Media literacy and media education research methods: a handbook
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2024
|
| Schriftenreihe: | Routledge research in media literacy and education
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | x, 332 Seiten |
| ISBN: | 9780367492649 9780367492656 |
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Datensatz im Suchindex
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| adam_text | Contents List of contributors viii Introduction: navigating the field of media literacy and media education through its research methods: media practices, educational initiatives, and prescriptive discourses 1 NORMAND LANDRY AND PIERRE FASTREZ PARTI Media practices 1 Documenting media practices to define media literacy competence: a qualitative approach 21 23 PIERRE FASTREZ AND JERRY JACQUES 2 Studying the media education practices of young children at home: methodological lessons from a cross-national qualitative study on digital activities at home 45 STEPHANE CHAUDRON, ROSANNA DI GIOIA, CRISTINA ALIAGAS MARIN, MARINA KOTRLA TOPIC, MARI-ANN LETNES, BOJANA LOBE, MITSUKO MATSUMOTO, CHARLES L. MIFSUD, DAVID POVEDA, AND ANCA VELICU 3 Participatory action research and media literacy: toward engaged, accountable, and collaborative knowledge production with marginalized communities KOEN LEURS, ÇIÔDEM BOZDAÖ, ANNAMÄRIA NEAG, AND SANNE SPRENGER 62
vi Contents 4 Observing literacy practices in the “Third Space”: research methods 80 JOHN POTTER 5 Researching media literacy practices using both critical and posthuman inquiry 97 DONNA ALVERMANN, WILLIAM WRIGHT, AND ELLEN WYNNE PART 2 Educational initiatives 6 Methodological considerations in researching teachers’ views and practices of media literacy 117 119 CSILLA WENINGER AND WEI JHEN LIANG 7 A research methodology aimed at analyzing teaching practices in relation to the development of digital skills in a university setting 141 MARIE-MICHÈLE LEMIEUX 8 Design-based research into the co-creation of teaching activities for the theoretical refinement of a multimodal media literacy competency model 161 NATHALIE LACELLE AND MARTIN LALONDE 9 Quantitative methods for assessing media literacy in evaluations of health promotion intervention programs using media literacy education 181 CHRISTINA V. DODSON, TRACY Μ. SCULL, AND JANIS B. KUPERSMIDT 10 Issues of pedagogy, alignment, and context in assessing measures of media literacy RENEE HOBBS 200
Contents vii PART 3 Prescriptive discourses 221 11 Analyzing public policies on media education: from modalization to modeling of official discourses: proposed methodologies for a socio-anthropological approach to the analysis of institutional discourses in international comparison 223 MARLÈNE LOICQ 12 Analyzing school curricula, training programs, and learning material: a method in media education 241 NORMAND LANDRY AND CHANTAL ROUSSEL 13 Quick-scan analysis as a method to analyze and compare media literacy frameworks 263 LEO VAN AUDENHOVE, CATALINA IORDACHE, WENDY VAN DEN BROECK, AND ILSE MARIEN 14 Critical discourse studies for research on media and information literacy projects: an illustrated discussion of seven methodological considerations 288 JAN ZIENKOWSKI AND GEOFFROY PATRIARCHE 15 Rethinking media education policy research and advocacy: a deliberative approach 305 GRETCHEN KING Index 324
Routledge Research in Media Literacy and Education Series Editors Pete Bennett and Julian McDougall Media literacy is now established by UNESCO as a human right, and the field of media literacy education is both growing and diverse. The series speaks to two recurring concerns in this field: What difference does media make to literacy and how should education respond to this? Research and practice has aimed to protect against negative media messages and deconstruct ideology through critical thinking, developing media literacy through creative production, and a social participatory approach which focuses on developing active citizens to play a constructive role in media democracy. This series is dedicated to a more extensive exploration of the known territories of media literacy and education, while also seeking out ‘other’ cartographies. As such, it encompasses a diverse, international range of contexts that share a conceptual framework at the intersection of Cultural Studies/Critical Theories, (New) Social Literacies and Critical Pedagogy. The series is especially interested in how media literacy and education relates to feminism, critical race theory, social class, post-colonial and intersectional approaches and how these perspectives, political objectives and international contexts can ‘decenter’ the field of media literacy education.
