Session Information
16 SES 04 A, Digital Literacy
Paper Session
Contribution
The purpose of this study is to identify the effectiveness of media education programs in schools.The importance of media education has increased with the spread of Information Technology. The development of Critical Viewing Skills (CVS), i.e. the ability to make judgments about the reliability, bias and accuracy of information, is considered to be a crucial factor in media education (e.g., D. Buckingham, 2003; DCMS, 2001).It is especially important to evaluate the effectiveness of media education. However, the evaluation of CVS is a difficult problem (H. Ruminski, & W. Hanks, 1997).To deal with this, the authors developed a measurement of CVS using correspondence analysis (Y. Gotoh, T. Ikuta, & H.Kurokami, ,2009).It was shown that it was possible to use correspondence analysis in evaluations without damaging CVS data obtained from students.Using this measure in pre and post tests, the authors hope to evaluate the effectiveness of critical viewing training programs.The critical viewing training program we use is as follows.We designed a critical viewing training program consisting of three phases, 1) Analysis of encoding and decoding, 2) Media representation and 3) Reflection.
Phase1: Analysis of encoding and decoding
Comparisons of media representation among different types of media (newspapers, television, books and Internet) and comparisons of media representation among different sources (nationwide companies and local companies) are provided.Comparisons between mass media and the Internet play a particularly important role.For example, news reports concerning hurricane Katrina in 2005 provided by a local TV company and by internet users, the latter offering very useful anecdotal experiences.
Phase2: Media representation
The second phase focuses on the development of media texts by students themselves. Using information provided by teaching materials, students are asked to develop newspapers from a variety of viewpoints.For example, sports media provide interesting anecdotal experiences.We use the case of the FIFA World Cup Soccer match in 2006 between Japan and Australia.Students will report from the point of view both of the Japanese newspaper company and the Australian newspaper company. Although the information provided is the same, the newspapers drawn up are very different due to their different viewpoints and different target audiences.This activity provides experience in recognizing the reliability, bias and accuracy of information.
Phase3: Reflection
Students are then asked to reflect on media activities in daily life.By media activities we mean daily media usage, such as watching TV, reading newspapers and using the Internet.Using ‘Media Diaries,’ students record the frequency of their media use, the purpose of their media use and their dependence on media.Self reflection and mutual refection are used.The entire training program is provided by e-learning systems.
Method
Expected Outcomes
References
Buckingham, D. (2003) Media Education. Literacy, Learning and Contemporary Culture. Polity Department for Culture, Media and Sport (2001) Media Literacy Statement: 2001. A General Statement of Policy by the Department for Culture, Media and Sport on Media Literacy and Critical Viewing Skills. Gotoh, Y., Ikuta, T. & Kurokami, H. (2009 ) Measurement of Critical Viewing Skills in Web Browsing using Correspondence Analysis. The Niigata Journal of Health and Welfare, 9(1) . (In Press) Ikuta,T. & Gotoh, Y.(2009) Towards the Construction of Media Literacy in Japan. Niigata University. Ruminski, H., & Hanks, W. (1997) Critical Thinking, In Christ, W.G. (ed.) Media Education Assessment Handbook. Lawrence Erlbaum Associates, 143-164
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