27 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
The increasing importance of the media in our society is reviving debate on the need for educational changes that respond to new social needs. Media education and literacy becomes more necessary than ever, as evidenced in numerous official documents in developed countries. In the Czech Republic Media Education is a new topic which was established in accordance with The Framework Education Programme for Elementary Education (2007). Media education aims to develop both critical understanding and active participation. It enables young people to interpret and make informed judgments as consumers of media. But it also enables them to become producers of media in their own right, and thereby to become more powerful participants in society. Media education helps to develop young people’s critical and creative abilities (Buckingham, 2002, 2003). Media literacy is a set of perspectives that we actively use to expose ourselves to the media to interpret the meaning of the messages we encounter. Active use means that we are aware of the messages and are consciously interacting with them (Potter, 2005). It’s evident that media education improves critical thinking, understanding and producing media contents (Mihailidis, 2009; Manuel, 2002; Scharrer, 2009; Hobbs, Frost, 2003).
The media literacy is defined as the ability to access, analyse and evaluate the powerful images, words and sounds that confront us in our daily lives as well as to communicate fluently in all old and new media. There are specific skills to cope with the vast amount of information to which we are exposed (Martín, Hottmann, 2006). From this perspective, media education is now no longer defined as a matter of automatic opposition to students’ experiences of the media. Media education is seen not as a form of protection, but as a form of preparation (Buckingham, 2002).
This proposal deals with the realization of a cross-section theme in the Media Education of Czech language and literature teachers in the upper elementary schools with seats in the Brno-city district. Apart from the main aim of this proposal, which focuses on the realization of this cross-section theme, the partial aims are oriented to finding out the mode of realization, benefits, frequency and participation in cross-section theme of Media Education in the upper elementary schools by teachers. The research directs at the use of educational methods and teaching forms of Czech language and literature teachers at instruction of the Media Education.
Which is the form of realization of Media Education of Czech language and literature teachers?
Is there any difference in the results with respect to the form of realization of Media Education?
Is there a significant difference between using receptive and productive topics by teachers?
Does the training course of Media Education have a significant effect on the results?
Do teachers of Czech language and literature use the cross-section theme of Media Education in their instruction to the same degree?
BUCKINGHAM, D. Media Education – A Glogal Strategy for Development. UNESCO: Youth Media Education. The Seville Seminar, Feb. 2002. Seville 2002. [cit. 8. 7. 2011]. Accessible from
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