The Media and Transformative Learning.

Autor/in	Palazon, Maria
Titel	The Media and Transformative Learning.
Quelle	(2000), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Learning; Agenda Setting; Audience Response; Coding; Communication (Thought Transfer); Content Analysis; Critical Thinking; Decoding (Reading); Definitions; Educational Research; Essays; Information Industry; Learning Theories; Literacy Education; Mass Media; Mass Media Effects; Mass Media Role; Mass Media Use; Media Literacy; Media Research; Media Selection; Propaganda; Publishing Industry; Rhetorical Theory; Television Viewing; Theory Practice Relationship; Transformative Learning; Visual Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Zuschauerverhalten; Codierung; Programmierung; Communication; thought; Kommunikation; Gedanke; Inhaltsanalyse; Kritisches Denken; Dekodierung; Begriffsbestimmung; Bildungsforschung; Pädagogische Forschung; Essay; Aufsatzunterricht; Learning theory; Lerntheorie; Massenmedien; Mediennutzung; Media skills; Medie competence; Medienkompetenz; Medienforschung; Medienwahl; Fernsehkonsum; Theorie-Praxis-Beziehung; Pädagogische Transformation; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung
Abstract	The media constitute important sources and resources for development of critical thought about the media themselves and the reality they represent. The first theories of the media were based on the concept of unidirectional communication. Later, factors such as the increasing interest in audiences and development of cultural studies caused media-audience interaction to be viewed as a two-way process. Through media literacy, educators can foster critical understanding that the media are not self-explanatory reflections of external reality but rather symbolic systems that must be read actively. The media's relation to transformative learning stems from the fact that they require audiences to perform a series of decoding exercises and from the fact that their message, words, and images, which represent different realities, encourage critical reflection and active learning. The mediated messages conveyed by the media become important resources both to question an external representation of reality and the audience's internal assumptions about the given representation. Nevertheless, because the media also represent a great handicap for learners who lack the possibility of interaction with the producer of the message, adult educators teaching media literacy must complement decoding exercises with media literacy activities within the formal educational setting. (Contains 20 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01