engleski

Digital society and Learner Identity: Scientific- pedagogical results: analysis and perspectives

This book in its theoretical as well as empirical part shows the research results which point to the fact that the new media change habits and values of young people and children. Under the spread of technical globalization patterns of behaviour, up-bringing, learning and preferences are being changed. Some research results point to the fact that the media are more and more turning into a source of manipulation and addiction, instead of being a source of information, education and entertainment. The phenomenon of the so called cyber space media culture is ever more present and carries multiple implications on consciousness and behaviour of young people and children. Communicational theoreticians, sociologists, media pedagogues and mediology experts agree with the thesis that social power is held by those who control information. Powerful corporations, using the media, are turning children into passive consumers, addicted to things and incapable to differentiate the authentic from the non-authentic reality. By erasing the boundaries between the real and the imagined these media become the means of ideology of seduction and, with the doctrine of radical moral relativism, turn homo sapiens-communicans into homo consumens, with especially negative implications of (such) media socialization on the up-bringing of children and young people. However, there are also positive examples listed in this dissertation concerning the use of new media in contemporary ways of learning and education. The emphasis on the study of signs and symbols in theoretical part of the dissertation is based on scientific disciplines: semiotics of media, mediology, communicational science, sociolinguistics and media pedagogy ; and based on these approaches are the listed examples which point to the distinction between educational and manipulative messages (in various media). The dissertation contains many research results and examples of disturbance of educational and communicational processes via entertainment industry, advertising fetishism, beauty cult, virtual reality etc. There are also pedagogical implications of un/discovering, i.e. decoding symbolic messages, but it also deals with the ways of acquiring media competences. Media as the carriers of symbolic messages are the main analytical point in the empirical part of this work. This part of the book presents the research among 430 participants, among whom were 306 students of seventh and eighth grades, 92 parents and 42 teachers, from four primary schools in Zadar County and the County of Split-Dalmatia. The achieved results argue the given hypotheses through numerous indicators from the answers to the question of when and how the primary school children become the children of media. The analyses of the gained results converge with theoretical starting points of the book concerning the need to implement media education into school curriculum. Co-authored book chapters analyze interdisciplinary association of media education with related disciplines and the role played by the media with a different aspects. The first is Sara Kakuk form University of Josip Juraj Strossmayer in Osijek (Faculty of Humanities and Social Sciences in Osijek -Department of Pedagogy) with title Socio-pedagogical implications in the identity transformation of young people observed from the aspect of media globalization and the second is Jasminka Dević from Home for children with behavior disorders in Osijek with title The power of media in the contemporary society.

globalisation; media pedagogy; moral relativism; symbolic interactionism; contemporary addictions; (dis)functional role of the media; indoctrination; education vs. manipulation; prevention projects; media competences; media education; identity.

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