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AutorenKnaus, Thomas; Meister, Dorothee M.; Tulodziecki, Gerhard
TitelQuality development – professionalization – standards. A mediapedagogy futurelab.
QuelleAus: Knaus, Thomas (Hrsg.); Meister, Dorothee M. (Hrsg.); Narr, Kristin (Hrsg.): Futurelab Medienpädagogik. Qualitätsentwicklung - Professionalisierung - Standards. München: kopaed (2018) S. 235-258
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ReiheSchriften zur Medienpädagogik. 54
Spracheenglisch
Dokumenttyponline; Sammelwerksbeitrag
ISBN978-3-86736-554-3 ; 978-3-86736-667-0
URNurn:nbn:de:0111-pedocs-171926
SchlagwörterMedienpädagogik; Professionalisierung; Qualitätsentwicklung; Standard; Digitalisierung; Mediatisierung; Digitale Medien; Medienkompetenz; Ausbildung; Studium; Pädagogisches Handeln; Medienpraxis
AbstractThe 2017 Forum on Communication Culture hosted by the Society for Mediapedagogy and Communication Culture (GMK) is devoted to quality development in Mediapedagogy in research and practice, with a particular focus on issues of professionalization and the discussion of standards. This thesis paper contains selected theses, provides supplementary and explanatory notes and is intended to serve as a programmatic text for discussion. It initiates a discussion that is intended first and foremost to serve the ongoing internal clarification of important issues related to Mediapedagogy in research and practice. With this aim in mind, it seeks to identify the positions upon which the community can agree, and those which might transpire to be more contentious. At the same time, the theses and their accompanying discussion are a way of helping the GMK to formally determine where it stands on practical and scholarly work being undertaken in Mediapedagogy, thereby enabling it to formulate an official position which it can represent externally. Inherent within the discussion is the objective of pinpointing any future requirements in the respective fields of practice and research in Mediapedagogy – albeit without claiming to be exhaustive in this respect. In the interests of concision and brevity, the accompanying background to each thesis is dealt with only briefly, without detailed scrutiny of its (often very comprehensive) associated discourse. The theses begin with some thoughts on technology-driven social change – some call it “digitization” – and its significance for Media Education. Following on from this, we discuss issues related to qualifications and the professionalization of Mediapedagogy in practice; we also examine the role of Mediapedagogy as a scholarly activity, and conclude with the importance of standards as points of orientation and initiators of debate.
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
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