ethanporcaro/eric-fulltext-meta huggingface dataset:
Media Education: Definitions, Approaches and Development around the Globe
Author: Lee, Alice Y. L.
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism Education,Media Literacy,Definitions,Educational Practices,Web 2.0 Technologies,Global Approach,Technological Advancement,Context Effect,Educational Change

Background: Media education is the study of the media with the aim of cultivating people's media literacy. In the past four decades, media education has rapidly developed in school systems and communities all over the world. Each country has its own developmental trajectory. With the rise of the interactive new media, media education is going to have a paradigm shift, bringing media education study into a new era. Goals: This paper discusses the rationales, definitions and approaches of media education. It also provides an overview about the global development of media literacy training. Results: Although different countries define media education in different ways, they share the common goal of training media literate people to deal with the media in an intelligent and responsible way. Media education has been well developed in the West but in recent years Asia regions such as Hong Kong, Taiwan, Mainland China and Japan are gaining their momentum. With the emergence of various new media devices, media education is regarded as playing a more important role in cultivating wise prosumers in the 21st century.
Remote Control Childhood: Combating the Hazards of Media Culture in Schools
Author: Levin, Diane
Date: 2010-12-00
Type: Journal Articles
Subjects: Mass Media Effects,Children,Educational Practices,Influence of Technology,Values,Social Development,Cognitive Style,Marketing,Television,Violence,Problem Solving,Play,Learning Processes,Life Style,Purchasing,Consumer Economics,Sex,Teacher Responsibility,Adjustment (to Environment),Sex Stereotypes,Developmental Stages,Mass Media Role,Social Influences

Background: Media culture touches most aspects of the lives of children growing up today, beginning at the earliest ages. It is profoundly the lessons children learn as well as how they learn, thereby contributing to what this article characterizes as &quot;remote control childhood.&quot; Educators need to understand remote control childhood so they can adapt teaching practices in ways that can optimize children's development and learning in these times. Overview of Remote Control Childhood: This paper first explores remote control childhood and describes how it came about beginning in the mid 1980's when marketing was deregulated in the United States. This led to a link-up between media producers and marketers to create far-reaching new marketing strategies and thousands of ever-changing products that have forever transformed childhood. How Remote Control Childhood Affects Children: The multiple ways children are affected are divided into two broad categories. First, children learn harmful content from media culture such as sexualized and violent behavior and consumerism. Second, the very process by which children learn is transformed in ways that undermine play, problem solving, active learning and social development. Strategies for Dealing with Remote Control Childhood: Once remote control childhood is understood, there is much educators can do to counteract it. Strategies are outlined for both influencing the lessons learned and helping children reclaim the learning process.
Changing Technology = Empowering Students through Media Literacy Education
Author: De Abreu, Belinha
Date: 2010-12-00
Type: Journal Articles
Subjects: Technological Advancement,Teacher Attitudes,Fear,Student Empowerment,Journalism Education,Media Literacy,Critical Thinking,Social Networks,Web 2.0 Technologies,Middle School Students,Generational Differences,Student Attitudes,Influence of Technology,Access to Information,Censorship,Mass Media Use

Background: As the world is changing quickly due to the technological advances, educators are looking at ways in which to empower their students' learning with digital platforms. Media literacy education is key for how this can happen in the 21st century classroom which seeks to promote learning without censoring the learner. Considering how media literacy can help educate students to become critical thinkers and how educators can contribute to developing digital citizens who are competent and proficient needs to be a part of the discourse. This article seeks to contribute to the case for media literacy education at a time when digital technologies are overflowing in schools, homes, and globally as means for empowering the digital students. Goals: The purpose of this article is to review where social networking and other Web 2.0 programs has taken today's students in the personal and academic lives. It examines how empowering the student learner through media literacy education is vital to the continued success of the learner in the 21st century. Research Method: This exploratory study of the digital environments and media literacy uses observations, teacher interviews, and conferences with peers, educators, and researchers as method. Results: Findings demonstrate a lack of focus and confusion in the area of media literacy education and digital technologies for teachers, but these are acknowledged as needed and important in the growth of students. (Contains 1 figure.)
Addressing Cyberbullying as a Media Literacy Issue
Author: Bhat, Christine Suniti
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Bullying,Computers,Social Networks,Suicide,Media Literacy,Ethics,Prosocial Behavior,Telecommunications,Handheld Devices,Computer Use,School Policy,School Personnel,Parent Responsibility

