整合跨内容领域的媒体素养

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Matthew Korona, A. Hutchison
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引用次数: 1

摘要

教师必须首先掌握必要的媒介素养技能、策略、倾向和教学法,才能有效地将媒介素养融入教学中。此外,已有研究表明,课程资源设计是媒介素养专业学习的有效形式。本案例研究考察了不同内容领域的高中教师在参与在线专业发展课程时如何将媒体素养融入教学,以及高中教师如何应用媒体素养在线专业发展课程的内容来设计媒体素养教学。研究结果表明,教师们对之前的教学实践做出了微小的改变,这表明参与在线课程使他们以新的方式思考媒体素养整合。此外,教师通过运用媒体构建背景知识、提供明确的媒介素养策略指导和支持、促进内容课程与媒介素养交叉的独立实践、布置媒介制作来展示内容知识等方式应用在线专业发展内容。建议包括为教师提供媒体素养背景知识,审查源于媒体素养专业发展的教学,以及授权教师通过批判性视角设计媒体素养教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Integrating Media Literacy Across the Content Areas
Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an online professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made minor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online professional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media literacy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy background knowledge, examining instruction stemming from media literacy professional development, and empowering teachers to design media literacy instruction through critical lenses.
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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