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The Handbook of Media Education Research. Edition No. 1. Global Handbooks in Media and Communication Research

  • ID: 5186001
  • Book
  • September 2020
  • Region: Global
  • 528 Pages
  • John Wiley and Sons Ltd
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Over the past forty years, media education research has emerged as a historical, epistemological and practical field of study. Shifts in the field - along with radical transformations in media technologies, aesthetic forms, ownership models, and audience participation practices - have driven the application of new concepts and theories across a range of both school and non-school settings. The Handbook on Media Education Research is a unique exploration of the complex set of practices, theories, and tools of media research. Featuring contributions from a diverse range of internationally-recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offering a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more. A ground breaking resource on the concepts and theories of media research, this important book:

  • Provides a diversity of views and experiences relevant to media literacy education research
  • Features contributions from experts from a wide-range of countries including South Africa, Finland, India, Italy, Brazil, and many more
  • Examines the history and future of media education in various international contexts
  • Discusses the development and current state of media literacy education institutions and policies
  • Addresses important contemporary issues such as social media use; datafication; digital privacy, rights, and divides; and global cultural practices.

The Handbook of Media Education Research is an invaluable guide for researchers in the field, undergraduate and graduate students in media studies, policy makers, and MIL practitioners.

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Foreword xi
Ulla Carlsson

About the Editors xix

Notes on Contributors xxi

Introduction: Media Education Research in a Rapidly Changing Media Environment 1
Stuart R. Poyntz, Divina Frau-Meigs, Michael Hoechsmann, Sirkku Kotilainen, and Manisha Pathak-Shelat

Part I Global Youth Cultures 17
Stuart R. Poyntz

1 Micro-Celebrity Communities, and Media Education: Understanding Fan Practices on YouTube and Wattpad 19
Michael Dezuanni

2 Memes Production as Parodic Activism: Inclusion and Exclusion in Young People’s Digital Participation in Latin America 33
Rosalía Winocur and Inés Dussel

3 Youth, ICTs, and “Violent Extremism”: A Media Education Perspective 47
Sanjay Asthana

4 Unaccompanied Refugee Children and Media Literacy: Doing Media Education Research on the Margins 61
Annamária Neag

5 The Change in Young Australians’ Television Viewing Behavior and What It Means for the Future of Local Content 75
Marc C-Scott

6 “We Don’t Do That Here” and “Isme Tera Ghata, Mera Kuch Nahi Jata”: Young People’s Meme Cultures in India 85
Devina Sarwatay

7 Toward Hybridized and Glocalized Youth Identities in Africa: Revisiting Old Concerns and Reimagining New Possibilities for Media Education 97
Chikezie E. Uzuegbunam

8 Social Media Influences on Youth with Disabilities in the Global South 105
Tafadzwa Rugoho

Part II Pedagogies and Practices 113
Manisha Pathak‐Shelat

9 Toward Transmedia Learning: Practices, Approaches, and Tools 115
Maria-Jose Masanet, Gabriella Taddeo, and Simona Tirocchi

10 Youth Media Education in the Age of Algorithm-Driven Social Media 131
Sirkku Kotilainen, Jussi Okkonen, Jaakko Vuorio, and Karoliina Leisti

11 Integrating Nonviolent Communication in Pedagogies of Media Literacy Education 141
Vedabhyas Kundu

12 Different Countries, Similar Issues: Media Binds or Blinds? 155
Melda N. Yildiz

13 Teaching Gender and Sexuality in a Critical Media Literacy Framework: Curriculum, Pedagogical Interventions, and Autoethnographic Reflections 167
Ruchi Jaggi

14 Competencies About the News for Elementary School Children 175
Ioli Campos

15 Looking for Digital (Alter) Natives: Why Teachers’ Beliefs About Children Matter in Media Education 183
Pekka Mertala and Saara Salomaa

16 Understanding Media Regulation in the Public Interest 189
Robert Beveridge

17 “Doing Journalism Isn’t Lying” – Literacies and Fake News in an Experience with Children in the Invisibility Triad 195
Lumárya Souza de Sousa and Thaiane Oliveira

