网络传播时代大学生媒介素养教育策略研究外文翻译资料

 2023-03-03 10:03

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  1. Introduction

Social prosperity is closely connected to the development of engineering and technology, and one of the aspects of such a development in its implementation into education.New technology and new media are one of the most important pillars of educational development and modernisation.This requires emergence of new media literacy that implies getting familiar with the essence and significance of media, an issue first time dealt with by a famous theoretician Henry Jenkins. n the book “Confronting the Challenges of Participatory Culture-Media Education forthe 21st Century” he offered definitions of 12 competences for participating in media participatory flows thus emphasising the role of education in adjusting to the new socio-technological trends. Education in the future, which belongs to the new media and technology, should recognise and strengthen these competences and use them for further development. Thereby the new area of development and research is being opened: definition and measurement of media literacy, especially in the discourse of media education.

Many researchers, including [6] point out the lack of adequate instrument for measuring media literacy and competences. Sharer at al. [23] and Potter [19] emphasise the need for redefining and defining of the standards of media literacy with the aim of creating conditions for evaluation and its connection with digital participation. Many studies are oriented towards a practical assessment of the level of media literacy and are based on the measurement of ability to understand written and audiovisual messages [8, 12; 21, 22] or on the assessment of effectiveness of different media literacy programmes, particularly those in education [12, 11]. Ioana Literat [17] made a significant improvement in the development of the research methodology of the new media literacy, developing and testing a comprehensive assessment tool for media literacy. Jenkinsrsquo; competencies for new media make a theoretical background of this methodology. Questionnaire implies comprehensive understanding of this phenomena and processing of simultaneous consummation of media messages and creation of multimedia content. This study also included exploratory analysis of the influence of demographic factors, civil engagement, media exposure and digital presence in relation to media literacy components and was carried out among adult American population, 327 examinees. Alike this study, Balaban-Sali [3] conducted a similar study in Turkey on the pattern of 170 students.

This work starts from identifying problems that occurred in the media literacy research by redefining and confronting them with the dimension of social and media reality in Serbia. The Literatrsquo;s tool was used in the research and was successfully modified in the sense of validity and reliability (for detailed description of interventions on the questionnaire and results of analysis, structure of validity and reliability of the modified questionnaire see at [2]). The focus of this research is the analysis of the differences in media competences in relation to socio-demographic characteristics of the examinees, members of academic community in Serbia (gender, age, place of residence, area of education, the amount of income).

This research is important because of the fact that the obtained results among Serbian population do not differ significantly from the results of the research carried out in a completely different political, cultural, economic and social conditions such as with American population [17], Turkish students [3] and in Germany [1; 18; 20; 10; 24]. Thus, it is important to emphasise the dilemma about media literacy and media participatory culture that reflect the trends of the globalisation towards virtual networking that overcomes barriers and limits of the real context of living.

Significance of this research lies in identifying the groups of Web 2.0 media space users. Experiences show that individuals have different opportunities of participation and that some parts of population are excluded from development since they do not use media often and because of the lack of media competence they are not capable to use all media offers, so they use digital media only for entertainment. According to numerous studies [9] it is obvious that digital disruption is very common due to either uncertainty regarding Internet or due to general loss of orientation in the media space that have become designers of social reality and consciousness builder. We are of the opinion that undesired effects can be lowered by the use of media competences and that individuals should be given support in media access, forming identity, providing profound life and safe paths for orientation.

  1. Theoretical ground of research

Jenkinsrsquo; term of participatory culture [15: 4] is set up in the White book on participatory culture that describes basic competences for successful participation in media participatory processes: Play: an ability of solving problems through play with experiment and strategy, Performance: an ability to take alternative identities with the aim of improvisation and discovery, Simulation: an ability to construct, apply and analyse dynamic models of real processes, Appropriation: an ability to reuse media contents on creative way, Multitasking: an ability to globally understand the environment and to focus on certain details when needed, an ability to simultaneously participate in many different processes, Collective Intelligence: an ability to create collective knowledge in order to achieve common goal, Judgement: an ability to judge credibility and ethical value of media contents, Tr

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