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TOWARD MEDIA LITERACY PARENT EDUCATION: IDENTIFYING CHARACTERISTICS OF MEDIA USE AS PROXIMAL PROCESSES THROUGH THE PERSPECTIVES OF MOTHERS OF ADOLESCENTS IN CURRENT MEDIA DOMINANT BIOECOLOGICAL STRUCTURES
Title
TOWARD MEDIA LITERACY PARENT EDUCATION: IDENTIFYING CHARACTERISTICS OF MEDIA USE AS PROXIMAL PROCESSES THROUGH THE PERSPECTIVES OF MOTHERS OF ADOLESCENTS IN CURRENT MEDIA DOMINANT BIOECOLOGICAL STRUCTURES.
Creator
Haywood, Alicia, Powers, Jillian, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description
Media literacy education has yet to adequately address the needs of parents as media literacy learners. Yet, a lack of understanding about media literacy’s meaning, for most people outside of the community of scholars and advocates engaged in its discourse, renders no clear pathway toward rectifying the omission. This study situates media, rather than media literacy, as the introductory topic, while seeking a conceptual gateway for parents as media literacy learners through insights gathered...
Show moreMedia literacy education has yet to adequately address the needs of parents as media literacy learners. Yet, a lack of understanding about media literacy’s meaning, for most people outside of the community of scholars and advocates engaged in its discourse, renders no clear pathway toward rectifying the omission. This study situates media, rather than media literacy, as the introductory topic, while seeking a conceptual gateway for parents as media literacy learners through insights gathered from mothers of adolescents on matters of quality, role, and impact within their home environments. Utilizing Bronfenbrenner’s bioecological theory of human development as a conceptual foundation, media use was framed here as a proximal process. Through exploratory mixed methods research design, data were collected from a quantitative questionnaire (n=363) and qualitative, semi-structured interviews (n=13) about three proximal process variations: (1) mother and adolescent engaged in joint media use, (2) the mother’s solitary media use, and (3) media use of their adolescent child(ren) when alone. Quantitative results show that mothers evaluate the quality of media use in their home environments as more favorable than not for each proximal process. However, there was significant disagreement among the mothers regarding media use of their adolescent(s), when alone. Disagreement on this item guided identification of participants for the qualitative interviews.
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Date Issued
2024
PURL
http://purl.flvc.org/fau/fd/FA00014386
Subject Headings
Media literacy, Mothers, Families
Format
Document (PDF)
Media literacy and hegemony: A textual analysis of the promotional materials offered by the Media Literacy Movement
Title
Media literacy and hegemony: A textual analysis of the promotional materials offered by the Media Literacy Movement.
Creator
Holt, Susan Ellen., Florida Atlantic University, Budd, Michael N.
Abstract/Description
We are living in a society where the commercial imperative of the mass media rather than the public interest is shaping our cultural environment. In response to the deleterious consequences of this phenomenon, many educators, parents, and community and religious groups are promoting the teaching of media literacy. This study looks for signs of hegemonic containment within the Media Literacy Movement, and delineates why an understanding of the political-economic implications of media...
Show moreWe are living in a society where the commercial imperative of the mass media rather than the public interest is shaping our cultural environment. In response to the deleterious consequences of this phenomenon, many educators, parents, and community and religious groups are promoting the teaching of media literacy. This study looks for signs of hegemonic containment within the Media Literacy Movement, and delineates why an understanding of the political-economic implications of media institutions is vital in developing an effective media literacy program. The study concludes that the diversity found in the promotional texts of the Media Literacy Movement generally reflects the diversity of the political spectrum of our society. Some signs of hegemonic containment are observed in the politically centrist and conservative organizations.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/15628
Subject Headings
Media literacy, Mass media--Influence, Mass media--Study and teaching
Format
Document (PDF)
A Critical Comparative Study of Media Literacy in Australia, England, And The United States
Title
A Critical Comparative Study of Media Literacy in Australia, England, And The United States.
Creator
Rochester, Ramonia R., Hyslop-Margison, Emery, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed...
Show moreUbiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed a multi-theoretical approach to textual analysis, within Bereday’s (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker’s (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry. Though recognized in the countries’ standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youthbased issues. Though not overtly neoliberal, the Australian standards present identity hegemonically. The role of media is somewhat siloed from the curriculum’s conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners’ understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards. Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England’s standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004973, http://purl.flvc.org/fau/fd/FA00004963
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Media literacy., Comparative Study.
Format
Document (PDF)
Investigating Approaches to Media Literacy: An Analysis of Media Literacy Organizations
Title
Investigating Approaches to Media Literacy: An Analysis of Media Literacy Organizations.
Creator
Francis, Michael, Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content...
Show moreMedia literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004592, http://purl.flvc.org/fau/fd/FA00004592
Subject Headings
Mass media in education., Media literacy--Curricula., Visual learning., Information technology--Management., Mobile communication systems in education., Creative thinking--Study and teaching.
Format
Document (PDF)