesof key themes in this interactive session:
New challenges: towards a definition of ‘new journalisms’, those challenges presented by a crisisof professional identity, changing patterns of consumption and engagement with news, and issues
arising from public disaffection with elites, journalism and the media
New practices: ways of connecting publics through listening to marginalised voices, the increased
potential of alternative journalisms, the impact of analytics, considering how journalists handle
the rise of violent and graphic images,
Re-imagining: how journalism education can lead to new journalisms, how to engage people inan age of distrust, pedagogies to enhance an understanding of narratives of terror and threats tohuman rights, teaching new ways of telling human stories.
Keywords: journalism education; connectivity; trust; storytelling; voice

Media Education Practices: a multiple case study from UK, Greece, Korea and Taiwan
Andrew Burn, Kostas Voros, Tzu-Bin Lin and Amie Kim

This conversation session aims at offering an in-depth discussion on the development ofmedia education in four countries with quite diverse cultural and educational frameworks.
The presenters have previously collaborated in UCL - IOE for a period of time. Sharing a similar
understanding of media education theory and practice, they will exchange their findings about
media education in their countries. Themes include: rationales of media education, approaches
of practicing media education, the state of media education, media education in formal andinformal education settings. Each presenter will outline the general landscape of media educationin their country and use a case study from his/her own context to explicate the developmentof media education in the past few years. We expect other conference delegates will benefit
from this conversation session through our thematic comparison. We will have a 60-minute (15minutes each) session to identify the up-to-date developments in the four countries focusing on
the above-mentioned themes. Then, we will invite delegates to join our discussion participating
actively through posing questions and challenging the views of the presenters on the above
MEDIA EDUCATION SUMMIT 2018 47

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)(01) China’s Communication University Press.

ABSTRACTS - (13.50 - 15.20, NOV 1 – PANEL B)

Keywords: Media Education practices, International perspectives, Media literacy theory, Media
Education policy, Multiple case studies

15.15 - 16.35, NOVEMBER 1ST 2018 – PANEL C
Panel 1c - Chair: Dr Mark Readman

Playing with production: Pedagogical approaches to Media Arts in an Australianprimary school
Amanda Levido, Queensland University of Technology, Australia

Across Australian education jurisdictions, there is an expectation that Media Arts is being taught
as one of five strands of the Australian Curriculum: The Arts (Australian Curriculum Assessment
and Reporting Authority, 2015). Despite its inclusion, there is a lack of support for Arts Education
at a policy level, with government trends favouring STEM education. Many primary school
teachers are not confident implementing The Arts or have had little training (Garvis & Lemon,2013). This is a particular obstacle with a curriculum that is production-based, underpinned bya Creative Participation pedagogy. While this approach could be one way to build the creative,
collaborative and technologically focused future workforce (Goldsmith, 2014), it is essential tounderstand how teachers can effectively implement the curriculum. This presentation will reporton the findings of one case, that of an Australian primary school classroom. I will examine how
the classroom teacher implemented the curriculum and what pedagogical approaches were taken
in order to teach Media Arts skills and concepts. I will discuss how Media Arts activities develop
within established and emerging Communities of Practice (Wenger, 1998), fostered by the teacher
and enacted by the students to consider the broader context of the implementation of Media
Arts.
Keywords: media education, media arts, primary school, curriculum; pedagogy
References:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2015). The Arts/
Introduction The Australian Curriculum v8.3. Retrieved May 15, 2017, from http://www.australiancurriculum.
edu.au/the-arts/introduction
Garvis, S., & Lemon, N. (2013). Are the Arts important in schooling? Clear messages from thevoices of pre-service generalist teachers in Australia. Australian Journal of Music Education, (2),
pp.98–104.
Goldsmith, B. (2014, October 27). Media arts should be at the core of the Australiancurriculum. The Conversation. Retrieved from https://theconversation.com/
media-arts-should-be-at-the-core-of-the-australian-curriculum-33401
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge
University Press.

Critical and Behavioral Autonomy as the Ultimate Goal of Media and Information
Literacy Education
Tatiana Murovana, UNESCO Institute for Information Technologies in Education, Russia

This talk will provide an overview of the research activities as well as their practicalimplementations by the UNESCO Institute for Information Technologies in Education incooperation with Moscow State Pedagogical University and the UNESCO Chair on Media andInformation Literacy and the Media Education of Citizens. It will address the interim results ofthe project aimed to enhance the capacities of teachers and educators to benefit from and tocontribute to the development of the digital education environment by media and information
literacy-based professional development through the set of mobile learning tools. Moreover, some
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MEDIA EDUCATION SUMMIT 2018 49

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themes. Professor Burn will chair the first half and Dr. Lin will moderate the thematic discussion
for the second half.

ABSTRACTS - (15.15 - 16.35, NOV 1 – PANEL C)

Keywords: Media and Information Literacy (MIL), autonomy of the will and behavior,
automatisation and algorithms; proactivity vs reactivity, mobile learning.
References:
Murovana, T., Proactivity as an end and a means of media and information literacy
Murovana, T., Breaking through the glass ceiling: let’s go back to start again

Folk understanding of the effects of touchscreen devices on pre-schoolers: A study ofmothers in Singapore and Vietnam
Sun Sun Lim and Becky Pham, Singapore University of Technology and Design, Singapore
Renae Sze Ming Loh, National University, Singapore

With touchscreen devices being more actively used by pre-school age children within the homesetting, parents are understandably concerned about the effects they may have on children.
Although nascent scientific research on such effects may be reported in the media, parents
may be unaware or dismissive and rely upon their own folk understanding. Folk understanding/theories – also known as intuitive or lay theories – refers to the largely subconscious
understanding of the world that is shared by most people but is not a direct reflection of formal
scientific instruction (Keil, 2010; Ling, Nilsen, & Granhaug, 1999; Windschitl, 2004). Given thecritical role of parents in monitoring their pre-schoolers’ media use, this research investigatesparents’ folk understanding of the effects of touchscreen devices among mothers of pre-schoolers
in Singapore and Vietnam. We conducted interviews and observations with 40 mother-child dyads
in Singapore and 42 mother-child dyads in Vietnam to answer three research questions comparing
the similarities and the differences between mothers in Singapore and Vietnam:
RQ1: What were their key information sources pertaining to the effects of touchscreen devices on
young children?
RQ2: What was their folk understanding of the benefits of device use for their children?
RQ3: What was their folk understanding of the risks of device use for their children?
Our research findings and their implications for digital literacy education for parents will be
discussed.
Keywords: folk understanding, digital literacy education, touchscreen devices, pre-schoolers,
ethnography
References:Keil, F. C. (2010). The feasibility of folk science. Cognitive science, 34(5), pp.826-862.
Ling, R., Nilsen, S., & Granhaug, S. (1999). The domestication of video-on-demand: Folk
understanding of a new technology. New Media & Society, 1(1), pp.83-100.
Windschitl, M. (2004). Folk theories of “inquiry:” How preservice teachers reproduce thediscourse and practices of a theoretical scientific method. Journal of research in science teaching,41(5), pp.481-512.

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From Small Findings to Unique Perspectives: A Digital Storytelling Workshop toward
Critical/Creative Media Production
Yuko Tsuchiya, Hiroshima University of Economics, Japan

Many media literacy researchers and practitioners claim that media production should be
not only to acquire skills but also to enhance critical thinking and creativity. However, when
students make videos conveying local stories, they tend to select stereotypic themes and outline
their features. Consequently, many contents seem like imitations of tourist guide books or TV
information programs. Appropriate learning designs are necessary for students to be critical
about their internalized stereotypes and create original stories based on their own perspectives.
In this paper, I would like to discuss a Digital Storytelling workshop held by nine students ofHiroshima University of Economics between November and December 2017. Digital Storytelling is
the self-narrative media practice about ordinary people’s thoughts, memories, and experiences,which began in California in the 1990s and spread globally. Generally, storytellers make video
clips of a few minutes by editing photos, sounds, and their own narrations. I employed the selfnarrative media form but arranged the production process through fieldwork. Students visited theHiroshima Castle and created Digital Stories from their findings. By reviewing their process of story
making, I will show how they deepen their understanding of local culture and define their uniqueperspectives.
Keywords: Digital Storytelling, Creativity, Meaning-Making, Meta Perspective, Fieldwork
References:
Bruner, J. (2002). Making Stories: Law, Literature, Life, Cambridge, MA: Harvard University Press.
Dunford, M. & Jenkins, T. (Eds.). (2017). Digital Storytelling: Form and Content. London: Palgrave
Macmillan.
Hasegawa, H. & Murata, M. (Eds.). (2015). Daigakusei no Tameno Media Literacy Training. Tokyo:
Sanseido. (In Japanese)
Lambert, J. (2013). Digital Storytelling: Capturing Lives, Creating Communities (4th ed.). New York:
Routledge.
McLuhan, M. (1964). Understanding Media: The Extensions of Man. Cambridge, MA: MIT Press.

Panel 2c - Chair: Dr Karen Fowler-Watt
Mind Over Media: Exploring Global Propaganda Education

Renee Hobbs and Sait Turzel, Media Education Lab, University of Rhode Island, USA
Igor Kanizaj, University of Zagreb, Croatia
Silke Grafe, University of Wurzberg, Germany
Through international collaboration we are expanding and deepening the Mind Over Media
education initiative, which brings together educators and activists to explore best practices inteaching and learning about the new forms of propaganda that are reshaping the global online
public sphere. There has never been a more urgent need for global propaganda education. Today,
people experience the online public sphere without a good understanding of the economic,
political, cultural and technological forces that are dynamically reshaping it. With the rise ofclickbait, conspiracy theories, disinformation, partisanship, trolls, bots and sponsored content,
young citizens face new challenges when they access information and entertainment. Lackof knowledge about propaganda contributes to public cynicism, apathy and disengagement.
Educational experiences, in both formal and informal contexts, can help young people torecognize and resist disinformation campaigns when used as a form of information warfare. At
the same time, contemporary propaganda can also be beneficial by deepening our understanding
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proposals on updating of the MIL concept and notion derived from the project will be covered andit will be explained how the contemporized MIL-based activity could feeds into education practicein the digital age. The final part of the presentation will address future research and capacity
building needs in the area of promoting media and information literacy in digital teaching andlearning in line with the life-long learning concept.

ABSTRACTS - (15.15 - 16.35, NOV 1 – PANEL C)

Keywords: media literacy, propaganda, digital literacy, teaching and learning

Our future Scotland: developing documentary as a springboard for citizen interaction
and participation
James Blake, Centre for Media and Culture at Edinburgh Napier University, Scotland

This session explores how a new documentary film evolved into an interactive and educational
project. In 2018 I was commissioned by the Scottish Parliament to produce a 15-minute film toshowcase various visions of the future and innovations of the present. The film features morethan 25 interviews with a range of key figures in Scottish life: Political leaders including the First
Minister, science-fiction writers, actors, scientists, games designers, refugees, students andchildren.The film was the first stage in a wider project of social participation that encourages
young people in Scotland to engage with digital and real-world interactive methods to submit
their own future aspirations. An online visual mosaic of these contributions forms a learning
resource for school pupils and Higher Education students. The project feeds into the Year of Young
People and puts the ideas of children on an equal level with industry leaders and policy makers.
It is intended that a short part of the film will be screened during this session– followed by adiscussion about the process of production and an analysis of the subsequent wider participationin the project. Towards the end of the session delegates will have the opportunity to be filmed
offering their own visions of the future.
Keywords: documentary, participation, youth, Scotland, future

Hollywood’s Vision of Social Justice: Media Literacy Approaches and Responses
Rosemarie Pacatte, Pauline Center for Media Studies, Los Angeles, California. USA

What is a thoughtful response and praxis, informed by critical thinking, to Hollywood - or theentertainment industry - when it takes on social justice issues and themes such as human dignity,
the common good, solidarity, the rights of workers and care for the earth? Are they movies,
television shows or video games with a message or compelling stories told in compelling ways thattranscend the profit motive? How are age, gender, religion, and diverse populations represented?
This interactive electronic presentation will integrate audiovisual clips from mainstream film andtelevision with opportunities for participants to evaluate and critique them using two frameworks:
T.H.I.N.K. and the Media Mindfulness Wheel.
Keywords: Media Literacy Education, Social Justice, Hollywood, Media Mindfulness, Human
Dignity52

MEDIA EDUCATION SUMMIT 2018

Panel 3c - Chair: Dr Vincent Wang
Recommendation Algorithms in Digital Media: Identifying Issues for Media Education
through Game-Based Focus Groups

Anne-Sophie Collard, Jerry Jacques and Jérémy Grosman, Research Center in Information, Law andSociety, University of Namur, Belgium
Individuals are nowadays deeply engaged with media whose recommendation algorithms selecttailored contents for them. Despite their influence on media practices, algorithmic operations
remain largely opaque and difficult for the public to understand or follow. The present paper
attempts to identify key issues regarding recommendation algorithms that could be fruitfully
addressed by media education initiatives aiming to foster reflexive and empowered users.
Reviewing relevant media education literature, we propose a framework for exploring the
problems and stakes raised by media users when interacting with recommendation algorithms.
With this framework in mind, we introduce the empirical results obtained during a series ofgame-based focus groups. The focus groups, organized in collaboration with a Belgian media
education association, take the form of game sessions where participants were asked to “actas a recommendation algorithm” (adapted from Helgesson (2016)), followed by a discussion
through which participants collectively reflected upon their experiences, perceptions andconcerns. The analysis of four focus groups, three organised with teenagers and one withresearchers, and interviews of media educators who conducted them, brings to the fore questionsof personalization, automation, trust, valuation and datafication. Anchored in participants’experiences, the conclusion formulates recommendations aimed at helping media educators tofoster algorithm-based media literacy.
Keywords: algorithm, recommendation, media literacy, societal issues, focus group
References
Beer, D. (2009). Power through the algorithm? Participatory web cultures and the technologicalunconscious. New Media & Society, 11(6), pp.985–1002.
Burrell, J. (2016). How the machine ‘thinks’: Understanding opacity in machine learningalgorithms. Big Data & Society, 3(1).
Dewey, J. (1927). The Public and its Problems. Henry Holt & Company.
Helgesson, C-F. (2016). Social Studies of Algorithms, Summer School, Stockholm, Sweden, 4-8 July.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. J. (2006). Confronting the
Challenges of Participatory Culture: Media Education for the 21st Century (White paper). The John
D. and Catherine T. MacArthur Foundation.

