Sie sind auf Seite 1von 27

DIGITAL

MEDIA
for
STUDENTS,
TEACHERS
and
ACADEMICS
Digital transformation of mass media: regional, national and global aspects , Moscow 25-26 October 2018
Defining media …
What is
media literacy?

An umbrella term, often


overlapped with
information literacy
Digital
&
Media literacy
Media
literacy as
part of
digital
literacy
ecosystem
(JISC)
Media literacy vs Media education?

Media education = the process of teaching and learning about media.

Media literacy = the outcome of this process, the knowledge and skills
learners acquire.

Source: Media education: Literacy, Learning and Contemporary Culture


Media literacy “stakeholders”
Why is media education important?
As kids interact with media they absorb knowledge about the world,
themselves and others.

Young people need to develop knowledge, values, critical thinking,


communication and information management skills.
Source: Pew Internet & American Life Project
Youth’s media
DIGITAL (connected) TEACHER?

“Educators have a moral obligation

to educate kids in order for them

to survive and thrive in a

technology-driven society.”
DigiComp Areas (source: DIGICOMPEDU,
https://ec.europa.eu/jrc/en/digcompedu)
http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
approach in tackling …
A1. TACKLING FAKE NEWS
IN A DIGITAL LITERACY
CURRICULUM
the first Romanian academic study
on students’ perceptions about fake news

(PILOT)

to be presented at the 14th International Scientific Conference “eLearning and Software for Education”, Bucharest, April 19-20, 2018
short bio-data

• October-December 2017
• WUT LMS (online questionnaire //
ONLY 10 questions)
• 250 respondents, 1st year (39 M,
211 F)
• Two specializations:
Communication Studies and
Psychology

The purpose of the study was to gather


information on ways in which students
perceive what fake news are and to identify
their habits and practices when they have
encountered doubtful content.
Research questions:

How students perceive and understand the


concept of doubtful content?
(clickbaits headlines, false or biased information online, deceptive advertising,
satirical websites etc.)?

How well the students


can research?
Do they know how to evaluate such
information? Do they distinguish
between real and fake news? What
are they research skills and abilities?

Is there a need for


training
students on this topic?
A2. Increased information / digital literacy education
(training)

New specialization
starting 2019-2020 academic Transversal disciplines
year WUT offers the “Evaluating information
programme “Digital Media” at credibility and fighting against
bachelor level fake news and content”
A3. Organization of different events on fake news
topic (workshops, lectures, conferences etc.)

Moise GURAN
30 January 2017

Denisa RIFAI International student event approaching the topics of DIGITAL CITIZENSHIP and
16 May 2017 FAKE NEWS in European context.12 December 2017
A4. Awareness of fake news topic through the WUT
promotional materials (newsletter, Facebook page)
A5. Integrating fake news topic
in the syllabus of different disciplines (piloting the transversals)
Political life in the digital era – from google to fake news

Bogdan Nadolu, The Sociology of politics (Sociologia politicului)

The universe of fake online content: who and why is producing it, which contexts

Laura Malita, The evaluation of information credibility and online content


(Evaluarea credibilității informațiilor și a conținutului online)
A6. Encouraging academic writing on fake news
in master / doctoral thesis

Master thesis
A7. Integrating
MOOCs about fake
news in academic
courses
https://www.coursera.org/learn/news-literacy

https://classroom.google.com

See Holotescu et al. (2014) Integrating MOOC in Blended Courses


B. Next steps
• Academic Fake News Observatory (research, reports,
studies, guides etc.)
• OER library
• Short courses f2f for teachers
• Opening the MOOC on fake news this spring
• Partnership with industry
• Students’ high school specific activities:
(online)courses, workshops, camps etc.

https://west-university-timisoara.teachable.com/p/fake-news
Challenges for (RO) HE
• Train teachers (sharing best practices, lessons plan, specific examples
for their disciplines etc. )
• Train students
• Train stakeholders (academics etc.)
• Recommend policies to be introduced in curriculum
• Etc.

= take any measure to avoid/reduce 2nd and 3rd level of digital divide
(2nd = digital skills and competences and 3rd = digital empowerment)
Laura MALITA
laura.malita@e-uvt.ro

Gabriela GROSSECK
http://www.animationsmedia.com/images/general/thankyou.png gabriela.grosseck@e-uvt.ro

Das könnte Ihnen auch gefallen