Cinema in the context of an audiovisual culture: key issues for teacher's media literacy

Author(s):

María G. AmilburuMarta Ruiz

Conference:

ECER 2008

Network:

6. Open Learning: Media, Environments and Cultures

Format:

Paper

Session Information

06 SES 05, Media Literacy and Digital Competencies (Part 1)

Paper Session

Time:

2008-09-11

08:30-10:00

Room:

AK2 134

Chair:

Yngve Troye Nordkvelle

Discussant:

Mart Laanpere

Contribution

Our vital environment is essentially an audiovisual culture, and this is one of the most relevant features of our age. In this context, it is extremely important to educate people in order enable them to read, understand and interpret the moving image. And, first of all, it is necessary to help teachers to learn to do it, so that they may, in their turn, help their students . It is an urgent task, because (a) In our globalized world, most of the messages that we receive come to us through TV, films, advertising, and audiovisual mass media; and (b) Teachers –in an increasing number- begin to use films as a didactic means with their students, although in many cases, the have not received previously any training about media. Using films in school may be helpful specially in such aspects as the transmission of knowledge; emotional, social and moral education; and developing critical thinking and an attitude for dialogue. In our paper, we try to show the the benefits of using cinema in an educational context, particularly in fostering the education of emotions.

Method

We employ an anthropological analisys, and the study of the main conclussions obtained after four years of developing special courses on Media Literacy for Teachers

Expected Outcomes

We would like to share our experiences with international colleagues, and to hear about their own experiences and what they would have to say on the topic.

References

- CARROLL, N., Beyond Aesthetics. Philosophical Essays, Cambridge University Press, Cambridge, 2001. - COLOM, A. and TOURIÑÁN, J.M., “La Lectura en el Siglo XXI”, XXVI Seminario Interuniversitario de Teoría de la Educación “Lectura y educación”, 2007. (At the press). - AMILBURU, M.G., “Cinema, Literature and Teaching Philosophy”, Papers of the Philosophy of Education Society of Great Britain, Oxford, (1996), pp. 51-56. --- “La contribución de la formación cinematográfica del profesorado a la formación integral de los alumnos. Una experiencia didáctica”, Flumen, Revista de Investigación, vol. 2, n. 1, (2006), pp. 33-40. --- and RUIZ, M. ,“Cine y (des)educación afectiva”, in V.V.A.A., Cultivar los sentimientos. Propuestas desde la Filosofía de la Educación, Dykinson, Madrid, 2005, pp. 165-193. - HEPBURN, R.W., “The Arts and the Education of Feeling and Emotion”, en HIRST, P. y WHITE, P. (Eds.), Philosophy of Education: Major Themes in the Analytic Tradition, Routledge, London, 1998, vol. 4, pp. 171-185. - TURVEY, M., “Seeing Theory. On Perception and Emotional Response in Current Film Theory”, en ALLEN, R. y SMITH, M., (Eds.), Film Theory and Philosophy, Oxford University Press, Oxford, 1997, pp. 431-457.

Author Information

María G. Amilburu

UNED (UNiversidad Nacional de Educación a Distancia)

Faculty of Education

Madrid

Marta Ruiz

UNED (Universidad Nacional de Educación a Distancia), Spain

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