ethanporcaro/eric-fulltext-meta huggingface dataset:
Media Literacy Education: On the Move
Author: Hagood, Margaret
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Popular Culture,Mass Media Use,Multiple Literacies,Middle School Teachers,Educational Development,Educational Practices,Instructional Design,College School Cooperation,Change Strategies,Educational Change

In 2005, the author and several colleagues were awarded a five-year grant to create the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. From 2006-2011, they have worked collaboratively with over 200 middle school teachers in underperforming local schools to assist them in stimulating their content area instruction with media literacy, and specifically with new literacies practices that include three components: (1) a broadened definition of reading and of text, which includes both print and non-print sources, and is built upon developing literacies that address reading, writing, listening, speaking, viewing, and designing; (2) a sociocultural perspective of literacy that builds upon connections between learners' interests, identities, and texts they choose; and (3) uses of pop culture and digital technologies salient to learners' lives. This essay discusses some changes in media literacy education over the past decade including the acknowledgment of multiple literacies and increasingly "participatory" media cultures.
Media Literacy Education: Harnessing the Technological Imaginary
Author: Fry, Katherine G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Science and Society,Futures (of Society),Technological Advancement,Influence of Technology,Educational Development,Teacher Role,Agenda Setting,Mass Media Effects,Mass Media Use,Change Strategies,Educational Change

An important challenge for media literacy education in the next decade will be to cultivate a commanding voice in the cultural conversation about new and emerging communication media. To really have a stake in the social, economic and educational developments that emerge around new digital media in the U.S. and globally, media literacy educators need to be part of that larger conversation. Put another way, media literacy education is obligated to harness the technological imaginary and steer it in a productive direction. The technological imaginary consists of the myths, attitudes and values that a culture attaches to new technologies, sometimes in terms of their perceived abilities to fix what's wrong with society, and sometimes in terms of their perceived destruction of social cohesion (Lister et al. 2003). Media literacy educators must try to shape the technological imaginary in a reasoned, informed and very public way. This essay discusses the need for media literacy scholars to contribute to public discourse on the potential roles of digital media in contemporary society.
Ask, Don't Tell: Pedagogy for Media Literacy Education in the Next Decade
Author: Rogow, Faith
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Educational Practices,Educational Development,Performance Factors,Barriers,Educational Improvement,Program Improvement,Instructional Design,Instructional Development,Change Strategies,Educational Change,Educational Needs,Instructional Innovation

NAMLE was founded (as the Alliance for a Media Literate America) 10 years ago with a mission &quot;to expand and improve the practice of media literacy education in the United States.&quot; There have been many successes since then, and some disappointments. The expansion of media literacy education into schools has fallen into the latter category, with modest and growing numbers of teachers and library media specialists on board, but far short of the organization's vision of universal media literacy education in the U.S. There are varied and complex reasons for the slow embrace of media literacy education by U.S. schools. Some obvious explanations include overt political resistance, narrow focus on high stakes testing mandates, continuing lack of access to media technologies, and lack of professional development and preservice training. This essay explores a few of the less obvious reasons and discusses some areas for improvement in media literacy education, including the need for ML scholars and practitioners to reach out to educational institutions and to use inquiry-based pedagogical methods. (Contains 6 endnotes.)
Media Literacy, Congratulations! Now, the Next Step
Author: Torrent, Jordi
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Literacy,Media Literacy,Elementary Secondary Education,Mass Media Role,Educational Development,Intellectual Disciplines,Democratic Values,Citizenship Education

Media Literacy Education has definitely come a long way. The author remembers mentioning Media Literacy at a Prix Jeunesse presentation in New York City in the early-mid 1990s-- all the participants looked at him as a weirdo and politely ignored his comment on the necessity for TV producers to include or at least reflect upon media literacy-related topics while writing TV programs. Things have changed. Today everybody talks about media literacy, and increasingly they will be talking about Media and Information Literacy, or News Literacy, or Educommunication, etc. This essay discusses the growing recognition of media literacy education's part in the preparation of citizens and the need for more media literacy programs within K-12 schools. (Contains 7 endnotes.)
Media Literacy and Health Promotion for Adolescents
Author: Bergsma, Lynda
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Promotion,Health Behavior,Adolescents,Literacy Education,Media Literacy,Adolescent Development,Adolescent Attitudes,Mass Media Effects,Mass Media Role,Mass Media Use,Educational Research,Integrated Services,Health Education

