Media literacy

Media education is concerned as a part of the field of media education with practical educational work in the field of media.

The term is firstly used to identify an area within the media-pedagogical practice, ie as a particular form of media education activities. It is characteristic of this action that the actor wants to achieve the respective transfer of knowledge and skills that are necessary to an enlightened and competent so far dealing with the media. Who has in this sense on media literacy, is characterized by an active, critical, conscious, selective and productive approach to media. Media should be learn to express themselves in this sense as a tool of development of knowledge of a culture and in their way. This makes it clear that the media is increasingly regarded " as a tool for development and participation in the knowledge society" ( Kerres ). The acquisition of knowledge about mass media, media analysis and media design are the classical topics of school media education. Media education is defined in the curricula in several states as a compulsory part of the curriculum. It is, however, associated with any particular school subject, but the subject of teaching in a number of subjects.

The term media education is secondly used to identify the scientific study of the above-outlined media educational practice. As a scientific activity, the media education describes conditions, forms, and effects of media educational practice and their social environment ( especially popular media education discourses as the debate about so-called killer games), criticized this practice based on education theory and educational requirements and explores methodological alternatives to the given practice.

Literature (selection )

  • Brezinka, Wolfgang ( 1995): The subject of Education and the role of educational research. In: Brezinka, Wolfgang: educational goals, educational means, educational success. Contributions to a system of educational science. Munich: Reinhardt ( Collected Works / Wolfgang Brezinka, 5 ), pp. 15-42.
  • Sabine Eder, Susanne Roboom (eds.): Video Compi & Co. About the use of media in the daycare center. GMK office, Bielefeld 2004, ISBN 3-929685-32-9
  • Leufen, Stefan / Tulodziecki, Gerhard: curriculum discussion. Results of the research, in: Bertelsmann / Nixdorf Stiftung (ed. ): New media in schools. Projects concepts skills, Gütersloh 1996
  • Divina Frau- Meigs (ed.): Media Education: A Kit for Teachers, Students, Parents and Professionals (PDF, 1.62 MB, 185 pages), UNESCO - 2006
  • Norbert Neuss, Carola Michaelis: New Media in kindergarten. Play and Learn with the computer. Gabal, Offenbach 2002, ISBN 3-89749-246-6
  • Britta Nielen: Media in kindergarten, in: K. Zimmermann- Kogel, N. Kühne: Practical Guide to Social Education, Volume 4, pp. 162-199, Troisdorf, educational publishing ONE, 2007; ISBN 978-3-427-75412-1
  • Eike Rösch, Kathrin Demmler, Elisabeth Jäcklein circle, Tobias Abers- Heinemann ( Eds.) " media education practice manual. Principles, ideas and concepts for active media work ", Munich 2012 ( ISBN 978-3-86736-279-5 )
  • Hans -Jürgen Tast (Hrsg.) " media literacy. Activity opportunities for children and young people ," Schellerten 1996 ( ISBN 3-88842-022-9 ).
  • Hans -Jürgen Tast (Hrsg.) " youth - media -Treff. Ways to Media Literacy", Schellerten 1998 ( ISBN 3-88842-023-7 ).
  • Spanhel, Dieter; Dichanz, Horst (2006): media education. Educational tasks in the media society. Stuttgart: Klett - Cotta ( Manual Media Education, Vol 3).
  • Albers- Tobias Heinemann, Björn Friedrich: ' The Facebook Guide for Parents ", O'Reilly, ISBN 978-3868993790
Medium Selection (disambiguation) Knowledge economy
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