Enhancing media literacy skill building in pedagogical universities: Our view and experience
DOI:
https://doi.org/10.29038/eejpl.2024.11.1.bucKeywords:
media literacy , Content and Language Integrated Learning (CLIL), higher-order thinking skills, blended learning, socio-cultural competencies, learnersAbstract
The article presents a review of the integration of media literacy content in foreign language courses at pedagogical higher education institutions. This study is aimed to share and present for academic discussion some of the authors’ perspectives that proved to be successful in mastering media literacy skills as well as in developing language competencies in EFL learners. A particular focus has been made on the methodological base, the principles and strategies of media literacy skill building as well as on the criteria for the selection of learning materials and techniques that ensure the effective implementation of media literacy programs into the existing syllabi. The use of contemporary teaching methods such as flipped classroom, problem-based learning, group projects, capitalizing on higher order thinking skills and interactive classroom activities is viewed as an integrated approach aimed to develop critical perception of media products alongside with a range of sociocultural and communicative competences in students of pedagogy. One of the main objectives of integrating media literacy content into a variety of tertiary courses is to enhance emotional resilience to manipulative influences of the media which is achieved through activating critical thinking skills referring to information flow as well as to students’ own media consumption habits. The pilot implementation being conducted in the terms of the international project “Learn to Discern”, preserved its original methodological constituents which included media literacy as such, information literacy, critical thinking, digital and visual literacy and fact checking skills.
Acknowledgements
The study is supported by the International Research and Exchanges Board (IREX), the Embassy of the United States of America and the Embassy of the United Kingdom in Ukraine, in partnership with the Ministry of Education and Science of Ukraine and the Ukrainian Press Academy.
Disclosure Statement
The authors reported no potential conflicts of interest.
* Corresponding author: Svitlana Buchatska,
0000-0001-6063-5858
sbuchatska@vspu.edu.ua
Downloads
References
Arke, E.T. (2012). Media literacy: History, progress, and future hopes. In K. E. Dill, (Ed.) The Oxford Handbook of Media Psychology. (pp. 96-108). Oxford University Press.
Aufderheide, P. (1993). Media Literacy: A Report of the National Leadership Conference on Media Literacy. Aspen Institute.
Buckingham, D. (2003). Media education: Literacy, learning, and contemporary culture. Polity Press.
Bulger, M and Davison, P. (2018). The Promises, Challenges, and Futures of Media Literacy. Data & Society Research Institute. Retrieved from https://datasociety.net/pubs/oh/DataAndSociety_Media_Literacy_2018.
Cummins, J. (1984) Bilingualism and special education: Issues in assessment and pedagogy. Clevedon: Multilingual Matters.
Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals. In D. Marsh and D. Wolff, (Eds.). CLIL in Europe. (pp. 91–101). Peter Lang.
Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá, (Eds.). Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Universitat Jaume I.
Hobbs, R. (2017). Teaching and learning in a post-truth world. Educational Leadership, 75(3), 26-31. Retrieved from http://www.ascd.org/publications/educational_leadership/nov17/vol75/num03/Teaching_and_Learning_in_a_Post-Truth_World.aspx
Lemish, D. (2015). Children and media: A Global perspective. John Wiley & Sons. 195-207.
Livingstone, S. (2011). Digital learning and participation among youth: Critical reflections on future research priorities. International Journal of Learning and Media, 2, 1-13.
Potter, J.W. (2013). Review of literature on media literacy. Sociology Compass, 7(6), 417-435.
Tsang, S. J. (2019). News credibility and media literacy in the digital age. In Handbook of Research on Media Literacy Research and Applications Across Disciplines (pp. 135-155). IGI Global.
Zarichna, O., Buchatska, S., Melnyk, L., & Savchuk, T.(2020). Content and Language Integrated Learning in Tertiary Education: Perspectives on Terms of Use and Integration. East European Journal of Psycholinguistics, 7(1), 184-198. https://doi.org/10.29038/eejpl.2020.7.1.zar
Sources
Бучацька С.М., Зарічна О.В. Навчальна програма з дисципліни “Практичний курс англійської мови” для студентів 3 курсу денної і заочної форми навчання спеціальності 014 Середня освіта (Українська мова і література) додаткова спеціалізація 02 Мова і література (англійська). Вінниця: ВДПУ, 2020.
Buchatska, S.M., Zarichna, O.V. (2020). Navchalna prohrama z dystsypliny “Praktychnyy kurs anhliys’koi movy” dlia studentiv 3ho kursu dennoi i zaochnoi formy navchannia spetsialʹnosti 014 Serednia osvita (Ukrains’ka mova i literatura), dodatkova spetsializatsiia 02 Mova i literature (anhliys’ka) [Syllabus for the discipline “Practical course of English”]. VDPU.
Hobbs, R. (2010). Digital and media literacy: A plan of action. Washington DC: Aspen Institute and Knight Foundation. Retrieved from https://www.knightfoundation.org/media/uploads/publication_pdfs/Digital_and_Media_Literacy_A_Plan_of_Action.pdf
IREX L2D Fact Sheet Updated May 2022. Retrieved from https://www.irex.org/sites/default/files/L2D%20Fact%20Sheet%20Updated%20April%202022.pdf
Киналь А., Довгалюк Т., Крикун А. Навчальна програма з дисципліни “Методика навчання іноземних мов (англійська мова) для студентів 4 курсу денної і заочної форми навчання спеціальності 014.02 Середня освіта (Мова і література (англійська). Вінниця: ВДПУ, 2020.
Kynal, A., Dovhaliuk ,T, & Krykun, A. (2020). Navchalna prohrama z dystsypliny “Metodyka navchannia inizemnykh mov (anhliyska mova)” dlia studentiv 4ho kursu dennoi i zaochnoi formy navchannia spetsial’nosti 014 Serednia osvita (Mova i literatura Anhliyska). [Syllabus for the discipline “Methodology of teaching foreign languages (English)”]. VDPU.
Learn to Discern in Education (L2D-Ed). Retrieved from https://www.irex.org/project/learn-discern-education-l2d-ed.
Вінничук А.П., Каленич В.М., Прокопчук Л.В. Навчальна програма з дисципліни «Методика навчання літератури: розвиток компетентностей через інтеграцію інфомедійної грамотності». для студентів 3 курсу денної і заочної форми навчання спеціальності 014 Середня освіта (Українська мова і література). Вінниця: ВДПУ, 2020.
Vinnychuk A.P., Kalenych V.M., & Prokopchuk L.V. (2020). Navchalʹna prohrama z dystsypliny “Metodyka navchannia literatury: rozvytok kompetentnostei cherez intehratsiiu infomediinoi hramotnosti” [Syllabus for the discipline “The methodology of teaching literature: development of competences through the integration of media literacy”]. VDPU.
The curriculum for teaching English through Media Literacy (2022). Learn to Discern in Education (L2D-Ed). https://www.irex.org/project/learn-discern-education-l2d-ed, N. Goshylyk, D. Sabadash, I. Zadorozhna & V. Goshylyk, (Eds.). Retrieved from https://kaf.pnu.edu.ua/wp-content/uploads/sites/89/2023/09/l2d_curriculum_teaching_english_final_web_090422.pdf
Courses by EdEra. Retrieved from: https://study.ed-era.com/courses
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Svitlana Buchatska, Olena Matiienko, Olena Zarichna, Oksana Khurtenko
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Creative Commons «Attribution» 4.0