18 Teaching Media Literacy Through Scientific Controversies 201
José Azevedo

19 Teaching Interactive Narratives: Developing User Engagement Through Theory-Empowered Practice 207
Willemien Sanders

Part III Histories 215
Michael Hoechsmann

20 Media Education History: The Early Years 217
Keval J. Kumar

21 Media Education 3.0? How Big Data, Algorithms, and AI Redefine Media Education 229
Grzegorz Ptaszek

22 Media Education in Latin America: The Paradigm of Educommunication 241
Cláudia Lago, Claudemir E. Viana, Maria Cristina Palma Mungioli, and Marciel Consani

23 A Brief History of Media Education in Chile 253
Pablo Andrada and Cristian Cabalin

24 Nordic Perspectives on the History and Future of Media Education 259
Reijo Kupiainen and Daniel Schofield

25 Media Education in Israel – Mainstreaming the Avant-Garde 267
Arielle Friedman, Ornat Turin, and Orly Melamed

26 Media Education in the Czech Republic: Vision and Disconnection 275
Lucie Römer

27 Media Education in India: Policy and Praxis in Old and New Communication Media 281
C.S.H.N. Murthy

Part IV Institutions and Policy Developments 289
Divina Frau‐Meigs

28 Defining Media Education Policies: Building Blocks, Scope, and Characteristics 291
Normand Landry and Christiane Caneva

29 The Development of Media Literacy in Chinese Societies: From Grassroots Efforts to Institutional Support 309
Alice Y.L. Lee

30 Digital Privacy Policy Literacy: A Framework for Canadian Youth 327
Leslie Regan Shade and Sharly Chan

31 Searching for Common Ground: Multiliteracy and Curricular Consistency in the Finnish Education System 339
Lauri Palsa

32 Taking Media Literacy Education in Armenia to the Next Level: From Civil Society Movement to Post-Revolution Government Efforts 347
Lusine Grigoryan

33 Media Education Challenges in a Digital Society: The Case of Chile 355
Rayén Condeza Dall’Orso, Myrna Gálvez Johnson, Nadia Herrada Hidalgo, and Francisco J. Fernandez Medina

34 Landscape and Terrain of Digital Literacy Policy and Practice: Canada in the Twenty-First Century 363
Helen DeWaard and Michael Hoechsmann

35 Media Education Policy Developments in Times of “Fake News”: The Case of the Czech Republic 373
Markéta Supa, Lucie Štástna, and Jan Jirak

Part V Critical Citizenship and Futures 381
Sirkku Kotilainen

36 Expanding Ethics to the Environment with Ecomedia Literacy 383
Antonio Lopez

37 Engaging the World: Social Media Literacy for Transcultural Citizenship 399
Manisha Pathak-Shelat and Kiran Vinod Bhatia

38 Data and Privacy Literacy: The Role of the School in Educating Children in a Datafied Society 413
Sonia Livingstone, Mariya Stoilova, and Rishita Nandagiri

39 Media Education and Dynamic Research: Known Unknowns and Rich Intersections 427
Julian McDougall and Isabella Rega

40 Radical Media Education Practices from Social Movement Media: Lessons from Teaching and Learning in Lebanon 441
Gretchen King

41 Activating Student Voice and Choice Globally: Reframing Negative Narratives in Ghana 449
Ed Madison

42 Advocacy as Media Education: The Educational Activities of Digital Rights Advocates 459
Efrat Daskal

43 Cyberbullying, Media Education, and Agents of Socialization in Montenegro 467
Ida Cortoni and Jelena Perović

Index 475

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Divina Frau-Meigs Université Sorbonne Nouvelle, France.

Sirkku Kotilainen Tampere University, Finland.

Manisha Pathak-Shelat Center for Development Management and Communication, MICA, Ahmedabad, India.

Michael Hoechsmann Lakehead University, Orillia, Canada.

Stuart R. Poyntz Simon Fraser University, Canada.
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