Background: The Asian region accounts for the highest number of internet and mobile cell phones consumers among the regions of the world. As the use of information and communications technology becomes more and more widespread, the misuse of such technology becomes a concern. Cyberbullying, or bullying using information and communications technology is an issue that youth are encountering in Asia and in other parts of the world. Students who are cyberbullied experience several detrimental psychosocial effects that detract from their ability be successful in school. In some instances, youth suicide has been linked to cyberbullying. Goals: The purpose of this article is to highlight the need for proactive media literacy initiatives that promote the ethical and responsible social use of technology by students. Results: Examples of initiatives to reduce cyberbullying and other harmful uses of social media are presented. These initiatives are targeted not just at students but at teachers, other school personnel, and parents. The need to address cyberbullying via school policies and country or regional laws is also discussed.
A Pedagogy of Inquiry: Toward Student-Centered Media Education
Author: Chu, Donna
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism Education,Media Literacy,Active Learning,Inquiry,Independent Study,Web 2.0 Technologies,Ethics,Audiences,Role,Educational Change,Student Centered Curriculum,Learning Theories,Learning Motivation,Secondary School Students

Background: Almost three decades have passed since the Grunwald Declaration on Media Education was issued by the representatives of 19 nations at UNESCO's International Symposium on Media Education in Germany (UNESCO 1982). Cycles of information revolution and education reform over this period have led to significant changes in the sectors of media and education. The new media environment has seen the rise of &quot;prosumers&quot; who contribute to the proliferation of &quot;user-generated content&quot;. In the education sector, policy makers have proposed various reforms to address the ills of the present schooling system, and learning theories have developed from behaviorism and cognitivism to social constructionism. Communication technologies now provide a more enabling environment for audiences to engage in media prosumption, and the shift in focus toward knowledge construction highlights the importance of learning motivation. With such dramatic changes on both sides, it is pertinent to examine how media education practices will be affected. Aims: Armed with the same goal and a belief in the potential of a pedagogy of inquiry, this study started with the basic &quot;ingredient&quot; in any inquiry: the question. The aim was to determine what questions learners would most want to ask when assigned to conduct an independent inquiry study about a media issue. Method: A self-administered semi-structured questionnaire on media use was distributed to 649 sixth-formers in 11 secondary schools in Hong Kong between December 2008 and February 2009. Results: The findings identified a general concern about media ethics among young people, but also their inadequacy in the ability to formulate inquiry questions. Conclusion: These findings have significant implications for both the media and education sectors. For the media sector, the credibility crisis has become an issue that requires substantial and serious attention; whilst educators must carefully consider the limits of inquiry learning. (Contains 2 tables.)
Putting the Cart before the Horse: Interrogating Media Literacy Education in School English Lessons
Author: Tan Lee Wee, Lynde
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Literacy Education,Secondary School Students,College Bound Students,Adolescents,Language Arts,Educational Practices,Differences,Family Environment,Classroom Environment,Ethnography,Second Language Learning,Teacher Attitudes,Learner Engagement,Student Projects,Intermode Differences,Learning Modalities

Background: In response to the changing demands of new times, media literacy has been incorporated into the current English Language Syllabus 2010 in Singapore. Although media literacy is mentioned in the syllabus, what this term means needs more clarification. What is clear from the current English Language Syllabus 2010 in Singapore is the notion of media literacy as skills only. When teachers rely on such a narrow perspective of media literacy without understanding how young people participate in the reading, viewing and production of media texts in their literacy practices, they may fall into the danger of putting the cart before the horse. Aims: This paper argues that in order to effectively incorporate media literacy education in school literacy lessons, the learners must first be understood with all their ideological practices. Such a perspective argues for a social view of literacy to illuminate the situated nature of engagement with media texts. This means that how learners participate in media text production, what values they place in such text production and how they negotiate their participation in their media practices inside and outside school are necessary considerations for teachers to better understand their learners' engagement with media texts. Method: The findings presented here are drawn from an ethnographic study of 10 adolescents' literacy practices in Singapore. In this paper, I focus only on a group of 5 students working together on a group school project that required them to recast Shakespeare's Macbeth in contemporary times using a 3D animated learning environment called &quot;MediaStage.&quot; Results: When engaging in the production of a media text, young peoples' production practices problematicize the purpose of incorporating media literacy education into the school English lessons. Conclusion: This paper argues that a social view of literacy gives teachers more insights on the pedagogical implications of incorporating media literacy education into school English lessons than a narrow view of literacy as skills only. (Contains 3 notes.)
Teaching Media Literacy with Graphic Novels
Author: Monnin, Katie
Date: 2010-12-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Media Literacy,Teaching Methods,Novels,Literary Genres,Books,Cartoons,Layout (Publications),Picture Books,Classification,Reader Text Relationship

