Exploring Cross-Cultural Communication Courses in Media Literacy: Case Study of Using the University General Education Program "Citizen Journalism and Actions"

Autor/in	Wang, Huei Lan
Titel	Exploring Cross-Cultural Communication Courses in Media Literacy: Case Study of Using the University General Education Program "Citizen Journalism and Actions"
Quelle	In: International Education Studies, 11 (2018) 10, S.78-90 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Case Studies; Intercultural Communication; Cultural Awareness; Curriculum; Immigrants; Mass Media; Course Descriptions; Video Technology; Social Action; Teaching Methods; Stereotypes; Attitude Change; Student Attitudes; Transformative Learning; Interpersonal Relationship; Foreign Countries; Critical Theory; Media Literacy; Journalism; Taiwan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Curricula; Lehrplan; Rahmenplan; Immigrant; Immigrantin; Immigranten; Massenmedien; Kursstrukturplan; Soziales Handeln; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Attitudinal change; Einstellungsänderung; Schülerverhalten; Pädagogische Transformation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Kritische Theorie; Media skills; Medie competence; Medienkompetenz; Journalistik; Journalismus
Abstract	Values are at the center of culture, the core of intercultural communication, and the chief element affecting communication between nations. Currently, educating students regarding appropriate cognitive attitudes and behaviors in intercultural communication, the basis for the acquisition of intercultural citizenship, has become a challenge for educators. This paper presents a case study of an intercultural communication curriculum where students participate in a new community and thereby understand the differences between reality and media representation of foreign immigrants. At the end of class, the concept of "access media" will be presented to train students on producing community videos that voice the reality they have experienced through the curriculum processes to which they have been exposed. This involves training students to take social action against media manipulation of stereotypical images of foreign immigrants. This case study demonstrates how an intercultural communication process of learning transforms students. The data include an analysis and evaluation of classroom observations, student and teacher diaries, questionnaires, and focus groups to explain how students' intercultural communication competence was developed and led to their acquiring intercultural citizenship qualities that include "action in the community," in this case publishing their own community video. The article concludes by explaining how intercultural theory plays a significant role in intercultural communication and relationship formation, and provides a guide to assist teachers in Taiwan develop pedagogy of literacy for general education. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01