学龄前青少年家长应对网络学习、社会化和引导批判性媒介素养的经验

T. Downes, Yvonne L Messenger, T. Gallagher, Diane R. Collier
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引用次数: 0

摘要

2019冠状病毒病疫情导致学校停课,学生参与学习和社会联系的方式必须发生转变。对于青春期前的孩子及其家庭来说,这些关闭增加了父母试图引导孩子与数字平台互动的一个已经确定的挑战的紧迫性。研究人员利用访谈来探索与在线学习和行为相关的父母和孩子的经历。在线研讨会为家长提供了关键的媒体素养(CML)知识和浏览媒体文本和平台的技能。本文采用了基于紧急设计的研究方法和解释性定性案例研究方法。从访谈、录音和实地记录中获得的数据按主题进行分析。分析发现,父母注意到,由于COVID-19封锁,孩子上网的时间增加了。他们还强调了对儿童安全的关注,与CML相关的问题,承认父母之间支持社区的好处,以及关于在线行动的亲子对话。本研究肯定了在教育和社交网络环境中家长对CML和数字工具的支持的必要性,并提出了促进这种支持的方法建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experiences of Parents of Pre-Adolescents Coping with Online Learning, Socialization and Navigating Critical Media Literacy
COVID-19 school closures necessitated shifts in how students engaged in learning and connected socially. For pre-adolescents and their families, these closures added urgency to an already identified challenge for parents trying to navigate their children’s engagement with digital platforms. Researchers utilized interviews to explore parent and child experiences related to online learning and behavior. Online workshops provided parents with critical media literacy (CML) knowledge and skills for navigating media texts and platforms. This paper employed emergent design-based research methodology and interpretive qualitative case-study methods. Data from interviews, recordings, and field notes were analyzed thematically. The analyses identified that parents noted increased time spent online by their children due to COVID-19 lockdowns. They also highlighted concerns for child safety, issues connected to CML, acknowledgment of the benefit of a support community amongst parents, and parent-child conversations about online actions. This study affirmed the need for parent support regarding CML and digital tools in educational and social online environments and provided suggestions for ways to promote this type of support.
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