The mass media rank among the most important socialization agents influencing the health behaviors of today's youth, with some researchers estimating that youth spend 33-50% of their waking hours with some form of media (Strasburger and Wilson 2002). The impact of the media on health and the large amount of time adolescents spend with media make it critical to address related health concerns, especially because adolescents' developing brains are not adequately equipped to critically analyze and interpret the large number of mixed messages about health that they receive from the media. This essay examines the young field of health-promoting media literacy education research among youth, including theoretical foundations, issues of pedagogical approach and measurement, and recommendations for advancing the field in the next 10 years. (Contains 1 figure.)
What a Difference Ten Years Can Make: Research Possibilities for the Future of Media Literacy Education
Author: Hobbs, Renee
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Elementary Secondary Education,Research Opportunities,Interdisciplinary Approach,Research Needs,Check Lists,Change Strategies,Educational Change,Performance Factors,Educational Development

This essay reviews the progress achieved in media literacy education over the past decade and emphasizes the importance of assessment, interdisciplinarity in furthering developing the field. The author says that it's nearly impossible to predict what may be possible for the future of the field over the next 10 years. In another publication, she has offered up a plan of action for steps to bring digital and media literacy education to all Americans (Hobbs 2010). But here she offers an informal "wish list" to identify those research issues that she hopes will be more or less sorted out by the time that 2021 rolls around. Each of these challenges will require careful, sustained examination by scholars and practitioners, but she is confident that in 10 years, a substantive base of theory and evidence will shed light on these issues and inform the work of practitioners in a variety of settings, especially in the context of K-12 and higher education.
Beyond the Gutenberg Parenthesis: Exploring New Paradigms in Media and Learning
Author: Kenny, Robert F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Hypothesis Testing,Influence of Technology,Media Literacy,Epistemology,Rhetorical Invention,Blended Learning,Instructional Design,Instructional Improvement,Instructional Innovation,Learning Activities,Educational Development,Pretests Posttests,Intervention,Technology Uses in Education

There are those who agree with Tom Pettitt that we are entering into a period where text based literacy is no longer the only measure of intelligence, nor is it the only form of valuable communications and knowledge acquisition for today's media-centric children. As Prensky states, today's youth speak "digital" as their primary language. While his comments may be tempered by the fact that they are based on personal observation and correspondence with others, Prensky does make a point. In order to reach these children and stimulate their interest in reading and writing, it may be better to being by teaching to their strengths and if digital is the basis of those skills, then starting with digital media has considerable merit. This paper presents the some of the foundations behind Jenkins' premise that remixing and appropriation of previously created works is a valid first step in the learning process. The authors suggest that mixing media with story invention creates a learning environment of considerable power. The paper also discusses a series of related studies in which these hypotheses were investigated and a few words about the ramifications these results may have on future studies in this area. (Contains 4 tables.)
Old Media, New Media: The Graphic Novel as Bildungsroman
Author: Schwarz, Gretchen
Date: 2011-00-00
Type: Journal Articles
Subjects: Adolescent Development,Media Literacy,Cartoons,Novels,Multiple Literacies,Literary Genres,Graphic Arts,Educational History,Educational Development,Adolescent Literature,Student Diversity,Secondary School Curriculum,Educational Opportunities

Graphic novels are "hot." They show up everywhere from book stores to TV shows. Educators, too, are discovering the possibilities for graphic novels across the curriculum. Among the possibilities, educators can explore the graphic novel as a bildungsroman, a coming of age story--an old genre in the literary canon appearing in a new medium. The graphic novel as bildungsroman can be used to teach media literacy/multiple literacies, while examining issues that can aid adolescent development and engage students with diversity. This article provides a brief history of the bildungsroman and the graphic novel as a bildungsroman. It also examines the potential for this medium and genre in media literacy education.
10 Years of Media Literacy Education in K-12 Schools
Author: Daunic, Rhys
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Video Technology,Elementary Secondary Education,Editing,Mass Media Use,Multimedia Instruction,Multimedia Materials,Educational Development,Information Literacy,Educational History

When the author started working with teachers and students on classroom multimedia productions a little over 10 years ago, he had not yet encountered the term "media literacy", nor did he realize he had joined a long standing international movement of media literacy educators. Serendipitous exposure to "old-media" texts by Neil Postman and Noam Chomsky inspired him to take his new MiniDV camera and computer editing skills to the progressive elementary school across the street, where he and the teachers began developing projects within existing units that exposed students to the decision-making process of media production. They made little to no use of the schools' dial-up Internet and scrappy PC. Students never saw how the video editor worked because it was at home on his scrappy PC. They had no website to publish to. However, even considering the wealth of digital media many schools possess today, these projects were successful at promoting the ultimate goal still at the core of the work of media literacy educators today: to help students develop the ability to ACCESS, ANALYZE, EVALUATE, and COMMUNICATE information in a variety of forms. This essay discusses the progress schools have made in the last decade in providing students' with ACCESS to media technologies and emphasizes the need for schools to now encourage students' to better ANALYZE, EVALUATE, and COMMUNICATE.
Reflections on Global Developments in Media Literacy Education: Bridging Theory and Practice
Author: Hobbs, Renee
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Reflection,Educational Development,Global Approach,Theory Practice Relationship,Educational Opportunities,Performance Factors,Politics of Education,Alignment (Education),Critical Theory,International Education

