Acquisition of media literacy as the goal of media education
Media literacy and thus to learn how to develop a critical approach to new media is the central objective of media education.
The development of media literacy is one of the main goals of media education. The critical media behavior in turn is a core competency of media literacy. The probability of delivery, media, or their content to be, the less if you learn to critically with the media and their contents deal. The most important protection against harmful content is, therefore, the knowledge and skills in relation to the daily media consumption.
Media education activities for infants, children and adolescents
The teaching of media literacy is already in early childhood. As Gehrke (2003) points out, quite to children and young people’s own experiences in dealing with the media gathering. At the beginning this should not happen alone, but accompanied competently done. This takes the children to learn, for example, dealing with a competent computer and the Internet began. The estimating and understanding can contribute to enrich the child’s world of experience and to provide guidance. About the learning of stewardship is more than over bans. To gain the ability to independently and competently deal with the new media, are first of all the classical culture techniques such as.
¤Speeches and of course necessary
¤Media literacy. (Hamm, 2001)
Media literacy success – pathways and targets
The approaches to teaching media literacy have been inconsistent and based on non-compatible learning psychology and media education concepts. (Vollbrecht, 2001) With regard to the structuring and learning principles, there are loud Groebel (2001) three strategies that focus on the acquisition of media literacy:
These three strategies to build on each other hierarchically. While the media didactics refers only to the use of new media in education for more vivid design of the teaching, the media focuses on the education functions, the credibility and the power of media manipulation. The overarching concept is, however, the communication training. Here are the students learn,
¤from medial and
¤to use non-media knowledge bases,
¤they manage and
¤to relate to each other.
Conditions for the acquisition of media literacy
General conditions for the acquisition of media literacy include the opening up of areas of experience including a reflection on the experiences there. For the attainment of skills as a form of interaction between adults and children is conducive posed by mutual recognition of competence and subordination.
Media education in teaching and education
Media education in the teaching of media literacy must take place in all subjects and will be understood simultaneously as subjects across tasks. Cause of media literacy, media education has the following tasks:
¤Teaching in Symbol and encoding of media;
¤Teaching about media and technology for communication purposes;
¤the making of a high order literacy, understood as wisdom, knowledge or metacognition;
¤Flexibility and Adaptilitat over again.
If media are to be used for independent living in a democratic society, media literacy can not remain solely limited to aspects of knowledge, but must include the aspects of self-determination and social responsibility. ( Aufenanger 1998)
The acquisition of media literacy can be most useful in teaching with new media in supporting new forms of learning. This means not only the use of new learning concepts but also an appreciation of how school-university educational issues and interdisciplinary cooperation between different academic cultures. The teaching of skills and knowledge in dealing with new media for the teaching staff is a presuppositional condition. Unfortunately, this is partly implemented in reality only very slowly. Educators, teachers must focus on their educational work on the life and experiences of children and adolescents.