Background: A current problem in media literacy studies is whether or not to categorize graphic novels as media literacy texts. Thus, this article begins with a review of current media literacy research and its emphasis on defining media literacy texts as texts that rely on both print literacies and image literacies. Because graphic novels rely on both print literacies and image literacies, they qualify as media literacy texts and can be taught as such in K-12 classrooms. Goals: The purpose of this article is to use current media literacy research to support identifying and teaching graphic novels as media literacy texts in K-12 classrooms. Method: Current media literacy research served to create a rationale for identifying graphic novels as appropriate media literacy texts to use in K-12 classroom settings. Results: Graphic novels qualify as media literacy texts and can be taught in K-12 classrooms. (Contains 6 figures.)
A Case for Media Literacy in the Context of Socioscientific Issues
Author: Dani, Danielle
Date: 2010-12-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Science and Society,Children,Preservice Teachers,Science Teachers,Methods Courses,Evaluation Criteria,Multimedia Instruction,Middle School Students,Media Literacy,Scientific Literacy,Information Literacy,Readability,Research Methodology

Background: The call for a scientifically literate citizenry necessitates individuals who are able to understand and make decisions regarding socioscientific issues. Socioscientific issues are social dilemmas with no definite solutions that have captured the attention of media sources nationally and internationally. This implies that scientifically literate individuals also need to be media literate and able to critically analyze socioscientific information presented in the media. Because teachers are considered the most influential factor in promoting student achievement and literacy, it is imperative that teachers be scientifically and media literate as well. Goals: The purpose of this study is to examine the types of media and criteria that preservice science teachers use to select and evaluate information pertaining to socioscientific issues presented in multimedia texts intended for use with k-12 students. Research Methods: Exploratory study using course artifacts generated by 40 middle childhood science preservice teachers. Data sources were analyzed for frequencies and emergent patterns. Results: Preservice teachers selected a variety of multimedia resources to teach socioscientific issues. They reexamined the selected multimedia resources with readability criteria for use with middle childhood students. The preservice teachers suggested the addition of four new criteria to the readability checklist to make it science specific. These four criteria provide a basis for informal reasoning processes.
Sunzi's War Rhetoric Meets Hollywood: Educating Teenagers about Bullying through Movies
Author: Yang, Hsiao-Hui
Date: 2010-12-00
Type: Journal Articles
Subjects: Non Western Civilization,Military Training,Physical Activities,Adolescents,Films,Educational Experience,Bullying,Victims,Rhetoric,Individual Development,Interpersonal Competence,Self Esteem,Foreign Countries,Leadership Styles,War,Story Grammar,Role,Persuasive Discourse,Verbal Communication,Cultural Context,Stereotypes,Popular Culture,Mass Media Effects

Background: Teenagers experience wars not only in the actual war zones but also in the home, school, and street fronts. Sometimes they are the innocent victims of bullying. Often confused, they do not know how to survive in bullying situations. Adults such as movie makers and educators have taken on the responsibility of helping teenagers. The 2008 Hollywood movie &quot;The Forbidden Kingdom,&quot; presents a modern war between an American teenage boy and street bullies. With the help of Chinese Kungfu (martial arts) masters, the boy overcomes his fear and becomes a powerful protector in real life. Study: This article examines three aspects of Sunzi's rhetorical war strategies that are prominent in the movie: becoming a benevolent leader, cultivating crafty wisdom, and mastering Kungfu. Furthermore, I critique Chinese cultural authenticity in this movie. Through exploring Sunzi's rhetoric and Chinese cultural representation, educators can take the opportunity to discuss survival strategies in a bullying situation with teens and help them deal with their daily struggles. In addition, educators can help cultivate youngsters' critical views towards cultural authenticity while watching this cross-cultural movie.
Teaching Children's Literature Online: Modern Technology and Virtual Classroom Communities
Author: Yenika-Agbaw, Vivian
Date: 2010-12-00
Type: Journal Articles
Subjects: Childrens Literature,Online Courses,Virtual Classrooms,Electronic Learning,Graduate Study,Educational Innovation,Educational Environment,Teacher Attitudes,Educational Opportunities,Reflection,Barriers,Nonverbal Communication,Adjustment (to Environment)

Online teaching, a new phenomenon in literary studies has elicited strong emotions among scholars of children's literature, some of whom are noted for their progressive beliefs. Like most of my colleagues in the academy, I was skeptical about teaching a graduate children's literature course online initially because I thought it would not only compromise the overall quality of the experience, but would also interfere with critical discussions that are usually associated with literature. However, now I realize that e-learning has its strengths and challenges just like residential teaching/learning. But for the virtual classroom community to function at its optimum the rules have to be clear. (Contains 1 note.)
Say What? The Quality of Discussion Board Postings in Online Professional Development
Author: Jarosewich, Tania
Date: 2010-12-00
Type: Journal Articles
Subjects: Faculty Development,Online Courses,Reading Instruction,Methods Courses,Asynchronous Communication,Computer Mediated Communication,Group Discussion,Learner Engagement,Course Content,Content Analysis,Coding,Research Methodology,Discussion (Teaching Technique),Scoring Rubrics