The field of media literacy education is maturing, as evidenced by the quality of presentations of research and practice shared at the 2010 World Summit on Children and Media in Karlstad. In this article, we offer our reflections on the opportunities and challenges faced by media literacy educators as we build our global community network, develop a shared theoretical framework that transcends culture and nationality, and return to consider foundational questions about the relationship between power and agency as new visions of digital literacy emerge as educators and creative media professionals explore the new capacities and limitations of the Internet and social media. (Contains 2 footnotes.)
The Global Youth Media Council: Young People Speaking and Learning about Media Reform
Author: Dezuanni, Michael Luigi
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Foreign Countries,Young Adults,Intercultural Programs,Information Policy,Change Strategies,Adolescent Attitudes,International Education,Conferences (Gatherings),Advocacy,Youth Opportunities,Mass Media,Interviews,Pretests Posttests,Participant Satisfaction

The 5th World Summit on Media for Children and Youth held in Karlstad, Sweden in June 2010 provided a unique media literacy experience for approximately thirty young people from diverse backgrounds through participation in the Global Youth Media Council. This article focuses on the Summit's aim to give young people a &quot;voice&quot; through intercultural dialogue about media reform. The accounts of four young Australians are discussed in order to consider how successful the Summit was in achieving this goal. The article concludes by making recommendations for future international media literacy conferences involving young people. It also advocates for the expansion of the Global Youth Media Council concept as a grass roots movement to involve more young people in discussions about media reform. (Contains 5 figures.)
Peace Revolution's Online Social Platform: From Inner Revolution to Global Evolution of Ethical Media Production
Author: Hardy, Samantha
Date: 2011-00-00
Type: Journal Articles
Subjects: Young Adults,Peace,Global Education,Social Networks,Network Analysis,Youth Opportunities,Youth Programs,Multicultural Education,Change Agents,Social Change,Change Strategies,Advocacy,Metacognition,Theory of Mind,Adolescent Development,Program Descriptions,Mass Media Effects,Mass Media Role,Mass Media Use,Media Literacy,Ethics,Social Values

This paper describes a project called Peace Revolution [http://peacerevolution.net], which provides an opportunity for young people from around the world to learn and share positive messages and activities relating to peace. The Peace Revolution project aims to empower young people via a unique process related to youth development, helping young people to make informed and moral choices about how they live their lives and actively participate in society. Through its online social platform, Peace Revolution aims to promote the practice of inner peace as a common denominator for people throughout the world, build cross-cultural partnerships and ultimately, through individual change and cooperation with others, establish an international network of active agents for change. (Contains 1 table and 3 figures.)
The Practice of Media Education: International Research on Six European Countries
Author: Parola, Alberto
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Journalism Education,Educational Research,Educational Practices,Documentation,Knowledge Base for Teaching,Media Research,Trend Analysis,Best Practices,International Education,Comparative Analysis,Comparative Education,Bibliometrics,Reflection,Transformative Learning,Teacher Collaboration

This paper presents and discusses the results of OnAir, a European project on Media Education funded by the European Commission. This two-year project aimed at collecting, documenting, and developing media education practices across Europe, especially in Belgium, Bulgaria, Italy, Lithuania, Poland, and Romania. In particular, the paper focuses on the role of documentation in improving teachers' practical knowledge and highlights the challenging aspects at stake in this process. The analysis of collected data reveals that documentation of media education practices is often poor both in terms of information about instructional practices and in teacher reflection on their actions. Stronger collaboration between teachers and researchers may be needed to support the kind of careful documentation that leads to effective practice. The development of adequate tools that teachers can easily use during their own activities may also facilitate improved levels of documentation. (Contains 2 tables, 2 figures, and 1 footnote.)
Making Sense of TV for Children: The Case of Portugal
Author: Pereira, Sara
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Foreign Countries,Content Analysis,Educational Television,Comparative Analysis,Programming (Broadcast),Childrens Television,Case Studies,Television Research,Television Surveys,Information Policy,Mass Media Effects,Mass Media Use