Anticipatory action in creative media education: dialogue animation by hearingimpaired students (by video)
Oksana Fedotova and Melvyn Ternan, Sheffield Hallam University, UK

Despite numerous initiatives for increasing workforce diversity, disabled people are still
underrepresented in creative media industries. Research shows that numerous barriers
discourage disabled students from entering media professions, including the disabling practices
within the industries and lack of resources. Media education has a huge potential to contribute topositive change, by supporting disabled students in developing their own, often unique, skillsets,
and by promoting inclusive ethics and work strategies among their able-bodied peers. However,the current ‘reasonable adjustment’ policies are limited and lacking in subject-appropriate
anticipatory action. This is further exacerbated by recent changes to disabled students’ allowance.
Our video presentation will demonstrate how anticipatory action was implemented on a
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and emotional connection to stories of injustice around pressing social and human rights issues.
Democracy depends upon engaged citizens who have the interest in and capacity to both criticallyanalyze and create new forms of information, self-expression and communication. Propaganda
education can promote critical debate and respect for diverse opinions. This is an interactive
session.

ABSTRACTS - (15.15 - 16.35, NOV 1 – PANEL C)

Keywords: inclusive education, creative sector, hearing-impaired, BSL, animation
References:
Cooper M (2014) Deaf and Disabled People, Employment, and the Cultural Sector: A Literature
Review http://www.accentuateuk.org/resources
Ellis K (2016) Disability Media Work: Opportunities and Obstacles, Palgrave
Moriña A (2017) “Inclusive education in higher education: challenges and opportunities”,
European Journal of Special Needs Education Vol. 32 (1)Knoors H, Marschark M (2014) Teaching Deaf Learners. Oxford University Press.

Religious Education and the Internet. The Case of the Roman Catholic Church
Jakub Havlicek and Dusan Luzny, Palacký University Olomouc, Czech Republic

The presentation deals with the topic of religious education through the internet fromanthropological perspective (Berliner – Sarró 2007). It focuses on the issue of re-producing
religious knowledge of the Roman Catholic Church on the internet, particularly on social media.
From an emic standpoint the presentation focuses on the attitudes of the Church towards theinternet in general and social media in particular. From an etic perspective it deals with theoreticalconcepts of social sciences which can be applied on the case of the Church using the internet
as a tool of religious education. The presentation is based on qualitative thematic analysis ofprimary sources, particularly of internet resources. It is also based on secondary data analysis
and qualitative analysis of social media pages on Facebook and Twitter. The internet represents
for the Church an important tool of religious education. The activities of the Church on theinternet are particularly aimed at a young audience. The Church uses the internet as a tool ofreligious education developed along with theological concept of “new evangelization”. From theperspective of social sciences, it can be related to the concepts of organizational secularization(Dobbelaere 2002) and of “connective memory” (Hoskins 2009, 2011; van Dijck 2010).
Keywords: Education; Religion; Internet; Social media; Roman Catholic Church

A critical workshop study for the alternative imagination of digital media platforms
Shin Mizukoshi, The University of Tokyo, Japan

Since the mid 2010s, the world media landscape has been covered with GAFAM (Goggle, Apple,
Facebook, Amazon, and Microsoft) used by smart phones and rapidly transmitted. The GAFAM
and smartphone have already become our ordinary media platforms. Since 2000s, the emerging
fields such as software studies and platform studies have developed academic discussionof them. However, little has been discussed about the learning processes and educational
programs developing general people’s critical understanding of them. How to share the literacyof media platforms among wide general people? Can experts bodily understand them as not
only technologically but also socio-culturally constructed objects? In this paper, Shin discusses
about the design, practice and evaluation of one media literacy workshop: Media Landscapewithout Apple, which has been planned and facilitated by his team since 2015. The workshop
collects various participants and asks them to make alternative scenarios of today’s media
landscape collaboratively under the supposition that Apple had suddenly vanished in 2007 and,
consequently, iPhone were not produced. Shin finds those scenarios cast alternative imaginationon the problematic situation of the contemporary media landscape. The paper makes acontribution to the new literacy theory and programs of digital media platforms.
Keywords: media platforms, software studies, platform studies, Apple, alternative imagination
References:
Bradbury, R. (2013), (first published in 1952). A Sound of Thunder and Other Stories. New York:
William Morrow Paperbacks; Reprinted edition. Kindle edition.
Fuller, M. ed. (2008). Software Studies: A Lexicon. Cambridge & London: The MIT Press.
Innis, H. 1951. The Bias of Communication. Toronto: University of Toronto Press.
Scholz, T. and Schneider, N. (2017). Ours to Hack and to Own: The Rise of Platform Cooperatives: A
New Vision for the Future of Work and a Fairer Internet. New York: Or Books.
Srnicek, Nick. (2016). Platform Capitalism. Cambridge & Malden: Polity.

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References:
Berliner, David – Sarró, Ramon. 2007. Learning Religion: Anthropological Approaches. New York:Berghahn Books, pp. 1–19.
Dobbelaere, Karel. 2002. Secularization: An Analysis on Three Levels. Brussels: Peter Lang.
Hoskins, Andrew. 2009. “Digital Network Memory”, in: Mediation, Remediation, and the Dynamics
of Cultural Memory, ed. Astrid Erll – Ann Rigney. Berlin: de Gruyter, 2009, pp. 91–106.
Hoskins, Andrew. 2011. “7/7 and connective memory: Interactional trajectories of rememberingin post-scarcity culture”. Memory Studies 3, pp. 269–280.

Panel 4c - Chair: Prof Kara Ka Wah Chan
The Screenwriting PhD: How Candidates Articulate the Screenplay as a Contribution to
Knowledge
Craig Batty, University of Technology Sydney, Australia

As the number of screenwriting doctorates thrives internationally, it becomes important to map
the work being undertaken and, from the stance of research education, theorise their underlying
concepts and constituent components. While some of this work has been done for filmmaking
and screen production, very little has been done for screenwriting – a discipline in its own right,
yet one that sits both across and between creative writing and screen production. In this article
we analyse a range of completed screenwriting practice PhDs to ask the question: how docandidates articulate the screenplay as a contribution to knowledge? Underpinning this task is a
desire to better understand how – or indeed if – these candidates conceive of the screenplay as a
research artefact, one that might very well be aimed at production or industry development, but
for the PhD one that has a particular function: to enable or communicate new knowledge. The
paper will thus bring together empirical insights with contextual literature on doctoral educationand creative practice research, which will include document analysis of a sample of theses
awarded internationally. Key areas of consideration include: do screenwriting candidates position
their screenplays in particular ways; are there patterns in the articulation of methodology; arecandidates capable of talking about the knowledge they are contributing; and does such ananalysis lead us to a sense of the typical ‘standard’ of a screenwriting practice PhD?
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second-year undergraduate animation module. The module involves an audio-based stopmotion dialogue project, which presents significant difficulties for hearing-impaired students
communicating through British Sign Language (BSL). With no existing stop-motion based BSL
animation to date, we shall present a first-hand account of incorporating and supporting a BSL
assignment brief. The talk will be illustrated with extracts from reflective video-diaries and thescreening of the resulting animation. The audience will be invited to comment on the outcomes,
and to consider the broader implications for creative media education.

ABSTRACTS - (15.15 - 16.35, NOV 1 – PANEL C)

09.00 - 10.20, NOVEMBER 2ND 2018 – PANEL D

Problems Associated with Documenting Filmmaking Collaboration

Policy and Strategies in Promoting Media Literacy in Thailand

Christopher Hall, Sheffield Hallam University, UK

Chanansara Oranop Na Ayutthaya, Dhurakij Pundit University, Thailand.

The precise nature of collaborative filmmaking is particularly difficult to describe, theorise
and assess. In 2016 an opportunity arose to investigate the nature of collaboration on a small
self-contained film project, Popcorn by Third Angel. The response to the main film is the short
documentary Making Popcorn (Password: MESS). The original intention behind which was
to document, analyse and celebrate the production process between a group of long - term
collaborators. Although using a distinct developed aesthetic, this is not auteur filmmaking, but
the true nature of the collaboration remains slippery.The subsequent documentary filmmaking
process raised its own set of questions many of which were not answered, or were simply ignored.
Examining the manner in which collaborative processes are portrayed in mainstream filmmaking
documentaries, the pedagogy of collaborative media production and using these examples toinform my own understanding of my own practice, I will attempt to address these issues andexplain the nature of the type collaborative filmmaking. This session is a screening with Q and A.

This study aimed to analyze the strategic areas in which state and non-state agencies in Thailand
have been promoting Media, Information, and Digital Literacy (MIDL). Also, the study discussed
the outcome of current policy and strategies on promoting MIDL in Thailand. In analyzing thestrategic areas, UNESCO’s conceptual framework for MIL strategies was employed, together within-depth interviews with key informants from state, academic, and civic organizations. Currently,
both state and non-state agencies mostly focused on promoting MIDL among two strategic areas,
which were formal education, e.g. teachers and students, and non-formal education, e.g. parents
and local leaders, while media practitioners and media organization were seldom the target
group. Moreover, the study found the need for improving the promotion of MIDL in Thailand,
namely a more integrated policy among state agencies, more competent teachers and resourcesin MIDL education, a higher focus on an empowerment approach, and an increase of competencyof creating with reflective thinking among Thais who are both users and creators in a digital media
ecosystem.

Keywords: Filmmaking, Education, Collaboration, Representation, Documentation

Integrating media literacy education with PBL in the digital age: Based on the practicein China
Jie Zhang and Wen Xu, Communication University of China, China

The theory and practice of media literacy education need update continuously to meet the social
need with the fast development of media technology. We bring forth the Digital Age- Projectbased learning model with the practice in China. It inherits interdisciplinary, comprehensiveness,experiencing and teamwork which PBL emphasizes, but also points out the digital technology
is the premise and important support. This new model not only changes the role of media
literacy education in China’s primary and secondary education system, but also provides an ideal
solution for the overall reform of school education in the digital age. The study takes the practicein primary and secondary schools in Beijing and Zhongshan as an example to state the newdevelopment trend of media literacy education in China.
Keywords: PBL, digital age, media literacy
References:
Bell, S.(2010). Project-based learning for the 21st century: Skills for the future. The Clearing
House, 83, pp.39-43.
Bransford, J.D., Brown, A.L.,& Cocking, R.R.(2000). How people learn: Brain, mind, experience, andschool. Washington, DC: National Academy Press.
Capraro, R.M.,& Slough, S.W.(Eds.).(2008). Project-based learning: An Integrated science,technology, engineering, and mathematics(STEM) Approach. Rotterdam, the Netherlands, Sense.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Beverly Hills:
Corwin/Sage.
Robert J. Marzano, John S. Kendall (2006).The New Taxonomy of Educational Objectives (2nd
Edition).Corwin.
Tammy Heflebower, Jan K. Hoegh, Phil Warrick (2014). A School Leader’s Guide to StandardsBased Grading.Marzano Research Laboratory.
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Panel 1d - Chair: Dr Janet Lo

Keywords: Media Literacy, Digital Literacy, Information Literacy, MIDL movement in Thailand,Media Literacy Education
References:
United Nations Educational, Scienti­fic and Cultural Organization [UNESCO]. 2013. Media andInformation Literacy: Policy and Strategy Guidelines. Paris.
Jirasopon, P. 2016. Communication Literacy in Digital age and its Role in Guiding the Direction ofCommunication Reform in Thai Society. Bangkok: Dhurakij Pundit University.
Kleebpung, N. 2017. The Challenge of Media Literacy Education in Thailand, from International
Handbook of Media Literacy Education. Routledge.

“But It Seems OK To Me”: Overcoming Student Resistance to Media Literacy Themes
and Messaging
Jayne Cubbage, Bowie State University, USA.