Background: Asynchronous discussion boards provide opportunities for participants in online courses to engage with course content and extend learning through the process of discussion. However, simply requiring online discussion does not guarantee high-quality discussion posts and interactions. Goals: This study examined the extent to which discussion boards in the eRead Ohio online professional development courses support and extend learning and allow students to engage more deeply with the course materials. The study also examined the characteristics (i.e., rigor, relevance, etc.) of the discussion board prompts and the influence of the prompt on subsequent discussions. Research Methods: Researchers analyzed discussion boards from three of the 150 eRead Ohio online courses using a coding system developed by Puntambekar, which allows for coding of cognitive demand and the extent to which the posting is related to theory or course material aligned to the updated Bloom's taxonomy. Results: Teacher-participants reported increased insight into their practice and many described intended changes in practices. However, the vast majority of discussion prompts did not insist that students reflect and comment on course content in their response; few participants referred to course content to support current practices or changes in practice. Participants answered instructors' initial question and seldom challenged peers to higher levels of analysis or reflection. Although differences were evident among the level of prompts posed by instructors, neither the prompts nor responses reached high levels of the coding rubric, the level of the prompt was correlated with the level of responses that students produced. Questions that were rated at higher levels on the scoring rubric, in general, generated responses that fell at higher levels on the rubric. The methods applied for analysis in this study provide an example of a clear coding system to analyze discussion board activity during or after the completion of a course. (Contains 5 tables.)
Summary Report Education on Online Safety in Schools in Europe
Author: Ranguelov, Stanislav
Date: 2010-12-00
Type: Journal Articles
Subjects: Child Safety,Systems Approach,Foreign Countries,Internet,Safety Education,Teaching Methods,Comparative Analysis,Comparative Education,Educational Practices,Online Systems,Mass Media Effects,Mass Media Use,Information Technology,Curriculum Evaluation,Relevance (Education)

Background: In Europe, Internet and Information and Communication Technologies (ICT) open a world of possibilities for children, and expose them to various risks as well. The Safer Internet Programme promoted by the European Commission aims to protect young people online. Goal: The study seeks to identify how European national education systems approach online safety issues faced by children and what children learn about Online Safety (OS) in school; and this reprint shares European experience internationally in promoting online safety education. Research Method: Data was collected by the Eurydice Unit of the EU Education, Audiovisual and Culture Executive Agency (EACEA) with the collaboration of the National Eurydice Units. Thirty-four Eurydice Units representing 30 European countries participated in this study voluntarily. Results: The majority of the countries under study address online safety education in both Primary and Secondary schools, and integrate it in various subjects in school curriculum. Teachers with training teach it, and the educational authorities collaborate with other public or private organisations. (Contains 7 figures and 3 footnotes.)
Managing Food Allergies in School: What Educators Need to Know
Author: Garrow, Eleanor
Date: 2011-04-00
Type: Journal Articles
Subjects: Allergy,Food,Child Health,Educational Policy,School Districts,Planning,Risk Management,Staff Development,Parent School Relationship

An estimated 2.2 million school-age children in the United States have food allergies, and that number seems to be on the rise. What's more, survey studies indicate that one out of six kids with food allergies will have an allergic reaction while in school and that 25% of these reactions will be first-time reactions. If a district has not yet implemented a food allergy policy and management plan, the author suggests it is time to implement a plan. In this article, the author offers steps that are key to one's food allergy plan's success. These steps are focused at the school-level but require the support of district leaders to be effective.
Educator as Entrepreneur: Bringing Community Services to Schools
Author: Borasi, Raffaella
Date: 2011-04-00
Type: Journal Articles
Subjects: Entrepreneurship,Urban Schools,Community Services,Principals,Community Health Services,Administrator Characteristics

Supporting student learning, especially in high-need urban schools, is impossible by simply focusing on teaching and curriculum issues. Rather, school leaders must also pursue initiatives traditionally considered outside the purview of schools and assume different mind-sets and practices to do so successfully. This was the case when a principal of School 17 (one of the poorest elementary schools in Rochester, New York), decided to establish a health clinic on his school premises in the late 1990s. Having a child almost die in his arms convinced him to bring community services into the school. Examining the development of this initiative will help educators appreciate not only the value of bringing community services to schools, but also the benefits of assuming an entrepreneurial mind-set. [&quot;Educator as Entrepreneur: Bringing Community Services to Schools&quot; was written with Ralph Spezio.]