영문목차

Foreword=xviii

Preface=xx

Acknowledgment=xxvi

Chapter 1. Critical Media Literacy as Transformative Pedagogy : This chapter provides a theoretical framework of critical media literacy(CML) pedagogy and examples of practical implementation in K-12 and teacher education. It begins with a brief discussion of literature indicating the need for educators to use a critical approach to media. The historical trajectory of CML and key concepts are then reviewed. Following this, the myths of "neutrality" and "normalcy" in education and media are challenged. The chapter takes a critical look at information and communication technologies and popular culture, reviewing how they often reinforce and occasionally challenge dominant ideologies. Next, this critical perspective is used to explore how CML interrogates the ways media tend to position viewers, users, and audiences to read and negotiate meanings about race, class, gender, and the multiple identity markers that privilege dominant groups. The subjective and ubiquitous nature of media is highlighted to underscore the transformative potential of CML to use media tools for promoting critical thinking and social justice in the classroom. / Steven Funk [University of California, Los Angeles(UCLA), USA] ; Douglas Kellner [University of California, Los Angeles(UCLA), USA] ; Jeff Share [University of California, Los Angeles(UCLA), USA]=1

Chapter 2. Learning to Teach the Media : Pre-Service Teachers Articulate the Value of Media Literacy Education : Media literacy education(MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers(PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge(TPCK), in turn developing their skills in technology and media integration. / Theresa Redmond [Appalachian State University, USA]=31

Chapter 3. Pedagogical Approaches to Media Literacy Education in the United States : The purpose of this chapter is to glimpse the current status and pedagogical approaches of the media literacy education in the Unites States. This chapter was intended to provide the foundational and delineated information about the media literacy education so that it can be a helpful reference to understanding and developing media literacy in K-12 educators' curricular. This chapter starts with discussion about the growth of media literacy in the contexts of American education such as how it is included in state curriculum frameworks as well as research. Then this chapter moves to introduce the types of pedagogical approaches of media literacy generally implemented in K-12 environments. The pedagogical approaches were categorized by the tenets of "Core Principles of Media Literacy in the United States" outlined by National Association of Media Literacy Education(NAMLE) (2007). Finally, this chapter discusses five core concepts of media literacy and the list of guidelines that are requisites for the development of the media literacy education materials based on the foundational concepts. / Jackie HeeYoung Kim [Armstrong State University, USA]=53

Chapter 4. Educating English Language Learners for Success in the 21st Century : Facilitating Their Acquisition of Multiliteracies : The purpose of this chapter is threefold : (a) to highlight the importance of teaching and learning multiliteracies for today's students to succeed in the 21st century, (b) to discuss the literature about multiliteracies and new technologies for teaching and student learning, and (c) to provide strategies for integrating technology effectively in teaching multiliteracies to English language learners(ELLs), the fastest growing segment of public student population in the USA. In this digital age, it is imperative that today's students acquire multiliteracies needed to succeed in school, in life, and in the global economy. Situated within this context, the chapter seeks to address this central inquiry : How can teachers of ELLs infuse technology effectively to facilitate these students' acquisition of multiliteracies? As educators continue to seek new and better approaches to optimizing ELLs' educational success, this chapter represents a contribution to this quest. / Jennifer J. Chen [Kean University, USA]=75

Chapter 5. Developing English Language Teachers' Professional Capacities through Digital and Media Literacies : A Brazilian Perspective : This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies. / Lucas Moreira dos Anjos-Santos [Monash University, Australia & CAPES Foundation, Brazil] ; Michele Salles El Kadri [State University of Londrina, Brazil] ; Raquel Gamero [State University of the North of Parana, Brazil] ; Telma Gimenez [State University of Londrina, Brazil]=91

