Curricula for Media Literacy Education According to International Experts

The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education i...

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Detalhes bibliográficos
Autores: Fedorov, Alexander, Levitskaya, Anastasia, Camarero Calandria, Emma
Formato: artículo
Fecha de publicación:2016
País:España
Recursos:Universidad Loyola Andalucía
Repositorio:Brújula
OAI Identifier:oai:repositorio.uloyola.es:20.500.12412/2135
Acesso em linha:http://hdl.handle.net/20.500.12412/2135
Access Level:acceso abierto
Palavra-chave:Curriculum
Media literacy
Media education
Expert
International survey
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spelling Curricula for Media Literacy Education According to International ExpertsFedorov, AlexanderLevitskaya, AnastasiaCamarero Calandria, EmmaCurriculumMedia literacyMedia educationExpertInternational surveyThe article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students’ media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals.2016info:eu-repo/semantics/articlehttp://hdl.handle.net/20.500.12412/2135reponame:Brújulainstname:Universidad Loyola AndalucíaIngléshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uloyola.es:20.500.12412/21352026-06-24T12:48:37Z
dc.title.none.fl_str_mv Curricula for Media Literacy Education According to International Experts
title Curricula for Media Literacy Education According to International Experts
spellingShingle Curricula for Media Literacy Education According to International Experts
Fedorov, Alexander
Curriculum
Media literacy
Media education
Expert
International survey
title_short Curricula for Media Literacy Education According to International Experts
title_full Curricula for Media Literacy Education According to International Experts
title_fullStr Curricula for Media Literacy Education According to International Experts
title_full_unstemmed Curricula for Media Literacy Education According to International Experts
title_sort Curricula for Media Literacy Education According to International Experts
dc.creator.none.fl_str_mv Fedorov, Alexander
Levitskaya, Anastasia
Camarero Calandria, Emma
author Fedorov, Alexander
author_facet Fedorov, Alexander
Levitskaya, Anastasia
Camarero Calandria, Emma
author_role author
author2 Levitskaya, Anastasia
Camarero Calandria, Emma
author2_role author
author
dc.subject.none.fl_str_mv Curriculum
Media literacy
Media education
Expert
International survey
topic Curriculum
Media literacy
Media education
Expert
International survey
description The article analyzes the results of the international experts' survey regarding the curriculum of media literacy education, which was administrated by the authors in September-October 2015. The expert panel includes specialists actively involved in the real process of media literacy education in schools, universities and other educational institutions, who also have significant publications record (monographs, study guides, articles in peer-reviewed journals). 65 experts from 20 countries took part in the survey: Armenia, Australia, Belgium, Canada, China, Croatia, Germany, Hungary, Greece, Israel, Mexico, Portugal, Russia, Serbia, Slovakia, Spain, Thailand, Turkey, Ukraine, the USA. Based on the experts' answers, the productive sources of media literacy education curriculum were distinguished; as well as the content and learning outcomes of media literacy education curriculum, and assessment strategies of students’ media literacy competence, aimed at various target groups. Furthermore, main challenges for media literacy curriculum design and implementation are outlined: the resistance of the administrative bodies, overloaded curriculum in the classroom, poor development of the initial and continuing training for teachers, necessity for the development high-level research and curriculum proposals.
publishDate 2016
dc.date.none.fl_str_mv 2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.12412/2135
url http://hdl.handle.net/20.500.12412/2135
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:Brújula
instname:Universidad Loyola Andalucía
instname_str Universidad Loyola Andalucía
reponame_str Brújula
collection Brújula
repository.name.fl_str_mv
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