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Media socialization and media culture in the school curriculum - Social and pedagogical implications


Tolić, Mirela
Media socialization and media culture in the school curriculum - Social and pedagogical implications, Saarbrücken: LAP LAMBERT Academic Publishing GmbH & Co. KG, 2011 (monografija)


Naslov
Media socialization and media culture in the school curriculum - Social and pedagogical implications

Autori
Tolić, Mirela

Vrsta, podvrsta i kategorija knjige
Autorske knjige, monografija, znanstvena

Izdavač
LAP LAMBERT Academic Publishing GmbH & Co. KG

Grad
Saarbrücken

Godina
2011

Stranica
79

ISBN
978-3-8454-1665-6

Ključne riječi
Media socialization; Media culture and cultural industry; young people; curriculum; Media Education; prevention; media competence

Sažetak
Socialization in sociology is primarly focused on the championship taking roles in society. Socialization is the process of cooperation with the values, norms, traditions, lifestyles ... The development of value, identity and / or selfsocialization is a new aspect in the pedagogical analysis of socialization. Socialization involves selfsocialization. Children and young people are not only socialized but socialize themselves, especially in tertyary socialization, where is the dominant role of the media. Socialization through the media deals with questions: How do people learn to use the media? How media are changing socialization processes and whether they razvojnounapređujući or ugorožavajući for the development of children and young people? Media socialization is analyzed as "learning from context". By examining the recipient should be less attention paid to how the media operate on the young, but much more about how young people act on the media. Using the media as selfsocialization means that socialisants decide and manage their choice of media and media content in independent costruct of media content. The media are an important focus for joint activities and social components of communication within the family. The research that I presented a sample of preschool children show that children of that age are not familiar with the manipulative role of the media and / or advertisements. The greater the absence of direct communication to the greater consumption of media. From this is clear and unavoidable the cooperational relationship, which argues the relationship between media socialization and media competence and strive towards the common goal of acquiring media competence. Analysis of culture media revealed the interest of the media industry and / or power of some of the media to change the culture affect the public, especially children and youth. Media culture and cultural industry transformed the culture and as such it is necessary to understand (i) the consumer society. Broader understanding of media culture, media culture is treated as an overall phenomenon, which is specified at the level of media production, media content, their reception, but the (political) control, conflict, and identification. On the other hand, every culture has permeated the circulation of meaning. New information technologies change the habits and behavior of individuals, especially young people. With the development of innovative media and the growing need for the development of media culture, especially in the process of education. The media can facilitate communication and aggravate. All culture is transmitted through communication, each communication through culture, especially through the media culture. In this context of media culture becomes a "carrier" of symbolic value. Media culture has to be in self-regarding media education and thus enable the successful development of the process of education in the so-called. cyber-society (society). No media education, which implies the adoption of media competence alone is not able to develop culture media core competencies. Only such a culture media with the media education can develop students' critical-reflective attitude. Neither theory starting from Frkankfurtske school, symbolic interactionisme and cultural studies in the analysis can not be completely "justify" the development of media culture, if they are not analyzed outside the context of media education in the discipline of Media Pedagogy. Media culture, today, when media competence becomes more important than the media and technical literacy, should be given adequate time and space in school for a critical attitude towards the media. Media culture should contribute to raising students' cultural, introducing cultural facts relating to the media. The school increasingly ceases to be a source of information because it is becoming more successful in competing television, internet and other means of mass communication. Croatia should primarily provide important framework conditions for the school media work: appropriate to the agreed plan and program of instruction is a prerequisite for media education and media culture in schools are an integral part of teaching and general education (school curriculum). Film art and / or culture is only one segment of media education. Media pedagogy with the development of media culture in schools should be understood as a general pedagogical, and not as an additional task. Media education goes beyond the media culture and media literacy. For these reasons it is justified to require pedagogical education of the subject for the media in primary schools. In the attempts to describe the contemporary media environment it is noticeable that new media (as transmitters) have a significant role in the forming of interculturalism, the so-called „in between cultures“. By joining each media, a message appears which states that new