Curricula for Media Literacy Education According to International Experts
The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education i...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universidad Loyola Andalucía |
| Repositorio: | Brújula |
| OAI Identifier: | oai:repositorio.uloyola.es:20.500.12412/2135 |
| Acceso en línea: | http://hdl.handle.net/20.500.12412/2135 |
| Access Level: | acceso abierto |
| Palabra clave: | Curriculum Media literacy Media education Expert International survey |
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Curricula for Media Literacy Education According to International Experts Fedorov, Alexander Levitskaya, Anastasia Camarero Calandria, Emma Curriculum Media literacy Media education Expert International survey The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students’ media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals. http://hdl.handle.net/20.500.12412/2135 |
| title |
Curricula for Media Literacy Education According to International Experts |
| spellingShingle |
Curricula for Media Literacy Education According to International Experts Fedorov, Alexander Curriculum Media literacy Media education Expert International survey |
| title_short |
Curricula for Media Literacy Education According to International Experts |
| title_full |
Curricula for Media Literacy Education According to International Experts |
| title_fullStr |
Curricula for Media Literacy Education According to International Experts |
| title_full_unstemmed |
Curricula for Media Literacy Education According to International Experts |
| title_sort |
Curricula for Media Literacy Education According to International Experts |
| author |
Fedorov, Alexander |
| author_facet |
Fedorov, Alexander Levitskaya, Anastasia Camarero Calandria, Emma |
| author_role |
author |
| author2 |
Levitskaya, Anastasia Camarero Calandria, Emma |
| author2_role |
author author |
| topic |
Curriculum Media literacy Media education Expert International survey |
| topic_facet |
Curriculum Media literacy Media education Expert International survey |
| description |
The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students’ media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals. |
| publishDate |
2016 |
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article |
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http://hdl.handle.net/20.500.12412/2135 |
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openAccess |
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Universidad Loyola Andalucía |
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Brújula |
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Brújula |
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Universidad Loyola Andalucía |
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1878442622655135744 |
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2016 |
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Camarero Calandria, Emma Fedorov, Alexander Levitskaya, Anastasia |
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6,924472 |