Empowering children for a critical and judicious use and consumption of media is a main objective of media literacy. This paper aims to examine the range of television programs available for children in Portugal through a comparative analysis of the programming for children broadcast by the four Portuguese terrestrial channels (RTP1, RTP2, SIC and TVI) over the course of a year. A content analysis of 4,491 programs reveals that about one third have an explicit educational goal and that preschool children are the primary target audience for children's television. There are clear differences among Portuguese public and private channels in the content and themes of children's television programming and little children's television production comes from Portugal. Television itself could promote this aim through the programs it provides to children, as established in the Agreement for Public Service Television signed in 2008 by the Portuguese State and the public television channel, RTP, but it has yet to be enforced. (Contains 6 tables, 1 figure, and 1 footnote.)
Measuring School Principals' Support for ICT Integration in Palermo, Italy
Author: Polizzi, Gabriella
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Information Technology,Literacy Education,Media Literacy,Foreign Countries,Principals,Technology Integration,Administrator Attitudes,Administrator Role,Administrator Behavior,Teacher Attitudes,Teaching Methods,Public Schools,Technological Literacy

School principals play an important role in managing media and technology integration into school teaching since they can foster the use of information communication technologies (ICT) at a strategic level, even supporting the introduction of media literacy education activities into teaching. Starting from a review on the role of principals' attitudes and behaviors as facilitators of ICT integration into school teaching using a diffusion of innovation model, the paper investigates the role of principals' attitudes and additional variables in influencing their support for such integration. The paper reports on data collected from 116 public schools in Palermo (Italy), where the supportive behaviors of 95 principals were investigated through a self-assessment questionnaire in 2006. Findings reveal that principals' support for ICT integration behaviors depend on both &quot;contextual-level and individual-level variables&quot;. Contextual variables include the amount of ICT equipment available for teachers in their school, teachers' competence and frequency of use and teachers' attitudes towards the ICT usage. Individual-level variables includes principals' attitudes towards ICT integration into school teaching, their exposure to ICT training courses and their own perceptions of their competence in using ICT. (Contains 3 endnotes and 3 tables.)
Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care since 2004
Author: Rantala, Leena
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Policy,Media Literacy,Foreign Countries,Best Practices,Early Childhood Education,Young Children,Resource Materials,Educational Development,Child Care Centers,Program Descriptions,Civil Rights Legislation,Delivery Systems,Program Implementation,Program Evaluation

The purpose of the article is to describe Finnish media literacy policies and good media education practices in early childhood education and care. This article will focus on describing two central action lines related to the Children and Media Program, initiated by the Division for Cultural Policy of the Ministry of Education and Culture in 2004. These action lines include the reform of the legislation for the protection of minors and the distribution of audiovisual programs in Finland, and the development of the Media Muffin project, including implementation, evaluation and publication of resource materials. In exploring these two initiatives, this paper identifies the relationship between programmatic actions that focus on teacher education and larger policy initiatives that promote media literacy education for young children. (Contains 2 footnotes.)
Exploring Baseline Food-Media Literacy of Adult Women
Author: Peterson, Tina L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Media Literacy,Printed Materials,Focus Groups,Adult Literacy,Advertising,Television,Programming (Broadcast),Responses,Food,Cooking Instruction,Knowledge Level

Many media education researchers have identified the importance of adult media literacy but few have studied it. Such literacy is becoming increasingly important with regard to the growing category of food media--advertisements, television programs, and print media among them. Using two focus groups and guided by Primack and Hobbs' (2009) AA, RR, and MM sub-domains, this study analyzes the baseline media literacy responses of adult women to food-media texts. Findings indicate that personal experience with food preparation and indirect experience with media production may be key components in adult food-media literacy. (Contains 2 footnotes.)
Faith-Based Media Literacy Education: A Look at the Past with an Eye toward the Future
Author: Iaquinto, Stephanie
Date: 2012-00-00
Type: Journal Articles
Subjects: Literacy Education,Media Literacy,Religion,Futures (of Society),Teaching Methods,Christianity,Educational Philosophy,Educational Objectives,Educational History,Religious Education

This article addresses several fundamental questions about faith-based media literacy education in the United States, including how the assumptions, motivations, goals, and pedagogy of those Christians who are operating within a media literacy framework come together to create a unique approach to teaching media literacy. After briefly reviewing Christian engagement with media, as well as the history of faith-based media literacy education in this country, this paper examines the philosophical and theoretical assumptions of scholars and practitioners, identifies practical applications, and concludes by suggesting some ways in which this sub-field might develop in the years to come.