In the wake of increased media literacy education in secondary and post-secondary educationalsettings, one main component of engaging students with the messages and tools of media literacy
is student ambivalence and outright resistance to media literacy tenets and messaging. When
students enjoy media, it may be difficult for instructors to help change the way students view
media and understand the ways in which media producers have designed programming andother media products to be compelling, thereby causing unaware media consumers to engage
with the products with little forethought and critical awareness about imbedded messaging
and techniques. This interactive workshop will ask educators to role play, by engaging in group
discussions and answering questions about some of their challenges they encounter fromstudents who are resistant about media literacy messages. This workshop will offer techniques
which are designed to overcome student resistance and ambivalence about new ideas andinformation they may find overwhelming and not related to their own media usage. Interactive
surveys and video recording software will be used to explore both challenges and solutions.
Participants should bring personal computing devices such as laptop computers, tablets andsmartphones for use during the workshop.Note: this is an interactive and participatory session
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Keywords: screenwriting, screenplay, PhD, creative practice research, doctoral education

ABSTRACTS - (09.00 - 10.20, NOV 2 – PANEL D)

On the Construction of Teaching Mode of “Lecture, Practice, Exhibition and
Evaluation” of Media Major
Yang Zheng, Hubei University of Arts and Science, China

Based on the employment trend and the literacy requirements of local news media, this paper
puts forward the teaching mode of “Lecture, Practice, Exhibition and Evaluation” of journalism &communication major in local university, which combined with the following four parts : “Lecture“
links fine theory, emphasizing practice; “Practice” links classroom training, classroom experiments,
extracurricular practice; “Exhibition“ links class exhibition, social media broadcasting ; “Evaluation“
Links students self-evaluation, teacher evaluation, experts evaluation on academic performance.
The construction of the teaching model is of practical significance and popularization value toenhance the innovative practical ability of Media Major students and to promote the win-win
development of university and media industry.
Keywords: Teaching Mode, Lecture, Practice, Exhibition, Evaluation
References:
The Ministry of Education . Views on strengthening the Construction of Teachers in Journalism andCommunication Colleges and departments in Colleges and Universities and implementing the Planof Education and training of excellent Journalism and Communication talents[EB/OL].(2003-06-18)[2017-03-24].http://www.moe.gov.cn/jyb_sjzl/moe_1695/tnull_35946.html.
Dushangze. Xi Jinping stressed at the Party’s forum on the work of news and public opinion:
adhere to the correct direction and innovate methods and means to improve the power of thenews and public opinion [N]. People’s Daily: 2016-02-20.
Wang Chunling, Niu Bingwen. Systematic thinking on practical Teaching of Journalism Major :from
Theory to practice, from classroom to Media[J] .News Press. 2008/4:169.
Zhang Zhiyong. Some theoretical thoughts on teaching mode [J] .Chinese Journal of Education.
1996 / 4: 38.

Master’s programs in science journalism and communication in Russia and the USA
Yuliya Balashova, St Petersburg State University, Russia

In the United States for a long time, and recently in Russia, there is renewed interest in the
mediation of science. The key problem is the training of the relevant staff; in the Russian
educational environment, the cultural and historical principles are significant. The tendency foruniversalism was inherited not only by the Russian popular scientific press, but also by Russian
education in science journalism and communication. The Russian system of education tended
to combine natural science with a humanitarian component, and such a basic cultural principle
should obviously be implemented in interdisciplinarity. Master’s programs in science journalism
and communication in the U.S. universities, however, are primarily based on the needs andrequirements of the specific territory and state in which the university is located; the wider
external environment of the specialty obtained is introduced into the educational context ofAmerican education. In this way pragmatism and specialization, peculiar to the whole system of
American life, are manifested. In contrast to American experience, the Russian educational system
continues to maintain its fundamentality. The external environment is not so actively involved
directly in the learning process, largely remaining in the field of the student’s separate work andadditional activities.
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Keywords: postgraduate program, science journalism, comparative media studies
References:
Lukina, M., and Vartanova, E. (2017). Journalism Education in Russia: How the Academy andMedia Collide, Cooperate, and Coexist. In: Global Journalism in the 21st Century Challenges& Innovations. Ed. by Goodman, R. S. & Steyn, E. Austin: University of Texas Knight Center for
Journalism in the Americas, School of Journalism, pp.155–174.
Morrison, J. (1997). The Changing Model of Russian Media and Journalism Education. Journalism& Mass Communication Educator, 52, pp.26–34.
Strel’nikova, L.N. 2003. O tendenciyah v mirovoj zhurnalistike i meste nauki v SMI [On the trends
in world journalism and the place of science in the media]. In: Stenogramma master-klassa “Nauka
v SMI segodnya. Opyt rossijskoj i britanskoj zhurnalistiki”[The shorthand record of the master class“Science in the media today. The experience of Russian and British journalism”]. Saint Petersburg[without formal editing].
Webb, J., ed. (2013). Nothing. From absolute zero to cosmic oblivion—amazing insights into
nothingness. London: Profile Books.

Panel 2d - Chair: Dr Karen Fowler-Watt
The strategy analysis of traditional Chinese culture external communication
Zhang Qixin, Hunan University, China

The excellence of Chinese traditional culture is the soft power that makes China stand firmly inthe world. Under modern social circumstances, it is an important issue to innovate the mode ofexternal communication of traditional Chinese culture and to spread the excellent traditional
Chinese culture to the world. At the same time, in the exchanges of global culture, showing theunique charm of the traditional Chinese culture is critical as well. In order to get the achievement,
China needs to enhance its culture communication power, to create a platform for Internet
communications and to create a new approach of cultural communication and image to the world.
So this paper focuses on the external communication strategy of traditional Chinese culture.
Key words: Traditional culture, External communication, Communication strategy, Economy, Softpower
References:钟育平,对外传播中传统文化的建设——以成都对外传播为例[J].声屏世界,2013,(10),25-27.
谭淑骞.对外汉语教学对中国文化传播的影响与作用分析[J].青年文学家, 2015,(02),146.
刘欣.弱势状况下中国传统体育文化的对外传播策略——以中国武术为例[J].体育学刊,2009,(01),88-90.
叶皓.经济搭台，文化唱戏——兼论文化与经济的关系[J].南京社会科学，2010.09.

What can We Media do to improve children’s media literacy?
Dr. Lingyun Zhang, Executive News Editor, Phoenix Satellite TV

In the new media environment, media literacy education should open up new channels andpatterns. So far, media education is mainly carried out by schools, traditional media, andinstitutions. However, with the social media and We Media development, the audience needs
more lively and innovative ways to learn and convey the message.
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Keywords: Media Literacy, Student Engagement, Curriculum, Higher Education, Media Messages

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Karpati, A. (2011). Digital Literacy in Education. Moscow: UNESCO Institute for Information
Technologies in Education.
Pereira, L., Jorge, A., & Brites, M. J. (2017). Media Education Competitions: An Efficient Strategy
For Digital Literacies? Italian Journal of Sociology of Education, 9(1), pp. 77-92.

Taking the first WeChat public account, which aims to improve children’s and parents’ media
literacy in China as an example, this paper explores the relationship between We Media andchildren’s media literacy, and explores the rules and characteristics of self-media communication,interpreting the path of enabling children in the age of We Media.

New media literacy skills and civic participation among Chinese grassroots population

Keywords: children; media literacy; self-media; fake news; critical thinking
References:OECD. Education at a Glance 2015: OECD Indicators. Paris, France: OECD Publishing.
Lenhart, A., & Page, D. (2015). Teens, Social Media & Technology Overview 2015: Smartphones
facilitate shifts in the communication landscape for teens. Washington: Pew Reserach Center.
Haibo ZHANG, Digital Literacy and Growth of Children in Urban China in the New Media Age.
https://milunesco.unaoc.org/wp-content/uploads/Final-version-Digital-Literacyand-Growth-ofChildren-in-Urban-China-in-the-New-Media-Age.pdf

Governmental and non-governmental initiative to promote Digital Literacy in Spain

Catarina Lucas and Maria João Couto, Centre for Research and Innovation in Education, Portugal
Public and private sectors’ initiative to promote Digital Literacy is fundamental: to contribute toempower citizens with competencies demanded by 21st century society; to improve quality andincrease the frequency of promotional initiatives; as well as to create learning opportunities for all
citizens, especially for those not covered by formal education. Quantity and quality of initiatives
depend on: the interest and the potential that governments and non-governmental educational
institutions recognize in this subject. In this sense, it is important to disseminate the results ofresearch in order to better define strategic options.
Our research focuses was on occurred initiatives in Spain from 2014 to 2016. Research was carriedout within the Digital Literacy working group of the Cost Action “European Literacy Network”.
Specific objectives are: to compare the private and public initiative with regard to the promotionof Digital Literacy; to find weaknesses in the available initiatives; to stimulate new ones;
disseminate strengths and potentialities of those already carried out and share it as examplesof good practices. Results contribute to the definition of future action lines in order to improve
intergenerational educational initiatives.
Keywords: Digital Literacy, Governmental Initiative, Non-Governmental Initiative, Best Practices,
Spain

Yuchao Zhao, Chinese University of Hong Kong, Hong Kong
Bei Ju, United Nations University Institute on Computing and Society, China

Can new media literacy skills (NMLs) promote and improve China’s grassroots engagement in civic
life? NMLs go beyond the traditional understanding of media literacy to envision people’s active
production in new media environment (Kahne et al., 2012), as well as their “social and culturalcompetencies” achieved by digitally involving in a participatory culture (Jenkins, 2006). Despite
different stakeholders—the policy makers, the scholars and the educators, all conceive new
media literacy as a constellation of life skills and emphasize its role in fulfilling a full citizenship foreveryone in every context (Buckingham, 2009; Hobbs, 2010; Literat, 2014). Unfortunately, to date,there have been few empirical assessments of NMLs (Livingstone, 2004), nor of its subsequenteffects on civic life (Kahne et al., 2012), and nor of its characteristics among non-youth populationin non-educational settings (Literat, 2014). The present paper attempts to address theseconceptual and methodological lacunae by combining survey data with in-depth interviews to
explore NMLs among cross-border migrant workers—one of China’s grassroots populations (e.g.
lower income and education). What are the characteristics of NMLs among grassroots population?
What’s the relationship between their media use and NMLs? Does a higher level of NMLs inhibit
or encourage their confidence in capacity for engaged and active civic participation?
Keywords: digital/new media literacies, civic engagement, political efficacy and Chinese crossborder migrant workers
References:
Buckingham, D. (2009). The future of media literacy in the digital age: some challenges for policy
and practice.
Jenkins, H. (2006). Confronting the Challenges of Participatory Culture: Media Education forthe 21st Century. An Occasional Paper on Digital Media and Learning. John D. and Catherine T.
MacArthur Foundation.
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. A White Paper on the Digital
and Media Literacy Recommendations of the Knight Commission on the Information Needs ofCommunities in a Democracy. Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC
20036.
Kahne, J., Lee, N. J., & Feezell, J. T. (2012). Digital media literacy education and online civic andpolitical participation. International Journal of Communication, 6, 24.
Literat, I. (2014). Measuring New Media Literacies: Towards the Development of a Comprehensive
Assessment Tool. Journal of Media Literacy Education, 6(1), 1 pp. 5-27.
Livingstone, S. (2004). Media literacy and the challenge of new information and communication
technologies. The Communication Review, 7(1), pp. 3-14.

References
Frau-Meigs, D., Velez, I., & Flores Michel, J. (2017). Public Policies in Media and Information
Literacy in Europe. London: Routledge.
Garcia-Ruiz, R., Ramirez-Garcia, A., & Rodriguez-Rosell, M. M. (2014). Media literacy education for
a new prosumer citizenship. Comunicar, 22(43), pp.15-23.
Gutuérrez, A., Juraitė, K., & Matović, M. (2017). The role of non-governmental actors in media andinformation literacy: a comparative media systems perspective. In D. Frau-Meigs, I., J. F. Michel(Eds.), Public Policies in Media and Information Literacy in Europe (pp.177-211). Routledge.
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As far as China is concerned, it is mainly reflected in “One High and One Low”. “One High” refers
to the rapid development of China’s Internet and social media. “One Low” indicates the late startof media literacy education in China. It is urgent to improve the level of media literacy in thewhole society.

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Different destinations: the divergence of goals in higher education media education in
the UK
Marcus Leaning, University of Winchester, UK

This paper explores the development and divergence of undergraduate media degrees in the UK.
The paper charts the emergence of media as a subject of study, its growth, and its divergence into
multiple subject areas and considers the underlying rationales informing the different approaches.
The paper commences with a discussion of the origin of media degrees in the UK in the 1970s.
It is noted that such degrees were designed to develop critical acumen in students (Masterman,
1985). These degrees incorporated a measure of practical training though this was to inculcate
criticality in students. From the late-1980s to the early-2010s the number of media students
increased (Ramsden, 2012) and new degrees developed incorporating a greater emphasis onpractical elements. The paper concludes with a discussion of how the critical focus of the early
media studies degrees where practice was used to enhance criticality has become inverted. In
many contemporary degrees there is an emphasis upon practically based work and the needsof the media industry. It is argued that such changes can be understood with reference to themarketization of higher education and the general neo-liberal public policy trajectory from the
1980s onwards in the UK.
Keywords: Media education, Higher Education, neoliberalism, media studies, media production
References:
Masterman, L. (1985). Teaching the Media. London: Comedia.
Ramsden, B. (2012). Institutional diversity in UK higher education: Higher Education Policy
Institute Oxford.

