ERG SES H 11, ICT and Education
In our current media-saturated environment, educators and administrators recognize that teaching media literacy skills is a critical part of education in today’s world. Although there are different definitions of media literacy, three elements should be included in media literacy: 1) technical knowledge and skills, 2) critical understanding, 3) communication and creation (Hobbs, 2010; Livingstone, 2004; Vanwynsberghe, Paulussen, & Verdegem, 2011). Media literacy education (MLE) explores the processes of teaching and learning associated with these knowledge, skills and competences (Hobbs, 2005), which emphasizes not only technical knowledge and skills, both also analyzing media and creating media products (Buckingham, 2005).
Despite the growing recognition of media literacy education as a field of study, research on the concerns and implementation of educators of MLE is not sufficient. Research on MLE is an emerging research area and empirical findings are urgently needed in order to provide suggestions and recommendations for school leaders and educational policy makers regarding the implementation and integration of MLE in school curriculum. Therefore, the aim of this study is to investigate teachers’ stages of concern, perceived need, school support and teacher practices of the integration of media literacy education in primary schools. For this purpose, this study examines the following. 1. What are teachers’ stages of concern about MLE integration in primary education? 2.What are teachers’ perceived needs for MLE in primary education? 3.What are the practices of teachers’ MLE integration in primary education? 4.What relationships exist between teachers’ stage of concerns of MLE, perceived need and their integration of MLE in the curriculum? 5. How school environment is associated with teachers’ integration of MLE in the curriculum?
Based on literature review, we integrated previous studies and information about the relationship between teachers’ perceptions and practices of MLE. In our conceptual framework, objective, content and assessment are essential parts of integration of MLE. Teachers’ stages of concern and perceived need can be seen the internal variables, while school context are the external variables.
Buckingham, D. (2005). The Media Literacy of Children and Young People. Retrieved from http://eprints.ioe.ac.uk/145/1/Buckinghammedialiteracy.pdf Fedorov, A. (2007). Media Education : Sociology Surveys. Taganrog: Kuchma Publishing House. Feng, L. (2008). Achievements and Difficulties - Review Ten Years of Media Literacy Education in China 1, 4(6). Hobbs, R. (2005). The State of Media Literacy Education. Journal of Communication, 55(4), 865–871. Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington, D.C.: The Aspen Institute. Livingstone, S. (2004). What is media literacy ? Intermedia, 32(3), 18–20. Scull, T. M., & Kupersmidt, J. B. (2011). An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers. The Journal of Media Literacy Education, 2(3), 199–208. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3530162&tool=pmcentrez&rendertype=abstract Torres, M., & Mercado, M. (2006). The Need for Critical Media Literacy In Teacher Education Core Curricula. Educational Studies: A Jrnl of the American Educ. Studies Assoc., 39(3), 260–282. doi:10.1207/s15326993es3903_5 Vanwynsberghe, H., Paulussen, S., & Verdegem, P. (2011). TOWARDS A CONCEPTUAL FRAMEWORK FOR MEDIA LITERACY (pp. 1–19). International Association for Media and Communication Research. Wan, G., & Gut, D. (2008). Roles of Media and Media Literacy Education : Lives of Chinese and American Adolescents. New Horizons in Education, 56(2), 28–42. Retrieved from http://www.ln.edu.hk/osl/newhorizon/abstract/v56n2/3.pdf
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