Chapter 6. Terms of the Digital Age : Realities and Cultural Paradigms : This chapter defines terms of the digital age as they relate to digital media literacy. The changing landscape of society is demonstrated through the recalibration occurring in media processes and the cultural forms they generate. These conditions have fostered cultural paradigms unique to the digital age : paradigms aligned with either humanistic or capitalist perspectives, and marketing playing a role with respect to this tension. An analysis of two policies in the form of new curricula reveals that more must be done to prepare, protect, and empower a digitally literate citizenry. The chapter closes with an argument that the first step in this direction must involve both establishing digital media literacy as a discipline as well as deepening and extending current media literacy frameworks. / Kimberly N. Rosenfeld [Cerritos College, USA]=115

Chapter 7. Developing Digital Empathy : A Holistic Approach to Media Literacy Research Methods : In the Digital Age, when technology offers many solutions and distractions at the same time, we should use media literacy research to address these advantages and challenges through a holistic approach. This chapter introduces digital empathy as a holistic framework combining empathic design and empathic listening to bridge the traditional protectionist and empowerment approaches in media literacy research. Digital Empathy is a mixed methods approach that has been developed through a longitudinal study. It is an inclusive model that addresses the participants and the researcher's cognitive, emotional, and social skills through empathic design and empathic listening. Using a longitudinal case study of a month-long media literacy summer class with underprivileged high school students, the chapter describes digital empathy, not only as a pedagogical approach, but also as a holistic research method that will advance media literacy scholarship. / Yonty Friesem [Central Connecticut State University, USA]=145

Chapter 8. Transforming Digital Literacy with Culturally Diverse, Personalized Learning : The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught. / Patricia Donohue [San Francisco State University, USA] ; Kevin Kelly [San Francisco State University, USA]=161

Chapter 9. Creating Global Classrooms Using Universal Design for Learning : Media and digital content has become an integral part of our lives. Digital content has expanded the opportunities for accessing information for individuals with special needs and classrooms with culturally diverse students. Because the digital content is taught through multiple modes, it provides access to information previously available only through print formats. By incorporating universal design into the classroom, the students are using media and digital literacy skills, preparing them for the global world in which they live. In this chapter, a description of universal design will be provided, how to use the digital and media content to create a classroom that honors diversity, and how to use universal design for teaching different languages. The concepts of universal design and the global classroom are pulled together through project or problem-based learning. Finally, a glimpse into the future classroom technology is provided. / Victoria Brown [Florida Atlantic University, USA]=186

Chapter 10. The Freedom of Critical Thinking : Examining Efforts to Teach American News Literacy Principles in Hong Kong, Vietnam, and Malaysia : This study examines how college educators in Hong Kong, Vietnam, and Malaysia adopted and adapted lessons gleaned from a news literacy curriculum developed by journalism instructors at Stony Brook University in New York. In doing so, the chapter situates the emerging field of news literacy within parameters of its parent field, media literacy, and current trends in digitization, globalization, and information freedom. Details on how educators in Asia made a pedagogy designed for American citizens relevant to their students and how they negotiated country-specific social, cultural, and political contexts are included. Future directions in research include more in-depth and comparative understandings of the processes at work in localizing media literacy frameworks as well as an exploration of what media literacy educators in the United States and other democracies can learn from their counterparts in countries where accessing, creating, and disseminating information could be considered subversive activities. / Jennifer Fleming [California State University-Long Beach, USA] ; Masato Kajimoto [The University of Hong Kong, Hong Kong]=208

Chapter 11. Media Literacy Organizations : Media Literacy is reckoned as an integral part of learning innovations in modern day technology enabled learning domains. In order to facilitate the information handling and interaction procedures, essence of media literacy cannot be underestimated. Many Organizations and institutions in different setups play a significant role in inculcating media literacy among the citizens of a nation. These organizations are carrying out initiatives for facilitating critical thinking, awareness about different media setups to different stakeholders in both real and virtual environments. They provide user-friendly tools for facilitating educators, researchers, policy makers, young media makers, and students to find the information they are looking for in a timely and organized manner. This chapter attempts to explore, identify and analyze various such organizations that facilitate media literacy in different settings. / Iram Mukhtar Mahajan [University of Kashmir, India] ; Mudasir Rather [University of Kashmir, India] ; Huma Shafiq [University of Kashmir, India] ; Uzma Qadri [University of Kashmir, India]=236