Mixed-level classes management

Yuan Tian, Macao University of Science and Technology, China
Mixed-ability classes can be nightmares for tertiary teachers, as it is really hard for them to get fullcontrol of the class. However, for postgraduate course in film management, it’s common to getsuch kind of classes with students obtaining varied academic backgrounds, interests, motivations,and working experiences, etc. It is common for certain members to feel unsatisfied while others to
struggle to catch up during class because of the huge differences of their backgrounds. Therefore
it’s quite hard to move on with the teaching practice, let alone meeting any teaching target. I
intend to use the case study of one of my postgraduate classes majoring in Film Management totalk about effective procedures that teachers can use to manage a mixed-ability class, to actuallypractice the guidance of Outcome Based Education (OBE). The most useful one is to figure out orraise opinion leaders in the class by identifying varied features of students’, figuring out the groups
they belong to, and picking out the core member of each group as the focus of in-class activities.
Those core members will be guided to lead others to better improvement. Detailed steps will be
provided for peer reviews and further improvements.
Keywords: Mixed-ability Classes Management, tertiary film management education, Outcome
Based Education, focus group; opinion leaders
References
Katz, Elihu (1957). The Two-Step Flow of Communication: An Up-To-Date Report on a Hypothesis.
Public Opinion Quarterly. 21: pp. 61–78.
Mouton, M, Louw, G.P. & Strydom, G.L. (2012). A Historical Analysis of the Post-Apartheid
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Dispensation Education in South Africa (1994-2011). International Business & Economics Research
Journal. 11 (11).
Rose, P. & Kim, J. (2011). Self-Monitoring, Opinion Leadership and Opinion Seeking: a Sociomotivational Approach. Current Psychology. 30: pp. 203–214.
Spady, William (1994). Outcome-Based Education: Critical Issues and Answers. Arlington Virginia:
American Association of School Administrators.

Asian media project for media literacy and cross-cultural communication in fivecountries
Seongsoo Baeg, Kolej Universiti Islam Antarabangsa Selangor, Malaysia
Gengxin Wang, Communication University of China, China
Faye Martel, University of Santo Tomas, Philippines.
Shin Mizukoshi, University of Tokyo, Japan

In this age when digital technology makes it possible for people to cross borders and easily
communicate with others, there is still the need for “face to face” interaction. d’CATCH is aninternational project designed for ‘Media Literacy’ and ‘Intercultural Communication’, throughthe cross-cultural collaboration of video making and discussion about social common issues in
Asia. It has five participant universities of five countries: China, Indonesia, Japan, Philippine andThailand, continued since 2003. Baeg will introduce its history and refer to the meaning andvision. She also discuss about the reflection method of this project, named ‘visual reflection’.
Martel will discuss the learning experiences of d’CATCH participants from the University of Santo
Tomas. Her presentation will present results from a survey conducted among students whojoined d’CATCH from 2004 to 2018 on their personal insights and learning before, during and after
their participation. This will determine how effective is the project as a practical learning projectfor students of communication. Wang will examine what Chinese students’ videos represent.
And also expectation and response of Chinese students to this cross-cultural media education
project. Lastly, there will be screening, discussion and sharing information about cross-culturalcommunication, media literacy and video activities among participants.
Keywords: media education, media literacy, cross-cultural communication, video making,international workshop

Communication as Education: A pedagogic experiment amidst cultural contradictions
between curricular priorities and teaching practice
Ian Attard, Malta College of Arts Science and Technology, Malta

This study is an investigative journey that explores the need of effective communication as an
asset-learning tool to break down the non-inclusive dominance of traditional learning settings in
a formal educational setting. This research revolves around the concept of ‘Communication as aprocess of sharing’, and embarks on a theory building exercise to discover how effective use ofcommunication in a learning setting can present positive results to students with a wide rangeof learning abilities. As a result, it is envisaged to design and develop an experimental learningintervention in an educational landscape that experiences cultural contradictions between
curricular priorities and teaching practice. There are various issues that conflict with a student’s
perception of learning achievement in such dichotomous learning environments. One of which is
the way the concept of learning might be communicated through learning structures that might
disallow students to think critically about learning achievement. “Students would be not only
what they know, but also who they are becoming.” In response, this paper will share the outcomes
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Panel 3d - Chair: Prof Julian McDougall

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Keywords: communication, curriculum, connective, culture, creative
References:
Dall’Alba, G. and Barnacle, R. (2007). An ontological turn for higher education. Studies in Higher
Education, 32(6), pp.679-691.
Dewey, J. (1921). Democracy and Education, An Introduction to the Philosophy of Education,
Macmillan: New York

Panel 4d - Chair: Dr Mark Readman“If I listen to the news, what can I do? I have a lot of my own problems”: The media
experiences of unaccompanied refugee children
Annamária Neag, Bournemouth University, UK

It was July 2015, and thousands of asylum-seekers camped out around Budapest’s Keleti railway
station. Europe was once again on the verge of crucial change. It was the start of an ongoingprocess dubbed by the media the ‘European migration crisis’. Since then, several thousandasylum-seekers have arrived on the continent, triggering widespread debates about migration andhuman rights. Among those seeking asylum, the most vulnerable are, undeniably, unaccompanied
children. By 2017, more than 150.000 unaccompanied minor asylum-seekers have been registeredin different EU countries. European authorities and NGOs stress the need for suitable integration
policies. Previous research talks about ‘connected migrants’ (Diminescu, 2008), and the relevant IT
skills that refugees have (Gillespie, 2016). However, this presentation will address the question ofwhether digital technologies and (social) media can be useful tools for addressing the challenges
of integration. The findings are based on fieldwork carried out in the Netherlands, Sweden and
Italy, three of the European countries with the largest share of unaccompanied minors among
asylum-seekers. The presentation will build upon the lived media experiences of these children
and will focus on how the process of migration has changed children’s media use, and how digitaltechnology enables children to make sense of their new lives in Europe.
Keywords: unaccompanied minor refugees, media experiences, media literacy
References:
Diminescu, D. (2008). The connected migrant: an epistemological manifesto. Social Science
Information, 47(4)Gillespie, M., Ampofo, L., Cheesman, M., Faith, B., Iliadou, E., Issa, A., Osseiran, S. and Skleparis,
D.(2016). Mapping Refugee Media Journeys. Smartphones and Social Media Networks. Retrieved
from: https://www.open.ac.uk/ccig/sites/www.open.ac.uk.ccig/files/Mapping%20Refugee%20
Media%20Journeys%2016%20May%20FIN%20MG_0.pdf

2018, the British Film Institute, Danish Film Institute, and Vision Kino partnered up to organise
screenings of selected films for thousands of young people aged 6 – 18 from both migrant andhost countries. Making use of the rich language of film, pedagogic materials were devised to help
educators encourage an exchange of narratives and experiences, with the aim of building mutual
cultural understanding between peers. These materials have been translated into 6 European
languages to enable schools and other settings to access new film education techniques thatembrace diversity and seek commonality.
The paper presents qualitative data illustrating the development of a film education model thatsuggests the potential of the moving image in the context of a migrant society. If film is a language
without borders, how can teachers use such a framework to promote dialogue between diverse
learners?
Keywords: film, culture, pedagogy, youth, diversity.
References:
Bazalgette, C. & Bearne, E., 2010. Beyond Words: Developing children’s understanding ofmultimodal texts, Leicester: UKLA.
Burn, A. & Reid, M., 2012. Screening Literacy: Reflecting on Models of Film Education in Europe
Digital Literacy. Nordic Journal of Digital Literacy, 4, pp.314–323. Available at: https://www.idunn.
no/dk/2012/04/screening_literacy_reflecting_on_models_of_film_education_
Reid, M., 2014. Film, Literacy and Cultural Participation. In S. Brindley & B. Marshall, eds. MasterClass in English Education: Transforming Teaching and Learning. London: Bloomsbury, pp. 84–98.

The role of the AFP in Media Literacy and outreach with South Island School
Iain Williamson, South Island School, Hong Kong
Eric Wishart, AFP and Hong Kong Baptist University

This MES conversation will share the key outcomes of a media education partnership between
the Agence France Presse (AFP) and a Hong Kong school. Iain Williamson, HoD of Film and Mediaand digital literacy coordinator at South Island School, has created a unique course in which South
Island students pursue a media course accredited by the AFP which is based on authentic learning
tasks and assessed only via coursework. Eric Wishart is head of special editorial projects for AFP
global news management and lectures in journalism at Hong Kong University and Hong Kong
Baptist University. In this MES conversation, Iain and Eric will reflect on their partnership andmake recommendations for applying the model.

Young migrants and film: a language without borders
Michelle Cannon, UCL Institute of Education, UK.

Intercultural understanding between young migrants and children from host European
communities is an urgent contemporary challenge. This paper details an international EU-funded
research project that explores the ways in which European film culture can be used as a means ofsupporting positive integration for young arrivals in Denmark, Germany and the UK. Throughout
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of a preliminary experimental methodology that tests the interactive channels of learning througha creative and connective learning process.

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1e MES Conversation - Chair: Dr Celine Song

Forum: Media and Education in the Digital Age

Mihailidis, P., 2014. Media literacy and the emerging citizen: youth, engagement and participationin digital culture. New York: Peter Lang.
Payutto, P., 1995. BuddhaDhamma: natural laws and value for life. New York: State University of
New York Press.

The adoption of digital technologies has revolutionized many aspects of people’s lives, including
the manner people communicate. Without question, the nature and function of media as wellas the education landscape has been reshaped by these new technologies in various ways.
Given both challenges and opportunities brought to journalism, communication, and education,
this forum seeks to provide insights on how media practitioners and educators can rise to thechallenges to hold the promise of bringing about positive change.

Comparison of three web-based studies to enhance physical activity

Forum Chair:
Dr. Celine SongThree studies targeted toward physical activity enhancement were conducted in Taiwan. The
target groups were undergraduate female students, elementary school students and employees
in a bank. The sample size for each study was 149, 519 and 270, respectively. Group-randomized
controlled trial design based on psychosocial theories was employed. A theory-based website
was effective in improving physical activity for elementary school students and young female
undergraduate students. The effect of self-efficacy of physical activity lasted for three months.
However, in the worksite study, physical activity was not enhanced with the intervention ofshort message service or the Internet website although the mediator variables such as exercise
social norms and perceived behavioral control based on the theory of Planned Behavior. The
researchers recommended providing multi-channel intervention methods for the targeted groupin the future studies. The difference of the results among studies also will be discussed.

Forum Guests:
Professor Xigen Li, Professor and Head, Department of Media and Communication, City
University of Hong Kong, Hong Kong
Professor Shih-Diing Liu, Professor, Undergraduate Program Coordinator and AssociateHead, Department of Communication, University of Macau, Macau
Professor Herng Su, Professor and Acting Dean of the College of Communication,
National Chengchi University, Taiwan
Professor Michael Wagner, Associate Professor and Louis A. Maier Faculty Development
Fellow, School of Journalism and Mass Communication, University of Wisconsin Madison
Professor Lu Wei, Professor, Dean of the College of Media and International Culture,
Zhejiang University, China

Panel 2e - Chair: Dr Mark Readman
Digital media literacy and mindfulness: the integration between western and Thai
perspectives
Monsak Chaiveeradech, Bournemouth University, UK

Previous research in Thailand refers to applying Buddhist concepts to media literacy, which relate
to a critical thinking process and encourage individuals to be aware while they consume media
content. On the other hand, mindfulness is used as a key tool in western therapeutic techniquesin psychology, and also in digital media literacy education where it has potential to contribute to
the process of learning media literacy and critical thinking. From this point, I would like to explore
and the key relation between digital media literacy and mindfulness from western and Thai
perspectives. I, as a researcher, think that combining the Buddhist concept of mindfulness in thecontext of digital media literacy education might be a way to simplify the complicated theory, andrelate it to Thai consumers’ experience,both formal and informal, in their daily lives.
Keywords: Digital Media Literacy, Mindfulness, Thai Contexts, Critical Thinking, Digital Content
References:
Purser, R. E., Forbes, D. and Burke, A., eds. Handbook of mindfulness: culture, context, and social
engagement. Switzerland: Springer.
De Abreu, B. S. et al,eds. International handbook of media literacy education. New York:
Routledge.
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Sheu-Jen Huang, National Taiwan Normal University, Taiwan

This study aims to explore the principles of delivering effective health information through a webbased method by comparing three research projects. The results can be the basis for designingand implementing media education programs across various age groups.

Keywords: Internet, media intervention, physical activity, Short Message Service
References:
Huang, S., Hung, W., Chang, M., Chang, J. (2009) The effect of an Internet-based stage-matchedmessage intervention on young Taiwanese women’s physical activity. Journal of HealthCommunication, 14, pp. 210-227.
Fjeldsoe, B. S., Marshall, A. L., & Miller, Y. D. (2009). Behavior change interventions delivered bymobile telephone short-message service. American Journal of Preventive Medicine, 36(2), pp.
165-173.
Davis, C. A., Spence, J. C., Vandelanotte, C., Caperchione, C. M., & Mummery, W. K. (2012).
Meta-analysis of Internet-delivered interventions to increase physical activity levels. International
Journal of Behavioral Nutrition and Physical Activity, 9(52).

Journalism, kids, and gender: analysis of the local news published on an online
newspaper for kids
Federica Nardi and Paola Nicolini, University of Macerata, Italy

This work will present the results of the text analysis on the news published on the local online
newspaper Cronache Maceratesi Junior.
The analysis tackles the gender representation in the news, written for or by children. Genderissues in journalism particularly affect new generations, also in terms of self-representation andidentity development.
The text analysis will use word-count software as well as human coders, taking into consideration
both the topics proposed (semantic analysis) and the language used (grammar analysis) such
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Panel 3e - Chair: Dr Masato Kajimoto
What does a Producer Actually Do? A Case Study of 2017 feature, Morning
Christopher Hall and Colin Pons, Sheffield Hallam University, UK

A vademecum about gender representation will be the final outcome to be applied in further
articles will be sketched, in order to be tested and discussed.