media (i.e. electronical) have become a new challenge of media education. Media education offers new concepts and develops innovative methods so that young people, in particular, could adequately use media. It links different scientific views and behaviour models (directed towards young people, teachers and parents), whose aim is to strengthen the attachment to an individual group in society, to stimulate intercultural dialogue, active participation through mutual respect towards diversities, coexistence and solidarity, in other words – a unity of diversities. A harmonious life and growing up in a modern era characterized by media pluralism assumes skillfulness in the new life conditions and the use of all conformities they offer. To make this possible, children and young people have to possess a developed critical and creative opinion. Their development is stimulated by using flexible forms of learning based on critical attitude towards information, on activities of solving problems, on work on projects and on making decisions independently. Education directed towards learning how to learn is the precondition to personal and social development and the establishment of compatible relationships between various social groups, children and adolescents – members of different cultures. Family and parents have a vital role too. Contemporary research has demonstrated the large-scale presence of all types of media in the modern family. Nowadays the family is confronted with a great amount of pressure and problems, and the parent’s obligation is to provide their children a happy and healthy atmosphere, a home where positive personality characteristic will be formed, give them love and confidence, which are all conditions for a healthy psychological development. Parents are an inevitable media socializer. The experts` task is to aid and educate parents so that they can perform their parental duty as successfully and responsibly as possible, and so that the parents enable their children to understand the messages from all types of media. Also, the parents can stimulate their children to critically perceive the information and seek for the meaning of the available contents. In a short empirical study on a group of high school students, this fact was defined: they mostly gain information about the lifestyles of children and adolescents from other countries and cultures from electronical (TV, Internet) and textual media (newspapers and magazines for young people). It is an interesting fact that 20% of them selected their school subject, and 15% of them various literary works as the most influential sources. Young people mainly express an affirmative attitude towards the relation between foreign cultures and lifestyles and their own. They feel that young people from different cultures and countries share the same lifestyle, typical to all young people. They find their own culture an important part of the world’s diversities despite any cultural differences. Our young people feel the greatest connection with young people from European countries and cultures and with young people from North American countries. The most prominent similarities are reflected in identical cultural traditions, customs, education, social systems, relations with parents, religion, the way free time is spent, etc. They feel different from the children and adolescents in African countries and from countries of the Middle and Far East the most (differences are: culture and tradition, lower education level of the young population, poorer material life conditions, social systems, traditional upbringing, greater respect towards adults, etc.). High school students show the greatest level of trust towards the information from school books and the least towards magazines for young people. An interesting point is that young men, students from grammar high schools and students from the urban area express a more critical attitude towards information from school books. In most cases teachers instruct their pupils to use additional information sources in completing school tasks. However, this may be too infrequent. The young audience is mainly warned by their parents and teachers (parents slightly more) of the necessity to check information, which stimulates the development of their critical conscience and opinion but still a considerably high percentage of students claim that their teachers and parents never warn them of the mentioned requirement of checking information. A slightly more frequent tendency is the parents in the position of being familiar with the topics their children find in various information sources, than not being familiar. Furthermore, over 80% of the students talk with their parents about information from various sources (although often it is not often enough). However, the relatively high proportion – 1/5 of the students- who never speak about this issue, cannot be ignored. After the presented theoretical insights and results gained from empirical study, the unquestionable importance of learning, education and family during the children’s and young peoples growing up phase is eminent. Also, the function of linking members of different cultures and traditions in the contemporary media environment is identically emphasized. All this refers to how the industry is not necessary to develop a media pedagogy andhow to integrate media education into school curricula and in the institutions.

Izvorni jezik
Engleski

Napomena
Recenzeti:Prof. Dr. Phil. Habil. Andreas Hanses (Technical University of Dresden Faculty of Education), Ph. D. Betty Ann Karzenny (The Florida state University School of Communication),



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Autor s matičnim brojem:
Mirela Müller, (298176)