Curricula for Media Literacy Education According to International Experts

Autor/inn/en	Fedorov, Alexander; Levitskaya, Anastasia; Camarero, Emma
Titel	Curricula for Media Literacy Education According to International Experts
Quelle	In: European Journal of Contemporary Education, 17 (2016) 3, S.324-334 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-9650
Schlagwörter	Media Literacy; Literacy Education; Expertise; Surveys; Curriculum; Foreign Countries; Preschool Education; Elementary Secondary Education; Higher Education; Teacher Education; Armenia; Australia; Belgium; Canada; China; Croatia; Germany; Greece; Hungary; Israel; Mexico; Portugal; Russia; Serbia; Slovakia; Spain; Thailand; Turkey; Ukraine; United States + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Expert appraisal; Survey; Umfrage; Befragung; Curricula; Lehrplan; Rahmenplan; Ausland; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung; Armenien; Australien; Belgien; Kanada; Kroatien; Deutschland; Griechenland; Ungarn; Mexiko; Russland; Serbien; Slowakei; Spanien; Türkei; USA
Abstract	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 records (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 of high-level research and curriculum proposals. (As Provided).
Anmerkungen	Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01