“It’s a lonely job… Not too many thank you’s. Lots of rejection. No Indie Spirits or Academy
Awards for being on budget and on schedule” - Christine Vachon, 2016

Keywords: journalism for children, gender representation, media education, language,
stereotypes

In response to concerns about the role of and value of Producing raised by our institution’s
research centre, we set out to illustrate and explore the breadth of the position, in adocumentary. Produced in collaboration and consultation with post-graduate filmmaking students
the documentary is designed to be a learning and teaching resource, providing insight into the
day to day work of a Producer and the production team, on a low budget feature film. Drawing
from over 30 years of film production experience Producer Colin Pons kept a candid video diarythroughout principal photography and subsequently reflects upon, contextualises and explains
the vicissitudes of the filmmaking experience. Raising questions concerning the teaching ofproduction skills, the use of documentary case studies and how our personal experiences
influence our teaching we aim to evaluate the role of the producer and critique the mainstream
pedagogy in this area.

References
Collins, R. L. (2011). Content analysis of gender roles in media: Where are we now and whereshould we go?. Sex Roles, 64(3-4), pp. 290-298.
Gauntlett, D. (2008). Media, gender and identity: An introduction. Routledge.
Newman, M. L., Groom, C. J., Handelman, L. D., & Pennebaker, J. W. (2008). Gender differences inlanguage use: An analysis of 14,000 text samples. Discourse Processes, 45(3), pp. 211-236.
Farneti, P., & Carlini, M. G. (1981). Il ruolo del corpo nello sviluppo psichico. Loescher.

Students’ Drawings as medium in education: example from Papua New Guinea
Martin Soukup, Charles University, Czech Republic

The aim of this paper is to present the results of research focused on students’ drawings as a
medium for the visualization of mental representations of culture. The use of drawings has a long
tradition in research in the social sciences and psychology; mostly in order to study cognitive
development (Soukup 2014). The author used drawing in a different way; he worked withdrawings as a research tool for studying cultural representations (Sperber 1996). The paper isbased on the author’s research conducted among the Nungon ethnic group living in the Uruwa
Valley of Saruwaged Range in Papua New Guinea (Hubeňáková & Soukup 2012). Drawing is an
integral part of the educational process in the school in Uruwa Valley. The author will compare
the set of collected drawings on the topic of Nungon culture with textbooks used for teaching inprimary school in Papua New Guinea. The author will demonstrate how the drawings are affectedby the general presentation of New Guinea’s traditional way of life in the textbooks.
Keywords: drawing, education, mental and cultural representation, Papua New Guinea
References:Hubeňáková, J. & Soukup, M. (2012). Nungon People of Uruwa. Červený Kostelec: Pavel Mervart.
Soukup, M. (2014). Photografy and Drawings in Anthropology. Slovenský národopis 62(4),pp.534–546.
Sperber, D. (1996). Explaining Culture. Oxford: Blackwell.

Keywords: Filmmaking, Education, Collaboration, Research. Producing

Educating for Creativity: Media Practice Teaching and Research in Higher Education
Susan Kerrigan, Phillip McIntyre, Janet Fulton, Michael Meany, Elizabeth Paton, University of
Newcastle, Australia

The University of Newcastle, Australia has embedded the theory and practice of creativity into
its Bachelor of Communication program for the last two decades. This has led to a program ofundergraduate learning and Honours and doctoral research that has investigated creative media
practice include topics like filmmaking and documentary, songwriting, journalism, literature andhumour in chat-bots.
Creativity as a theory is taught in the curriculum at Newcastle and applied to practice wherestudents used practice-led learning (McIntyre et. al; forthcoming) and Practitioner Based Enquiry(Murray and Lawrence 2000) to frame individual research questions and find out more about
creativity as a practice and a process in media production.
The Creative systems model (Csikszentmihalyi, 1999) is the foundational theory and it iscomplemented with staged-creative process and group creativity theories (Paulus andNijstad 2003). These theories describe creativity and allow these concepts to be applied toundergraduate media production courses where each student can logically and systematicallyenquire into their practice from a collaborative and an iterative and staged process of enquiry.
This pedagogic approach aligns with media industries in doing so it answers positively thequestion: ‘can creativity be taught?’
This curriculum design goes well beyond student-centred learning, is broader than content-basedlearning, and initiates ongoing professional and life-long learning practices. It also prepares
students for employment in a dynamic set of global creative industries which requires them to beresilient and entrepreneurial and locally focused while being globally aware.
Keywords: Creativity, Media Production, Creative Industries, pedagogy, communication.

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as: the rate of male and female pronouns; the use of the Italian grammatical rule of the “male’s
predominance” (which implies, in the formation of plurals where there are both masculine andfeminine subjects, that the common adjective or past participle will be always masculine); theuse of stereotypes in family representation, and so on. Also the gender of the journalists will beanalysed, and connected to topics and language use.

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Production & Pedagogy: The benefits and challenges of student-generated digital
media at a Japanese university
Matthew Love, Nagoya University of Commerce and Business, Japan

With international tourism booming exponentially (Smith, 2018; Kopf, 2018), and the Tokyo 2020
Olympics only two years from now, the demand for English as a lingua franca (ELF) in Japan isincreasing. However, despite the social and economic potential of these events, English is stillviewed as a relatively complex subject. In 2014, a survey by the Japanese Ministry for Education,
Culture and Science (MEXT, 2015) claimed that, “more than 50% of students do not enjoy learning
English” (p.6). Additionally, the lack of English productive skills (practice & instruction), were also
identified as significant obstacles to English proficiency.
This presentation showcases an experimental pedagogy that uses student-generated digital
media products in a social-constructivist approach, to address the above MEXT concerns in atransformative nature (Puentedura, 2015; Magana, 2018). We will look at examples of student
project work (documentary, drama, digital storytelling and websites/e-Portfolios), some of theequipment used, and the learning outcomes produced. We will then discuss the challenges ofteaching media production in the context of foreign language education, and the frameworks thatguide it. Finally, we will create (together) a short green-screen production, normally used for highschool sessions as an open campus demo.
Keywords: Student-generated digital media, English language learning, student voice & agency,
active learning environments, social constructivism
References:
Magaña, S. (2017). Disruptive classroom technologies: A framework for innovation in education.
Corwin Press.
MEXT (2015, June 5). Plans on the Promotion of Improvement of Students’ English
Abilities. Ministry of Education, Culture, Sports, Science and Technology, Japan. Retrievedon August 30, 2018 from http://www.mext.go.jp/en/news/topics/detail/__icsFiles/
afieldfile/2016/10/19/1378469_001.pdf
Puentedura, R. R. (2014). SAMR: A contextualized introduction. Lecture at Pine Cobble School.
Retrieved August, 30, 2018. http://hippasus.com/rrpweblog/archives/2015/10/SAMR_ABriefIntro.
pdf
Smith, O. (2018, May 29). How the world’s fastest growing travel destination is becoming the next
over tourism battleground. The Daily Telegraph
Online, Retrieved from https://www.telegraph.
co.uk/travel/destinations/asia/japan/articles/japan-fastest-growing-travel-destination/Tan, H. (2018, March 23rd) Japan welcomed 20% more tourists in 2017 — and the number is
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growing. CNBC. Retrieved from https://www.cnbc.com/2018/03/23/japan-welcomed-20-percentmore-tourists-in-2017--and-the-number-is-growing.html

Effectiveness of Media Literacy Education to Secondary Students in Hong Kong

Ying Kit Chan, Pui Man Ma and Kam Kuen Ng, The Hong Kong Federation of Youth Group MediaCounselling Centre, Hong Kong
In new media era, teenagers are prosumer, actively providing contents to online platforms rather
than receiving information. Their psychosocial development is significantly influenced by the normand values of online world. Teenagers may suffer from online risks unless they have sufficient
media literacy which enables them to access, analyze, evaluate and create media message withcritical thinking, proper attitude and positive values.
BeNetWise- Educational Project for Media Literacy is a two-year project in 20 secondary schools.
It aimed at cultivating young people’s media literacy by enhancing their knowledge of new media,
critical thinking and positive values towards massive media information. Besides, it enhanced
parents’ understanding on trend of new media and promoted parent-child relationship withutilizing new media. Support were also given to teachers to sustain media literacy education inschools
The project made significant improvement in media literacy of students proved by the evaluation
research on project by Faculty of Education, The University of Hong Kong. The project developed
comprehensive curriculum of media literacy, established Media Education Online Portal,
collaborated with multi-professions and developed the first localized assessment tool New Media
Literacy Scale (NMLS). This practical wisdom contributed to the development of media literacy
education in local and oversea.
Keywords: media literacy education, prosumer, critical thinking, proper attitude, new media
References:
Koc, M., & Barut, E. (2016). Development and validation of New Media Literacy Scale (NMLS) for
university students. Computers in human behavior, 63, pp.834-843.
Sam, Chu & Donna.Chu (2017), The Effects of BeNetWise Program on Youth Media Literacy: A
Mixed Methods Research

Panel 4e - Chair Dr. Annamária Neag
VR Kaleidoscope: Reconfiguring space and place through community-based media
literacy interventions
Danai Mikelli and Steve Dawkins, Coventry University, UK

This paper presents the findings of VR Kaleidoscope, a community-based educational project
involving young people from disadvantaged backgrounds in the creation of VR films. The project
aims at providing young people with the tools to “become actively involved in their worlds”(Hoechsmann and Poyntz 2012), using immersive VR.
VR has been theorised as a “productive enhancement to human interaction, bringing together
people from around the world to engage and interact — regardless of social, economic or
geographic disparities” (Reede and Bailiff 2016). This research provides empirical evidence
concerning the impact of VR in educational settings, exemplified in this project by Critical MediaMEDIA EDUCATION SUMMIT 2018 71

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References:
Csikszentmihalyi, M. (1999). Implications of a Systems Perspective for the Study of Creativity. In
Sternberg R. (ed.) Handbook of Creativity, Cambridge: Cambridge University Press, pp.313-335.
McIntyre, P., Fulton, J. and Patton E. (2016) The Creative System in Action, (Basingstoke: Palgrave
MacMillan).
McIntyre, P. Fulton, J, Kerrigan. S. Paton, E., & Meany M. (forthcoming) Educating for Creativity:
Integrating Research into Media Practice in Higher Education,(Basingstoke: Palgrave MacMillan).
Murray, L. and Lawrence, B. (2000). Practitioner-based Enquiry: Principles for Postgraduate
Research, London: Falmer Press.
Paulus, P. & Nijstad, B. (2003). Group Creativity: Innovation Through Collaboration, Online: Oxford
University Press.

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VR lends itself for thinking about “space” and “place” in new ways, due to its immersive potential.
The young people will be provided with VR training in order to create their own VR films
responding to the theme “What does place mean to you?”. It is envisaged that the project will
result in a pedagogic model for working with community groups and university students using VR
and will provide insights on young people’s understanding of “place”.
Keywords: VR, Critical Media Literacy, place
References:
Hoechsmann, M. and Poyntz, S. (2012) Media Literacies: A Critical Introduction. West Sussex:
Wiley-Blackwell
Kellner, D. and Share, J. (2007) ‘Critical Media Literacy, Democracy, and the Reconstruction of
Education’. in Media Literacy: A Reader. ed. by Macedo, D. and Steinberg, S. R. New York: Peter
Lang Publishing, pp.3-23
Reede, E. and Bailiff, L. (2016) When Virtual Reality Meets Education [online] available from<https://techcrunch.com/2016/01/23/when-virtual-reality-meets-education/> [17 December
2017]

Using music in the Sino-British classroom to increase student discussion participation
Stephen Andriano-Moore and Agata Ewe Wrochna, University of Nottingham, Ningbo, China

This paper will present the findings of a research project on the use of music in the classroom
to increase the quality of student participation at a Sino-British university. The research will takeplace in spring 2018 in a level 1 Cultural Studies module, in which past cohorts of predominantly
Chinese students often avoided, or were reluctant to participate in, class discussions in ways thatare reflected in previous research on Chinese students (Huang et al., 2002; Iannelli, et al., 2013;
Song, 2015). These characteristics contribute to an uneasy, often silent, learning atmosphere.
Previous studies have shown music can be used to control atmosphere, emotions, energy, andtasks (Kou, et al., 2017; DeNora, 1999). This research will apply these strategies in three of theten lectures with 180 students and four of the ten 20-student seminars across 10 weeks. Results
will be gathered through observation, questionnaires’ and semi-structured interviews. It ishypothesized that music played before the start of class will contribute to a livelier and more
informal atmosphere and that music used as background sound during discussion periods will
break the silence so it is easier for students to begin discussions and reduce pressure on students.
Keywords: Music, student participation, Chinese students, pedagogy, Sino-British
References:
DeNora, T. (1999). Music as a technology of the self. Poetics, 27, pp.31-56.
Hwang, A., Ang S., and Francesco, A. M. (2002). The Silent Chinese: The Influence of Face andKiasuism on Student Feedback-seeking Behaviors. Journal of Management Education 26 (1):pp.70–98.
Iannelli, C., and Huang, J. (2013). Trends in Participation and Attainment of Chinese Students in UK
Higher Education. Studies in Higher Education 39 (5): pp.805–22.
Kou, S., McClelland, A., and Furnham, A. (2017). The effect of background music and noise on
the cognitive test performance of Chinese introverts and extraverts. Psychology of Music 46 (1):pp.125-135.
Song, Y. (2015). An investigation into participation in classroom dialogue in mainland China.
Cogent Education, 2(1).
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Ping Pong OIL+: Extending Intercultural Media Learning with Immersive Media
Jacqui Speculand and Stephen Dawkins, Coventry University, UK