Chapter 12. Media Literacy in the Digital Age : Literacy Projects and Organizations : Time has come to equip people communities around the world with digital and media literacy skills. In order make informed decisions, people need ability to access, analyze and engage in critical thinking about the daily messages they receive on a variety of issues such as health and politics. Today's "connected homes" provide people access to latest information and communication technologies. To become an effective participants in the information society of 21st century, people need not only acquire the multimedia skills but also the ability to use these skills effectively. One way this can be achieved is by including digital and media literacy in formal education. The objective of this chapter is to examine the media literacy programs working across the world to equip citizens to analyze and evaluate incoming information. In addition, the chapter provides some specific recommendations to bring digital and media literacy education into formal and informal settings. / Amir Manzoor [Bahria University, Pakistan]=249

Chapter 13. Media Ecology and the 21st Century Classroom : This chapter will use media ecology theory to examine educational technology and provide tools for educators to think critically about how to positively affect the learning climate through media choices. In order to do this, the chapter will provide an overview of media ecology theory and explain how media can be studied as environments. Next the chapter will look at several educational trends which are having a media ecological impact in current education. Specifically, the chapter will consider online, hybrid and flipped classrooms as part of the educational media ecology. Next the chapter will examine several emerging media technologies which are poised to have an intense media ecological impact on education. Finally, the chapter will provide researchers and educators with a few specific guidelines to use media ecology in order to think critically about decisions regarding educational media in the classroom. / Benjamin J. Cline [Western New Mexico University, USA]=275

Chapter 14. Using Media Literacy to Teach and Learn the English Language Arts/Literacy : Common Core State Standards : Forty-three states out of fifty states in the United States of America have adopted the Common Core State Standards in English language arts/literacy as a means of setting attainment levels of what students should know at different benchmarks during their schooling. The Common Core State Standards will be viewed through the lens of how they can be taught and learned by utilizing digital literacy media. This chapter will discuss how the goals of digital media literacy are aligned with the Common Core State Standards, how resources can be used to teach teachers and school district personnel about the Common Core State Standards, and finally how digital media can aid in helping students learn the standards and can aid in helping community members learn and then teach these standards. This chapter will conclude with questions and controversies about the Common Core State Standards and how media literacy education can alleviate many of the fears and challenges associated with the growing debate on this topic. / Kelly McNeal [William Paterson University, USA]=291

Chapter 15. 21st Century Skills and Digital Storytelling in the Classroom : PoliCultura is an initiative of collaborative digital storytelling in formal educational contexts run by HOC-LAB, a laboratory at Politecnico di Milano (Italy), one of the largest technical universities in Europe. Launched in 2006, PoliCultura is open to schools of all kinds and levels, in Italy and abroad (international since school year 2013-14). Within PoliCultura, groups of students/classes, supervised by a teacher, create a multimedia interactive story using an online authoring tool by HOC-LAB. So far, more than 1,200 stories have been created by students aged between 4 and 18, from 9 countries. By presenting in detail the initiative and the evaluation data, this chapter makes a case for collaborative digital storytelling as a way to foster the acquisition of 21st century skills : creativity, collaboration, media literacy, life and career skills. / Nicoletta Di Blas [Politecnico di Milano, Italy]=306

Chapter 16. Pedagogical Guidelines to Introduce Transmedia Learning into the Classroom : The Brazilian Context : Transmedia learning has been adopted as a theoretical and practical approach aimed at young students learning with technologies. It allows for open, dynamic, and engaging teaching and learning, integrating the school curriculum with life and sociocultural demands in a continuous information flow. This paper presents some pedagogical guidelines for introducing transmedia learning into the classrooms. For this, we will take into account the Brazilian context regarding the technologies and media available in Brazilian public schools, the media literacy of students and teachers, and the rules derived from the management team. / Patricia Gallo [Federal University of Rio Grande do Norte, Brazil] ; Maria das Graças Pinto Coelho [Federal University of Rio Grande do Norte, Brazil]=331

