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Session Information
06 SES 08, Challenges for Media Education: Privacy, Advertising and Datafication (Room might be neede to prepare Keynote stream
Paper Session
Contribution
Regarding societal and academic discourses on ‚big data‘, it can be exemplarily observed how technological trends are brought up by the (mass) media, reflected in academic publications, turned into business models and consulting literature as well as research funding programmes. At some point, however, some actors within (media) educational research took up on those ‚data traces‘ in a twofold way. On the one hand, digital data is understood as a handy means for algorithmic control of learning processes within efficient e-learning environments. On the other hand, a data-driven or ‚datized‘ society as well as the inscribed myths are interpreted as a threat to free or neutral internet use, ‚open learning‘ processes etc. (cf. Gapski, 2015; Selwyn, 2014). Since technology- (or media-)oriented educational research necessarily needs to deal with a certain delay of theoretical and empirical considerations, the guiding question for its „leading capacity“ (cf. CfP ECER 2016) in approaching societal phenomena like big data must be posed in a specific way.
In this paper, it is argued that the specificity of educational media studies lies, firstly, in its semi-permeable subdisciplinary boundaries that allow scholars to draw approaches, concepts and theories from a wide range of neighbor disciplines and synthesize those perspectives in integrative modeling of complex socio-technic constellations. As Keiner (cf. 2015) proved in his Key Note at the Aachen conference on blind spots in media education, this relation is not reciprocal. Secondly, educational research is priviledged and cursed at the same time by its normative and interventional foundations.
The first argument herein leads to a suggestion how to objectivate the phenomenon ‚Big Data‘ in an appropriate, multidisciplinary way. It is suggested to grasp the complex constellation in a model of a „media apparatus/dispositif“, inspired by Jean-Louis Baudry (cf. 1974) as well as Michel Foucault (cf. 1980) to get to understand the relations between discourses, practices, objects, subjects and their subjectivations. The second argument calls for an adequate response from media education. One possible and most important mode of response is claimed in a critical attitude (cf. Foucault, 2007), not only for ‚media literate‘ subjects, but also for media education itself.
Method
Expected Outcomes
References
Baack, S. (2015). Datafication and empowerment: How the open data movement re-articulates notions of democracy, participation, and journalism. Big Data & Society, 2(2). Baudry, J.-L. (1974). Ideological Effects of the Basic Cinematographic Apparatus. Film Quarterly, 28(2), 39–47. Foucault, M. (1980). The Confession of the Flesh. In C. Gordon (ed.), Power/knowledge: Selected Interviews and Other Writings 1972-1977 (p. 194–228). New York: Pantheon. Foucault, M. (2007). What is Critique? In S. Lotringer (ed.), The Politics of Truth (p. 41–81). Cambridge; London: MIT Press. Gapski, H. (ed.). (2015). Big Data und Medienbildung. München. Jäger, S. (2001). Discourse and knowledge: Theoretical and methodological aspects of a critical discourse and dispositive analysis. Methods of critical discourse analysis, 32–62. Keiner, E. (2015). Key Note at the spring conference of the DGfE section Media Education, Aachen (Germany). Selwyn, N. (2014). Data entry: towards the critical study of digital data and education. Learning, Media and Technology. Online: http://www.tandfonline.com/doi/abs/10.1080/17439884.2014.921628 Watson, S. M. (2015, Februar). Metaphors of Big Data [Online Magazine]. Online: 26. Februar 2015, http://dismagazine.com/issues/73298/sara-m-watson-metaphors-of-big-data/
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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