Evidence of the transformative nature of an international experience for students as part of theircourse is widespread (Leask, 2015: Clifford & Montgomery, 2011). Online International Learning(OIL) projects have become one of the key means of internationalising the teaching and learning
experience throughout the UK HE sector.
This paper reports on the outcomes of project within Coventry University, a university with areputation as an international, intercultural university. The project explored best practice fromaround the University, and elsewhere within the sector, to support the development of an OIL+
project using a range of technologies to support the learning experience through blended, multilevel and immersive interactions between students in the UK and Hong Kong.
In the project, we explored how different digital technologies within collaborative learning
environments could be used to create increasingly transformational intercultural education
through the inclusion of different ‘layers of interaction’ between students: physical interactions(shared teaching across cohorts and field trips), online interactions and virtual interactions(through the use of VR and other forms of virtual collaboration). It explored how the addition of
immersive media technology to the teaching and learning environment enhanced learning in both
locations and provided a truly embodied global experience for both groups of learners.
The project was exploratory and throughout the project there was opportunity to disseminate thecurated work-in-progress of the staff and students through a dedicated blog, social media and via
360-degree films on VR. These artefacts will form part of the presentation.
Keywords: Online International Learning, collaboration, digital, interactive
References:
Leask, B. (2015) Internationalizing the Curriculum. London: Routledge.
Clifford, V. and Montgomery, C. (2011) Moving towards Internationalisation of the Curriculum for
Global Citizenship. Oxford: OCSLD.
Wimpenny,K., Speculand, J., Knowles, R., Ramsey, C. (2017) #3CityLink: Disrupting Learning
Through a Translocal Art Pedagogy Exchange Project, submitted to International Journal of Art &Design Education

Teaching Gatekeeping and Framing theory through activities with Chinese journalism
students
Jesse Hearns-Branaman, United International College, China

Journalism students and educators often face a conflict between knowledge gained in their
theoretical and practical classes. This paper will show the results of classroom activities developed
to help students get a deeper understanding of the gatekeeping, news selection, and framing
practices of journalists. Participants are undergraduate Journalism majors at United International
College, Zhuhai, China.
The first activity is an adaptation of audience research (i.e. Philo 2002). Pictures of newsworthy scenes are distributed to groups who are asked to do a role play presentation as
broadcast journalists. The pictures are a mix of generic scenes to allow students to give theirown geographical and political context. In the second activity (see Petrow 1982) each student
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Literacy, which aims at providing “marginalised or misrepresented people” with “the tools to
express their concerns” (Kellner and Share 2007).

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The activity was used to have the students practice their news-producing skills and to provide aspace for self-reflection, and to provide data about how journalism students act as gatekeepers,
select stories, and frame news.
Keywords: Gatekeeping, framing, news selection, journalism, China
References:
Petrow, Richard (1982), ‘“Mr. Gates” visits the classroom: Gatekeeper exercises are effective,
revealing, easy to conduct, Journalism Educator, 37(3): 10-11, p.41.
Philo, Greg (2002), ‘Television news and audience understanding of war, conflict and disaster,’
Journalism Studies, 3(2): pp.173-186.

15.15 – 16.35, NOVEMBER 2ND 2018 – PANEL F
Panel 1f - Chair: Dr Stephanie Jean Tsang

Synchronization of digital competence and media literacy in the Swedish K 12
curriculum
Michael Forsman, Södertörn University, Sweden

In 2016 “digital competence” was added as a keyword and directive for the future to the Swedish
K12 curriculum. The concept, digital competence, originates from OECD and EU statements
about “21st Century Skills” and it has strong links to neoliberal education governance, linked todigitalization and datafication (Williamson 2014), which makes “employability” more essential
than citizenship and critical thinking (Wallis & Buckingham 2013).
From the perspective of “historical semantics” (Koselleck (1985/2004) the concept digitalcompetence can be considered as a form for synchronization (c.f Jordheim 2013) of the logics
and temporalities of current “digital education governance” on the one hand and a mediatizedunderstanding of citizenship as equivalent with the socialization of prosumers on the other.
I base my discussion on a combination of mediatization theory (Hepp &Krotz, 2014) curriculartheory (Popkewitz, 2015) and a critical understanding of educational media. My main question
concerns how the ongoing global takeover of education by Apple and other platform companies,
offering in-service training for teachers, and suggestions for alternative curricula for publicschools can be countered by a less individualistic and more genuinely progressive and communal
pedagogy (c.f. Gordon & Mihailidis, 2016).
Keywords: Sweden, media literacy, pedagogy, global education, digital competence
References:
Gordon, E., Mihailidis, P. (2016) (eds). Civicmedia: Technology, design, practice, Cambridge,
Massachusetts: MIT Press
Hepp, A. & Krotz, F. (Eds.), (2014). Mediatzed worlds: culture and society in a media age.
Basingstoke: Palgrave Macmillan
Koselleck, R. (2004). Futures past: on the semantics of historical time.New York ; Columbia
University Press.
Popkewitz, T. (2015). The “reason” of schooling: Historicizing curriculum studies, pedagogy, andteacher education. New York: Routledge.
Williamson, B (2017). Big data in education. The digital future of learning, policy and practice, Los
Angeles, London: Sage.
Wallis, R., Buckingham, D. (2013). Arming the citizen-consumer: The invention of ’media literacy’
within UK communications policy. European Journal of Communication, 28(5), pp. 527-540.

Transmedia Literacy in the New Media Ecology. An international map of teens’
transmedia skills and informal learning strategies
Carlos A Scolari, Universitat Pompeu Fabra, Spain

The emergence of new media, devices, narratives and practices has compelled media literacy
scholars and professionals to review their theoretical frameworks and methodological approaches.
Based on a new conception – ‘transmedia literacy’– that moves from traditional media literacy(teaching critical media skills at school) to informal learning and practices of participatory cultures,the research focused on how new generations are doing things with media outside schools and74

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is assigned to be the editor/producer for a different genre and format of news organization andgiven different events of different natures. They are then asked to choose and rank three events
and write headlines for each. A discussion is then held to examine the ranking and framing of thestories.

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After a short description of the objectives and the methodology, the paper focuses on the final
outputs of this research that involved eight countries. The outputs were organised into 3 sections:transmedia skills, informal learning strategies and emergent issues regarding teens, media andcollaborative cultures. In the specific case of transmedia skills, the team generated one of themost exhaustive maps of skills related to media production, consumption and post-productionin the context of youth media culture: more than 200 main and specific skills were identified
during the research. Regarding the informal learning strategies, the main contribution is a set of
categories for improving their analysis and classification. Finally, the paper deals with the future
perspectives of transmedia literacy as a research and action programme.
Keywords: media literacy, transmedia literacy, transmedia skills, informal learning strategies,
collaborative cultures
References:Ito, M. et al (2010). Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with
New Media.Cambridge, MA: The MIT Press.
Jenkins, H.; Clinton, K.; Purushotma, R.; Robison, A. and Weigel, M. (2006). Confronting the
Challenges of Participatory Culture: Media Education for the 21stCentury, Chicago (IL): MacArthur
Foundation. Livingstone, S. & Sefton-Green, J. (2016). The Class. Living and Learning in the Digital
Age. New York: NYU Press.
Scolari, C.A. (2016). Alfabetismo transmedia. Estrategias de aprendizaje informal y competencias
mediáticas en la nueva ecología de la comunicación. Telos, 103: pp. 13-23.
Sefton-Green, J. (2006). Report 7. Literature Review in Informal Learning with Technology Outside
School. London: Future Media Lab.

The Uses of Media Literacy

Julian McDougall, Bournemouth University, UK
John Potter, University College London Institute of Education, UK
In The Uses of Literacy (1957), Richard Hoggart wrote about how his working class community,in the North of England, were at once using the new ‘mass literacy’ for self-improvement,
education, social mobility and civic engagement and, at the same time, the powerful were seizing
the opportunity also to use this expansion in literacy, through the new popular culture, forcommercial and political ends.
The presenters are revisiting Hoggart’s work for their own book, The Uses of Media
Literacy(Routledge, forthcoming). Working in the intersection between education, cultural studies
and literacies, we are writing about media literacy as a contested, under-theorised field. Doing
this through Hoggart’s ‘line of sight’ gives us perspective on media literacy’s various uses, thetensions between them and what this means, in the UK, 60 years on from Hoggart, for people,
communities and the contemporary configurations of social class.
In some ways the relationships between the uses of media literacy in our times and literacy in
Hoggart’s are straightforward and linear, In others they are complex and ‘fine-grained’. What weare faithful to is an interest in whether and / or how ‘working class culture’ has changed and therole of (media) literacy in this.

Routledge.
Hoggart, R. (1957) The Uses of Literacy. London: Pelican.

Media education: basic concepts of media information literacy and its place in thesystem of education in Russia
Anna Kachkaeva and Anna Kolchina, National Research University, Russia

A multifaceted approach to the solution of media information literacy problems is not yet shapedin Russia as well as in many other countries of the world, although the society keeps placing
greater emphasis on this issue. At the same time, in general, there are primary entities andinstitutions in Russia which can and have to participate in media literacy projects: the scientificcommunity, suppliers of audiovisual content, media editors’ offices (regional mostly), educational
and awareness-raising online platforms, governmental authorities, mass media regulators, and civilsociety organizations. However, the lack of relevant systems, coordination of efforts, and sources offunding allows us to speak more about the initial projects and efforts of enthusiasts rather than theelaborated and coherent strategy of media literacy for various population groups. The number of
media and information literacy projects that have been developed in recent years is not as high as
it could be in a state with a population of more than 140 million people and the largest territory in
the world.
The situation concerning the media education and media literacy projects in Russia is questionable.
On the one hand, the country actively cooperates with UNESCO, foreign universities and centersin the field of training of experts and holding media literacy-related scientific conferences. Media
literacy is introduced in some schools as an additional course. Annual studies are held which are
funded by the state and show that, 74% of the Russian population is media literate. The number ofscientific papers dedicated to this topic exceeds 500 in the last four years alone. On the other hand,
there are no more than a few dozen large-scale ongoing projects and institutions in Russia whose
focus is media literacy. There are no such projects and organizations on the national level at all.
While children have an opportunity to choose such an additional course (provided that the school’steaching program has it), adults and especially elderly (55+) citizens have few options. The scale ofprojects is most often local (regional) an their effects are hard to multiply on a scale appropriate
to a country as large as Russia. The level of public awareness of such projects is limited, andindependent financing which is not related to government structures is insignificant. However, theactive development of interest in the topics of media ecology, media space, still makes it possible
for us to speak about positive progress and increase of public interest in this sphere.
Keywords: Russia, media literacy, education, national, public interest
References:
Kachkaeva A., Shomova S., Kolchina A. (2017). Education and Media Literacy in Russia: Genesis
and Current Trends: Evaluation of the Level of Media Literacy of Students // Multidisciplinary
Approaches to Media Literacy: Research and Practices 媒介素养的跨学科研究与实践.
Communication University of China (CUC) Press.
High level of media literacy is ascertained in Russia // Russian Ministry of Communications URL:
http://minsvyaz.ru/ru/events/34574/

Keywords: media, literacy, class, culture
References:
Bennett, P; McDougall, J and Potter, J. (forthcoming, 2019) The Uses of Media Literacy. London:
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how they learn to do the things they do.

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Manga Digital Storytelling Appears Effective for the Time Perspective of Pre-service
Teachers: Production in Media Literacy

nurturing media literacy of children reading and writing media texts across diverse platforms in
distinct contexts. Furthermore, the focus will be on the proposed research methodology which
blends together methods and techniques from the fields of anthropology, media studies andeducation.

Masato Wada, Tokyo Gakugei University, Japan

Keywords: multiculturalism, Czech Republic, media pedagogy, media effects

Digital Storytelling (Lambert, 2013) improves pre-service teachers’ media literacy (Susono, Suzuki,
Nemoto, & Goda, 2013). Wada, Zhao, and Xu (2017) found that Japanese pre-service teachers
enjoyed producing Manga digital storytelling (MDS) and felt some nostalgia for it. Memories of
media exposure may increase happiness (Wiseman, 2009), and psychological time is associatedwith mental and physical illness (Zimbardo & Boyd, 2008). My primary interest is whether MDS
production decreases those illnesses. The present study investigated the effects of MDS on time
perspectives. Of 22 pre-service teachers involved in the study, 11 teachers did sessions of MDS
in class: Doraemon, Ghibli, One Peace, Gintama, Vocaloid, Monday Night Animation, and Disney,and 11 teachers did sessions of no MDS. 22 teachers were given a paper-and-pencil pre- andpost-test containing past-negative time perspectives (PN) and present-fatalistic time perspectives(PF) in The Zimbardo Time Perspective Inventory. Independent samples t-test found no significant
differences in the mean of time perspectives between MDS and no MDS. A paired t-test of MDS
revealed that post-test scores were significantly lower than pre-test ones for PN (t (10) =2.71,
p<.01). These results suggest that MDS may decrease mental illness.

References:
The Czech Statistical Office, 2017. Population statistics. Available from https://www.czso.cz/csu/
czso/obyvatelstvo_lide

Keywords: Manga, Media Literacy, Digital Storytelling, Pre-Service Teacher, Time Perspective
References:
Lambert, J. (2013). Digital Storytelling: Capturing Lives, Creating Community. New York, NY:
Routledge,
Susono, H. Suzuki, K., Nemoto, J., & Goda, Y. (2013). Contents, methods, and learning effectivenessof digital storytelling by college students. Conference of Educational Technology, pp.29, 311-312.
Wada, M., Zhao, R., & Xu, Y. (2017). Japanese pre-service teachers’ Manga digital storytelling.
Multidisciplinary Approaches to Media Literacy: Research and Practice, pp.96-215.
Wiseman, R. (2009). 59 Seconds: Thank a Little, Chance a Lot. New York: Knopf
Zimbardo, P., & Boyd, J. (2008). The Time Paradox: Using the New Psychology of Time to Your
Advantage. USA: Free Press.