|
| adam_txt |
Contents List of contributors viii Introduction: navigating the field of media literacy and media education through its research methods: media practices, educational initiatives, and prescriptive discourses 1 NORMAND LANDRY AND PIERRE FASTREZ PARTI Media practices 1 Documenting media practices to define media literacy competence: a qualitative approach 21 23 PIERRE FASTREZ AND JERRY JACQUES 2 Studying the media education practices of young children at home: methodological lessons from a cross-national qualitative study on digital activities at home 45 STEPHANE CHAUDRON, ROSANNA DI GIOIA, CRISTINA ALIAGAS MARIN, MARINA KOTRLA TOPIC, MARI-ANN LETNES, BOJANA LOBE, MITSUKO MATSUMOTO, CHARLES L. MIFSUD, DAVID POVEDA, AND ANCA VELICU 3 Participatory action research and media literacy: toward engaged, accountable, and collaborative knowledge production with marginalized communities KOEN LEURS, ÇIÔDEM BOZDAÖ, ANNAMÄRIA NEAG, AND SANNE SPRENGER 62
vi Contents 4 Observing literacy practices in the “Third Space”: research methods 80 JOHN POTTER 5 Researching media literacy practices using both critical and posthuman inquiry 97 DONNA ALVERMANN, WILLIAM WRIGHT, AND ELLEN WYNNE PART 2 Educational initiatives 6 Methodological considerations in researching teachers’ views and practices of media literacy 117 119 CSILLA WENINGER AND WEI JHEN LIANG 7 A research methodology aimed at analyzing teaching practices in relation to the development of digital skills in a university setting 141 MARIE-MICHÈLE LEMIEUX 8 Design-based research into the co-creation of teaching activities for the theoretical refinement of a multimodal media literacy competency model 161 NATHALIE LACELLE AND MARTIN LALONDE 9 Quantitative methods for assessing media literacy in evaluations of health promotion intervention programs using media literacy education 181 CHRISTINA V. DODSON, TRACY Μ. SCULL, AND JANIS B. KUPERSMIDT 10 Issues of pedagogy, alignment, and context in assessing measures of media literacy RENEE HOBBS 200
Contents vii PART 3 Prescriptive discourses 221 11 Analyzing public policies on media education: from modalization to modeling of official discourses: proposed methodologies for a socio-anthropological approach to the analysis of institutional discourses in international comparison 223 MARLÈNE LOICQ 12 Analyzing school curricula, training programs, and learning material: a method in media education 241 NORMAND LANDRY AND CHANTAL ROUSSEL 13 Quick-scan analysis as a method to analyze and compare media literacy frameworks 263 LEO VAN AUDENHOVE, CATALINA IORDACHE, WENDY VAN DEN BROECK, AND ILSE MARIEN 14 Critical discourse studies for research on media and information literacy projects: an illustrated discussion of seven methodological considerations 288 JAN ZIENKOWSKI AND GEOFFROY PATRIARCHE 15 Rethinking media education policy research and advocacy: a deliberative approach 305 GRETCHEN KING Index 324
Routledge Research in Media Literacy and Education Series Editors Pete Bennett and Julian McDougall Media literacy is now established by UNESCO as a human right, and the field of media literacy education is both growing and diverse. The series speaks to two recurring concerns in this field: What difference does media make to literacy and how should education respond to this? Research and practice has aimed to protect against negative media messages and deconstruct ideology through critical thinking, developing media literacy through creative production, and a social participatory approach which focuses on developing active citizens to play a constructive role in media democracy. This series is dedicated to a more extensive exploration of the known territories of media literacy and education, while also seeking out ‘other’ cartographies. As such, it encompasses a diverse, international range of contexts that share a conceptual framework at the intersection of Cultural Studies/Critical Theories, (New) Social Literacies and Critical Pedagogy. The series is especially interested in how media literacy and education relates to feminism, critical race theory, social class, post-colonial and intersectional approaches and how these perspectives, political objectives and international contexts can ‘decenter’ the field of media literacy education. |
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| title | Media literacy and media education research methods a handbook |
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