Chapter 17. Cognitive Approach to Improve Media Literacy : Mind Puzzles : This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches. / Zekeriya Karadag [Bayburt University, Turkey] ; Yasemin Devecioglu-Kaymakci [Bayburt University, Turkey]=351

Chapter 18. Media Literacy, Co-Innovation, and Productivity : Examples from European Countries : This research analyzes the connections between media literacy and context of the knowledge economy, establishing a relationship between so-called co-innovative sources (ICT, organizational innovation and qualifications of employees) of the business environment and media literacy. It seeks to verify the behavior of media literacy as a co-innovative source, as fundamental as the three other ones to the viability and sustainability of companies. Authors start from a literature review related to media literacy and knowledge-based economy and then raise their own model that integrates the co-innovative sources and media literacy (the ‘Tetrahedron of Co-Innovative Sources') with which analyze media literacy in the business context. To verify the proposed relations, the research uses the Celot and Pérez Tornero's (2009) framework (proposed in the "Study on Assessment Criteria for Media Literacy Levels" delivered to the European Commission) with official statistical sources in Europe, returning results with which to test the hypothesis that a higher level of media literacy of citizens of a country has a positive influence on its companies and businesses. / Juan-Francisco Martínez-Cerdá [Open University of Catalonia(UOC), Spain] ; Joan Torrent-Sellens [Open University of Catalonia(UOC), Spain] ; Mônica Pegurer Caprino [Methodist University of Sao Paulo, Brazil]=374

Chapter 19. Bring the Media Literacy of Turkish Pre-Service Teachers to the Table : In this study "media" which has different meaning from basic media tools of communications industry such as named newspaper, journal, magazine and television broadcast as a printed and electronic media has defined for education. This definition basically has used to express in the field of computer-supported training and web-based distance education tools including today's developments in technology. This research study was conducted Istanbul University Hasan Ali Yucel Faculty of Education students who were pre-service teachers. The research was carried out in three stages. In the first stage ; a computer-aided application which was prepared in game format had been selected to be use as training material. In the second phase has been investigated how it is understood by the target audience of these prepared course materials. Finally ; to put forth candidate teachers' media literacy ability during their preparing phase of course material as well as preparing the assessment using qualitative and quantitative studies have been conducted. In the conclusion, the deficiencies have been revealed and presented suggestions for solutions. / Zerrin Ayvaz Reis [Istanbul University, Turkey]=405

Chapter 20. How to Use Parody and Humour to Teach Digital Literacy : Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking. / Luis Pereira [Coventry University, UK]=423

Chapter 21. Mobile Phone Use during Class at a Japanese Women's College : A questionnaire survey was conducted with university students from a women's university in Japan on the use of mobile phones during a lecture. Topics specifically investigated included (1) whether students put their mobile phone on their desk during the lecture, (2) the reasons why students put their phone on their desk during the lecture, (3) responses to incoming calls during the lecture, and (4) the psychological impact on students of setting rules regarding the use of mobile phones during the lecture. Students were divided into two groups according to their responses to item (1) : those who said they put their phone on their desk and those who said they did not do so. These groups were compared in terms of items (3) and (4). As a result, it was found that over 60% of students put their mobile phone on their desk during the lecture and that these students were more likely to use their mobile phone during the lecture. The survey suggested that students today are aware of mobile phone etiquette with respect to lectures, and are especially aware that communication etiquette conflicts with lecture etiquette. / Yuuki Kato [Sogami Women's University, Japan] ; Shogo Kato [Tokyo Woman's Christian University, Japan]=436

Chapter 22. Methods and Strategies in Using Digital Literacy in Media and the Arts : The marriage of media and the arts has been a long and fruitful one, and the advent of digital resources has changed the face of these disciplines immeasurably. Digital literacy has gone from a virtually non-existent entity to an incredibly useful, and sometimes absolutely essential, skill set. In various settings, it has changed the way artists both inside and outside the digital realm work, collaborate, teach and train educators. / David J. Weisberg [William Paterson University, USA]=456

Compilation of References=472

About the Contributors=520

Index=529