Media education nurturing multiculturalism in child prosumers
Marketa Zezulkova, Charles University, Czech Republic

Current life in Europe is characterised by growing cultural diversity. For example, in the Czech
Republic the number of foreigners with permanent and long-term residence has grown tenfold
since 1993, and the ascending trend is also evident in minorities from, for example, Ukraine,
Vietnam, Russia and the Roma people (the Czech Statistical Office 2017). However, the incidenceof xenophobic, racist and extremist manifestations has also increased. Since the early media
experience of today’s children plays an important role in shaping opinions, attitudes andbehavior towards others, it is necessary to consider the role of media education in nurturingmulticulturalism.
The talk will introduce and draw upon an interdisciplinary research project aiming at developing
an innovative strategy of multicultural education of child prosumers. This three year (2018-2021)
externally funded applied research project will be in its early stage at the time of the conference.
The focus therefore will be on a theoretical discussion exploring the relationship between media
and intercultural education, while proposing the increasing need for their closer connection when
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Phenomenon-Based Learning: Promoting Finnish Upper Secondary School Students’Multi Literacy Related to Sexuality
Marjaana Kangas and Päivi Rasi, University of Lapland, FinlandThis presentation reports on an ongoing case study during which a cross-curricular andphenomenon-based (Halinen, Harmaja & Mattila, 2015) course entitled “Depictions of sexuality”
was collaboratively designed and realized by Finnish researchers and upper secondary school
teachers in line with the renewed Finnish core curriculum for upper secondary education (Finnish
National Board of Education, 2016). The study explores whether and how the course promotes
students’ multiliteracy.
Fourteen upper school level students (aged 15-17) and six subject teachers (psychology, history,
health education, mother tongue and literature) participated in the study. The starting point
for the course was the topic “sexuality”, the idea being that students themselves select thephenomena within the theme of sexuality, and then explore its depictions and representationsin schoolbooks and in other information sources. The course followed the six-step pedagogicalmodel for promoting multiliteracy in cross-curricular phenomenon-based learning (Rasi, Kangas &Ruokamo, in press).
Data includes students’ reports of their cross-curricular analyses of the representations ofsexuality, their written self-reflections and teacher interviews. The course is organized during thefall of 2018 and preliminary results will be presented in the conference. The study is a part ofFinnish DigiGO!project (2017-2019), funded by the European Social Fund.
Keywords: multiliteracy, phenomenon-based learning, upper secondary school, representation,
media literacy
References:
Finnish National Board of Education. (2016). National Core Curriculum for General Upper
Secondary Schools 2015. Finnish National Board of Education Publications 2016:8.
Halinen, I., Harmaja, M., & Mattila, P. (2015). Making sense of complexity of the world today: Why
Finland is introducing multiliteracy in teaching and learning? (pp. 136–153). In V. Bozsik (Ed.),
Improving literacy skills across learning. CIDREE Yearbook 2015. CIDREE Consortium of Institutions
for Development and Research in Education in Europe. http://www.cidree.org/fileadmin/files/
pdf/publications/YB_15_Improving_Literacy_Skills_Across_Learning.pdf
Rasi, P., Kangas, M., & Ruokamo, H. (in press). Promoting multiliteracy in the Finnish educational
system. In M. Paksuniemi & P. Keskitalo (Eds.), Introduction to Finnish education system. Sense
Publishers.

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Panel 2f - Chair: Dr Roselyn Du

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Kaori Okuizumi, Nippon Sport Science University, Japan
Kimi Ishida, Yokohama National University, Japanreference to international readers who engage in the practice of media education.
Keywords: media literacy, media education, primary education, narrative inquiry

Recently, particularly among young people, there is a radical increased interest in taking photos
and sharing them via electronic media such as smartphones. In the US, since its inception in
2010, Instagram has registered more than 150 million users worldwide, all enjoying the freedom
to express their lives, through the media of taking and sharing their photos. As this gives people
access to a vast range of photos, we can say that we are living in a Participatory Culture.

References:
Clandinin, D. (2013). Engaging in Narrative Inquiry. New York: Routledge.
Lin, T.-B. (2009). Navigating through the mist: media education in Taiwan. In Cheung, C.-K. (Ed.),Media Education in Asia(pp. 165-184). Netherland: Springer.
Lin, T.-B., & Choy, W. (2015). The Construction of Media in Education Policies: A Comparative Studyof Singapore and Taiwan. In T.-B., Lin, V. D.-T., Chen, & C.-S., Chai (Eds.). New Media and Learningin the 21st Century: A socio-cultural perspective(pp. 93-108). Singapore: Springer.

In Japan, there has been a long history of photo workshops for professional photographers by
Shomei Tomatsu, a well-known Japanese photographer since the late 1970s. The most importantfeature of the workshop is to build a learning environment for photo literacy by telling andsharing each learner’s view of respective photo works, and fostering their photo literacies.

A comparative study of youth media literacy education in China and JapanAnd last year, an international industry association, Camera & Imaging Products Association (CIPA)
collaborated with researchers in Japanese language education in making educational materials
for enhancing students’ photo literacy. On the basis of this situation, in this presentation, we
will demonstrate some examples of Japanese photo workshops and educational materials forstudents, and discuss what type of photo literacy is necessary in Participatory Culture.

Media and media literacy education have been paid considerable attention in the West, and not
only been studied profoundly in the academy, but also developed and practiced in both schools
and society. In comparison with the West, media literacy is now being practiced and developedwith the support of governments in both China and Japan. Both of them run deep in Easternculture, and are now experiencing the stage of adapting media literacy to their homelands.
However , a comparative study of the two counties is still lacking research.

Keywords: Participatory Culture, photo literacy, learning, photo workshop, educational material
References:
Burn,A. (2015) Making New Media: Creative Production and Digital Literacies. NY:Peter Lang.
Jewitt, C. (Ed.). (2009). Handbook of Multimodal Analysis. London: Routledge.
Kress, G. & Van Leeuwen, T. (2004). Reading Images: The Grammar of
Visual Design. London: Routledge.

Panel 3f - Chair: Dr Xinzhi Zhang
Media Education in Taiwan: A Reflection of Twenty-Year Practice through narrativeinquiry
Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Chia-Lun Chang, Beisin Primary School, Taiwan
Chih - Jen Cheng - Long-Pu Primary School, Taiwan

This paper aims at offering a reflective account of the past twenty-year practice of media
education in Taiwan. As the first country in East Asia to have an official White Paper on Media
Literacy Education (WPMLE) issued by the Ministry of Education Taiwan in 2002 (Lin, 2009; Lin &Choy, 2015), it is worth of exploring the trajectory of the development of media education andthe various challenges faced by media educators in schools. Before the WPMLE was released,
there have been a group of school teachers practicing media education in their own classroom
with some help from NGOs and academic staff in higher education institutes. In this paper, we
explore the experience from two practitioners who have been involved in media education in
Taiwanese primary classrooms for the past twenty years. Taking a narrative inquiry approach(Clandinin, 2013), the two media educators will be interviewed by the researcher. Moreover, theirexperience on practicing media education will be documented and analysed. The findings will be
the reflections and challenges from practitioners’ experience in real world setting of practicing
media education in Taiwan. The implications are not only for local Taiwanese but also good80

MEDIA EDUCATION SUMMIT 2018

Xin Zheng, Chinese Academy of Social Sciences, China

Thus, it is worth studying how these two countries develop their media literacy educational
system; discussing how they adapt and reshape the Western media literacy model in order to suit
local schools may enlighten each other, and indicate whether they can pool their experiences andlearn from each other.
The study adopts intensive interviews and comparative studies as the main methods, including
three parts: A) a comparative study between Chinese and Japanese youth media culture; B)
Crucial theories of media literacy education in China and Japan; and C) Educational patterns andpractical approaches of media literacy education in China and Japan.
Key words: media literacy, education, comparative study, Chinese youth, Japanese youth
References:
Duffelmeyer, B 2004. Visualizing Respect: Visual Media Literacy and Students’ Understanding of
Globalization and Technology Issues[J]. Journal Of Visual Literacy, pp.24(2):165-184.
Shibata K. Analysis of “Critical” Approach in Media Literacy : Comparative Studies between Japanand Canada[J]. Keio Communication Review, 2002, p.24.

The use and gratifications approach and the application of front design in book design
Yujie Huang, Phoenix College of Xi Hua, University of China, China

I took my students to design a health handbook for pregnant women. We take the use andgratifications approach to analyze the internal relation of front design. We optimize the fontdesign and adjust the typography design based on the dietary needs of pregnant women andthe different physiological and psychological needs during pregnancy. We visualized the dietaryneeds of pregnant women in early, middle and late pregnancy, also used watercolor typography
to make different typography. We used questionnaire survey to interview the psychologicalchanges of pregnant women, using irregular font to express different emotional words, and
MEDIA EDUCATION SUMMIT 2018 81

ABSTRACTS - (15.15 - 16.35, NOV 2 – PANEL F)

A study on designing photo literacy learning and materials that is necessary inParticipatory Culture

ABSTRACTS - (15.15 - 16.35, NOV 2 – PANEL F)

In view of both aspects of importance and principle, this paper explores the text front, colorand front layout, and seeks to maximize the demands for modern front design function, such as
suitability, recognition and beauty. In this paper, an argument method of combining theory with
examples is adopted.
The conclusion is that the front design needs to be guided by the audience characteristics andneeds, and the innovative design concept, which will help maintain the accuracy and artistic
vitality of front design.
Keywords: front design; use and gratifications; visual communication; self-design; application
References:
Sun qi ,Li liang, Chen le. On the general character of font design in graphic design[J].Brand(thesecond half),(2014)pp.1:68.
Wang rong rong.The importance of font design in graphic design[J].The mass of literature andart,2014(20):pp. 117-118
Ma zheng fang.On the use of aesthetic feeling of font form in packaging design[J]Art education
research, (2016) pp.13:59
Guo qing guang. The use and gratifications-----Audience behavior theory[M]The communication
course, (2013)

Digital Media Culture of South Korean Youth and the Challenges of Media Education
Hyeon-Seon Jeong, Gyeongin National University of Education, South Korea
Amie Kim, Gyeonggi Institute of Education, South Korea
Yooshin Park, Seoul Seokwan Elementary School, South Korea
Hyunwoo Park, Seoul Broadcasting High School, South Korea
Tzu-Bin Lin, National Taiwan Normal University, Taiwan

4f MES Conversation - Chair: Dr Annamária Neag
Digital literacy in higher education: some Japanese cases
Kyounghwa Yonnie Kim, Kosuke Yoshinaga, Seongsoo Baeg and Ayumu Chinen, Kanda Universityof International Studies, Japan
One important issue in the higher education is how to establish a new pedagogy for digitaltechnology. In this session, delegates from a Japanese university will introduce projects regarding
teaching and learning through digital media, raising questions on how ICT education in the college
would offer critical perspectives.
Kim will start with the Japanese ICT situation and social discourses to share backgroundinformation. Yoshinaga then will introduce the challenge of ICT education at the Faculty of
Humanities, describing how students would progress or lose interests in programming classes.
The aim is to raise the question of methodology.
Baeg will tackle the issue from the perspective of media expression, introducing her class ofmaking eBooks wherein students practice their digital expression using not only text but also
photography, video, and sound dubbing.
Chinen finally will mention the social aspect, tracing the change of calling terms for working-class
youngsters focusing on Internet slang DQN to suggest class division is being reinforced by reflexive
media practice.
As delegates will bring themes from their ongoing teaching and action research, this interactive
session will benefit from people joining with their own experiences in higher education.
Keywords: digital literacy, ICT, Japan, college education, methodology

This conversation will share and discuss the contexts, dynamics and issues of the digital media
culture that South Korean children and young people are experiencing. This dialogue will focus
on the challenges and difficulties media educators might face, in terms of empowering children
and young people to deal with the risks and dangers as well as benefits and opportunities of thedigital media. As children are increasingly exposed to the use of smartphones and digital contentssuch as YouTube from early childhood, the South Korean society is increasingly calling for the oldprotectionism to fight against media addiction and harmful media contents. On the other hand,as the digital technology such as the Internet of Things and Artificial Intelligence develop, coding
education is emphasized both inside and outside the school as an important life skills to live inthe digital society. This conversation will discuss how we, as media educators and researchers,
should understand the complexity of current digital media culture, and how we should engage
with parents, teachers and policy makers in order to help children and young people to grow up as
responsible, creative and critical digital citizens.

Freedom of critical thinking: How to teach news literacy under different politicalsystems in Asia

Keywords: Children and Young People, Digital Media Culture, Media Education, Digital Literacy,
Education Policy

However, the information realities under different political systems vary drastically in this region;
discussing the media, especially news and current affairs, could even be a sensitive public matter.
In this brainstorming discussion session, participants are expected to bounce off ideas andshowcase best practices in their effort to teach critical thinking skills to develop what UNCESCO
calls “21st century competencies.”

Masato Kajimoto, University of Hong Kong, Hong Kong

Even though restrictive approaches to information access and dissemination reign supremein many Asian countries, interest in news and media literacy education based on programs
developed in democracies has been increasing in this part of the world.
As political leaders, especially those with a history of attacking the media and press freedom,
adopted the “fake news” moniker popularized by the U.S. president to threaten the credibility ofjournalists and the press, a renewed attention has been given to pedagogical models to teach how
to navigate through the information overload in the digital age so that the next generation canmake sense of the world and their society.

Keywords: News literacy, free speech, press freedom, pedagogy, critical thinking
82

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MEDIA EDUCATION SUMMIT 2018 83

ABSTRACTS - (15.15 - 16.35, NOV 2 – PANEL F)

gained unexpected communication effects.

ABSTRACTS - (15.15 - 16.35, NOV 2 – PANEL F)

ABSTRACTS - (15.15 - 16.35, NOV 2 – PANEL F)

The Influence of Media Literacy on Local Government Public Governance
Wang Qing, China University of Mining and Technology, China

Online public opinion events affect the government’s image and credibility. European andAmerican countries have formed three models of media literacy: immunity paradigm, analysis
paradigm and deciphering paradigm. Education of media literacy has also been explored indifferent countries. Online public opinion poses challenges to the public governance of local
governments. It is very important to explore the timely education approach to media literacy
and define the education goal of media literacy. As a whole, local government’s media literacy
is particularly important. In dealing with the media and dealing with public emergencies, local
government personnel should have certain skills and qualities, and should be included in thecultivation of the necessary qualities of government personnel in the form of issues.
Key words: media literacy; local government; public governance84

MEDIA EDUCATION SUMMIT 2018

MEDIA EDUCATION SUMMIT 2018 85

B

Ms. Seongsoo Baeg, Associate Professor, Kanda University of International Studies
Miss Daniela Bailey, YMES delegate, Pupil at South Island School
Prof. Yuliya Balashova, Professor, Saint Petersburg State University
Prof. Craig Batty, Professor, University of Technology Sydney (UTS)
Prof. Saba Bebawi, Professor in Journalism, University of Technology Sydney (UTS)
Mr. James Blake, Senior Lecturer, Edinburgh Napier University
Miss Poppy Brian, YMES delegate, Pupil at South Island School
Ms. Lucy Brown, Subject Lead Film & TV, University of Greenwich
Prof. Andrew Burn, Professor, University College London Institute of Education
Mr. Seb Calwell, YMES delegate, Pupil at South Island SchoolC

Dr. Michelle Cannon, Lecturer MA Digital Media, Culture & Education, University College London
Institute of Education
Ms. Aileen Chai, Student, National Institute of Education, Nanyang Technological University
Mr. Monsak Chaiveeradech, Post Graduate Research Student, Bournemouth University
Miss Karen Chan, YMES delegate, Pupil at South Island School
Mr Ying Chit Chan, Youth work officer, The Hong Kong Federation of Youth Groups
Ms. Jung Chun Chang, PhD Student, SOAS, University of London
Dr. Leanne Chang, Associate Professor, Hong Kong Baptist University
Mr. Chih-Jen Cheng, Teacher, Long-Pu Elementary School
Dr. Hsuchheng Chiang, Assistant Professor, Graduate Institute of Mass Communication
Mr. Ayumu Chinen, Lecturer, Kanda University of International Studies
Miss Emily Chiu, YMES delegate, Pupil at South Island School
Mr. Jonathan Chow, YMES delegate, Pupil at South Island School
Mr. Yi Kin Choy, YMES delegate, Pupil at South Island School
Miss Joyce Chu, YMES delegate, Pupil at South Island School
Prof. Anne-Sophie Collard, Professor, University of Namur
Dr. Jayne Cubbage, Assistant Professor, Bowie State University

D

Mr. Stephen Dawkins, Associate Head of School, Coventry University
Mr. Benet Doeringer, YMES delegate, Pupil at South Island School

E

Prof. Mark Evans, Head of School, University of Technology Sydney (UTS)F

Mr. Michael Forsman, Professor, Södertörn University
Dr. Karen Fowler-Watt, Senior Principal Academic, Bournemouth University
Mr. Jun Fu, Research fellow, Youth Research Centre, Melbourne Graduate School of Education
Dr. Janet Fulton, Senior Lecturer (Media and Communication), University of Newcastle
Mr. Tszchun Fung, YMES delegate
Ms. Yoshiko Furumai, Journalist, WANS Factory

G
86

MEDIA EDUCATION SUMMIT 2018

Prof. Wenjuan Guan, Professor, HuBei University of Arts and Science

H

Miss Sophie Hafner, YMES delegate, Pupil at South Island School
Mr. Christopher Hall, Senior Lecturer & Filmmaker, Sheffield Hallam University
Mr. Qing Han, Student, Tokyo Gakugei University
Dr. Jakub Havlicek, Assistant Professor, Palacky University
Dr. Jesse Hearns-Branaman, Assistant Professor of International Journalism, Beijing Normal
University
Mr. Richard Hornik, Director of Overseas Partnership Programs, Stony Brook University
Miss Annie Hsu, YMES delegate, Pupil at South Island School
Ms. Siu Man Hsu, Supervisor, The Hong Kong Federation of Youth Groups
Prof. Yu Wei Hu , Professor, Chinese Culture University
Prof. Sheu-jen Huang, Professor, National Taiwan Normal University
Miss Shulun Huang, Journalist, Caixin
Miss Yujie Huang, Lecturer, Chengdu Neusoft College
Miss Oi Ting Hung, Freelancer, Hong Kong
Ms. Hyeon Ju Hwang, Assistant manager, Community Media Foundation

I

Mr. Shamsuddin Illius, Staff Reporter, The Independent
Ms. Kimi Ishida, Assistant Professor, Yokohama National University

J

Dr. Jerry Jacques, Postdoctoral Researcher, University of Namur (CRIDS)
Dr. Girts Jankovskis, Researcher, University of Latvia
Prof. Hyeon-Seon Jeong, Gyeongin National University of Education
Ms. Sarah Jones, Head of Media, Birmingham City UniversitykDr. Masato Kajimoto, Assistant Professor of Practice, Journalism and Media Studies Centre,
University of Hong Kong
Prof. Igor Kanižaj, Assistant Professor, Faculty of Political Science, University of Zagreb
Dr. Kyounghwa Yonnie Kim, Associate Professor, Kanda University of International Studies
Dr. Amie Kim, Researcher, Gyeonggido Institute of Education
Miss Chrystal Kim, YMES delegate, Pupil at South Island School
Mr. Kyungrae Kim, Manager, Korea Press Foundation
Prof. Anna Kolchina, Senior Lecturer, National Research University Higher School of Economics
Ms. Mei Ki Micki Lau, Youth Work Officer, The Hong Kong Federation of Youth Groups

L

Prof. Marcus Leaning, Professor of Digital Media Education, University of Winchester
Prof. Alice Lee, Professor, Hong Kong Baptist University
Miss Alicia Leong, YMES delegate, Pupil at South Island School
Ms. Amanda Levido, PhD Student, Queensland University of Technology
Ms. Ang Li, Lecturer, Xi’an Eurasia University
Miss Kangli Li, Student, School of Education and Information Technology, South China Normal
University
Miss Katherine Li, YMES delegate, Pupil at South Island School
Dr. Tzu-Bin Lin, Associate Professor, National Taiwan Normal University
Mr. James Lo, Manager, Design Square
Dr. Antonio Lopez, Associate Professor, John Cabot University
Mr. Matthew Love, Lecturer, Nagoya University of Commerce & Business
MEDIA EDUCATION SUMMIT 2018 87

DELEGATES LISTA

Dr. Stephen Andriano-Moore, Teaching Fellow
Mr. Ian Attard, EdD student, Bournemouth University
Miss Karina Au, YMES delegate, Pupil at South Island School

M

Ms. Rongwei Ma, Student, Nanjing University of Posts and Telecommunication
Mr. Sam Ma, YMES delegate, Pupil at South Island School
Mr. Sheridan Mahavera, Visiting Fellow, Hong Kong Baptist University
Ms. Pui Man Ma, Youth work officer, The Hong Kong Federation of Youth Groups
Ms. Faye Martel, Assistant Professor, University of Santo Tomas
Dr. Julian McDougall, Head of Centre for Excellence in Media Practice, Bournemouth University
Dr. Danai Mikelli, Lecturer in Media Production, Coventry University
Prof. Shin Mizukoshi, Professor, University of Tokyo
Miss Nidhi Mundra, YMES delegate, Pupil at South Island School
Mr. Kotaro Murata, YMES delegate, Pupil at South Island School
Mrs. Tatiana Murovana, Programme specialist, UNESCO Institute for Information Technologies in
Education

N

Mrs. Sumiko Nakamura, Associate Professor, Tokyo Gakugei University
Miss. Federica Nardi, Doctoral Student, University of Macerata
Dr. Annamaria Neag, Marie Curie Research Fellow, Bournemouth University
Ms. Kam Kuen Ng, Unit-In-Charge, The Hong Kong Federation of Youth Groups
Miss. Nguyen Nguyen, Visiting Scholar, Hong Kong Baptist University
Prof. Paola Nicolini, Professor of Developmental & Educational Psychology, University of Macerata

O

Ms. Kaori Okuizumi Iwamoto, Professor, Nippon Sport Science University
Dr. Chanansara Oranop na Ayutthaya, Deputy Dean, Faculty of Communication Arts, Dhurakij
Pundit University

P

Dr. Rose Pacatte, Founding Director, Pauline Center for Media Studies
Miss. Chan Ju Park, Assistant Manager, Community Media Foundation
Ms. Hyunwoo Park, Secondary Teacher, Seoul Metropolitan Office of Education
Ms. Becky Pham, Researcher, Singapore University of Technology and Design
Mr. Alex Platt, YMES delegate, Pupil at South Island School
Mr. Colin Pons, Course Leader in MA Filmmaking, Sheffield Hallam University
Dr. John Potter, Reader in Media in Education, University College London Institute of Education
Dr. Stuart Poyntz, Associate Professor, School of Communication, Simon Fraser University
Mr. Kunal Purohit, Journalism Research Fellow, Hong Kong Baptist University

R

Dr. Päivi Rasi, Associate Professor, University of Lapland, Faculty of Education, Centre for Media
Pedagogy
Dr. Mark Readman, Principal Academic in Media Education, Bournemouth University
Dr. Raul Reis, Dean, Emerson College

S

Dr. Makoto Sakai, Associate Professor, Bunkyo University
Mr. Felipe Salvosa II, Coordinator for Journalism, University of Santo Tomas
Mrs. Svetlana Schomova, Professor, National Research University Higher School of Economics
Dr. Carlos A. Scolari, Professor, Universitat Pompeu Fabra, Barcelona
Syed Mubashar Hussain Shah, Fellow, Hong Kong Baptist University
Mrs. Lai Shu-Mei, Specialist, Atomic Energy Council
88

MEDIA EDUCATION SUMMIT 2018

Mr. Ben Sieur, YMES delegate, Pupil at South Island School
Mrs. Lise Skov, News Librarian, TV 2 Danmark
Ms. Suzana Sou, Senior Instructor, University of Macau
Mr. Martin Soukup, Associate Professor, Faculty of Social Sciences, Charles University
Ms. Jacqueline Speculand, Senior Lecturer, Coventry University

T

Mr. Atsushi Takahashi, Doctoral Student, Tokyo Gakugei University
Miss Ming Kwan Mona Tang, Media Teacher, HKCCCU Logos Academy
Dr. Yuan Tian, Assistant Professor, Macau University of Science and Technology
Ms. Yuko Tsuchiya, Associate Professor, Hiroshima University of Economics

U

Ms. Nancy Usselmann, Director, Pauline Center for Media Studies

V

Ms. Alexa Villano, Journalist, Rappler
Mr. Konstantinos Voros, Research Student, University College London Institute of Education

W

Dr. Masato Wada, Professor, Tokyo Gakugei University
Prof. Gengxin Wang , Associate Professor, Communication University of China
Mrs. Qing Wang, Professor, China University of Mining and Technology
Prof. Tiande Wang, Professor, Zhejiang University of Media and Communication
Miss Jenny Wang, YMES delegate, Pupil at South Island School
Mr. Iain Williamson, Head of Film/Media, South Island School
Mr. Eric Wishart, Special Projects Editor, AFP
Miss Cordelia Wong, YMES delegate, Pupil at South Island SchoolX

Ms. Wen Xu, Researcher, Communication University of China
Miss Miao Xu, PhD Student, School of Communication

Y

Prof. Zheng Yang, Assistant Professor, HuBei University of Arts and ScienceDr. Melda Yildiz, Associate Professor/ Global Scholar, New York Institute of Technology
Mr. Kosuke Yoshinaga, Professor, Kanda University of International Studies
Mr. Young Jin Youn, Team Manager, Community Media FoundationZ

Ms. Xin Zeng, Assistant Professor, Institute of Journalism and Communication Studies, Chinese
Academy of Social ScienceDr. Marketa Zezulkova, Assistant Professor, Charles University
Ms. Jie Zhang, Researcher, Communication University of China
Dr. Lingyun Zhang, Executive News Editor, Phoenix Satellite TV
Dr. QiXin Zhang, PhD Candidate, Hunan University
Ms. Yuchao Zhao, PhD candidate in Communication, The Chinese University of Hong Kong
Ms. Xin Zhao, Associate Professor, Dalian University of Foreign Languages
Ms. Anna Zunova, PhD Student, Charles University

MEDIA EDUCATION SUMMIT 2018 89

DELEGATES LIST

Mrs. Catarina Lucas, Researcher, Catarina Oliveira Lucas
Prof. Dusan Luzny, Professor, Palacky University