Media Education = Mediaobrazovanie

Number 1, 2016

13-20
Prosumer teachers for the development of media competency in the Spanish population

Authors: Castro-Zubizarreta, A., Pérez-Rodriguez, M.-A., Garcia-Ruiz, R.

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In the past few decades, different initiatives have been underway in Europe to promote media literacy of the citizenry. The conceptualization of media competency, the need to boost media education of the faculty and the systematic integration of this competency into the curriculum are fundamental aspects for this. This article poses the importance of adequate training of the teaching staff as prosumers.

21-46
Disparate culture, disparate education - a discussion on school workshops about re-interpretations of war

Authors: Bachmair, B.

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The basic assumption is that our culture is in the situation of a radical change driven by diverse processes of de-limitation which lead to disparate structures. Disparate structures means they do not fit together in the familiar traditional forms. Education has not just to react to disparate structures but education itself is becoming more disparate. Education is object of de-limitation among others with consequences for traditionally institutionalized teaching and learning. Scholastic forms of formal learning especially are under pressure to be just an instrument of producing knowledge as an accountable economic resource. This connects school learning to economy, but alienates learning from personal development and the societal ideas of learners as aware citizens. De-limitation of media by digital and individualized mobility is another phenomenon which produces disparate structures. e.g. the mobile devices as integrated tools of everyday life are seen by the school to be in severe contradiction to established school learning. To identify concrete ideas on learning under the condition of disparateness three workshop in schools about the subject war should help to develop practical scenarios. These three workshops at schools in Great Britain and Germany tried to identify re-interpretation as an important form of learning under the condition of disparateness. Re-interpretation is the attempt to combine learner-centred and open forms of formal learning with trends of our recent cultural development. This paper opens with a report about the practices of three school workshops on the subject war and then explains the mains structures of our disparate culture: the dynamic of detraditionalization and delimitation which leads among others to individualized, ubiquitous mobile devices and provisional, multimodal form of representation in user generated contexts. To see learning as the personal re-interpretation of pre-given scholastic subjects is one of the educational reactions to the disparate cultural transformation. Three key features are identified: provisionality and multimodality; individualisation and digital mobility; user generated contexts, to which educational scenarios of the three school workshops react. These scenarios use, among others, smartphone applications like Whatsapp or the photo application of the students' personal smartphone.

187
Media Education. 2016. n 1. Full text of Journal

Authors: Castro-Zubizarreta, A., Pérez-Rodriguez, M.-A., Garcia-Ruiz, R. Bachmair, B.

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Media Education. 2016. N 1 (Volume 48) Russian journal of history, theory and practice of media education Founded 2005. Frequency - 4 issues per year. e-ISSN 1994-4195 The Journal is included in the Russian Scientific Citations Index http://elibrary.ru/title_about.asp?id=32086, international register of scientific journals Directory of Open Access Journals DOAJ: https://doaj.org/toc/1994-4195 OAJI: Open Academics Journals Index http://oaji.net/journal-detail.html?number=2113 MIAR: Information Matrix for the Analysis of Journals http://miar.ub.edu/issn/1994-4195 Index Copernicus: http://www.journals.indexcopernicus.com/oeu+34+NEUR+34++12+u,p9119,3.html Global Serial Directory UlrichsWeb: http://www.ulrichsweb.com/ulrichsweb/ and the catalog relevant resource portal UN Alliance of Civilizations Media Literacy Education Clearinghouse: http://www.aocmedialiteracy.org Founders: UNESCO Moscow Office, Russian Association for Film and Media Education, Anton Chekhov Taganrog Institute, ICO “Information for All”. Editorial address: Articles for this journal publication are accepted via e-mail only. E-mail: tina5@rambler.ru Editorial board: Alexander Fedorov (Editor), Prof., Ed.D., Anton Chekhov Taganrog Institute, Rostov State University of Economics. Ben Bachmair, Ph.D., Prof. i.r. Kassel University (Germany), Honorary Prof. of University of London (UK). Oleg Baranov, Ph.D., Prof., former Prof. of Tver State University. Larissa Bazhenova, Ph.D., former head of screen study department of Russian Academy of Education, Moscow . Elena Bondarenko, Ph.D., docent of Russian Institute of Cinematography (VGIK), Moscow. David Buckingham, Ph.D., Prof., Loughborough University, United Kingdom. Emma Camarero, Ph.D., Department of Communication Studies, Universidad Loyola Andalucía (Spain). Alexei Demidov, head of ICO “Information for All”, Moscow. Svetlana Gudilina, Ph.D., Russian Academy of Education, Moscow. Valery Gura, Ph.D., Prof., Anton Chekhov Taganrog Institute. Tessa Jolls, President and CEO, Center for Media Literacy Nikolai Khilko, Ph.D., Omsk State University. Natalia Kirillova, Ph.D., Prof., Ural State University, Yekaterinburg. Sergei Korkonosenko, Ph.D., Prof., faculty of journalism, St-Petersburg State University. Alexander Korochensky, Ph.D., Prof., faculty of journalism, Belgorod State University. Valery Monastyrsky, Ph.D., Prof., Tambov State University. W. James Potter, Ph.D., Prof., University of California at Santa Barbara (USA). Robyn Quin, Ph.D., Prof., Curtin University, Bentley, WA (Australia). Alexander Sharikov, Ph.D., Prof., faculty of media communication,The Higher School of Economics, Moscow. Vladimir Sobkin, Acad., Ph.D., Prof., Head of Sociology Research Center, Moscow. Imre Szíjártó, PhD., Prof., Eszterházy Károly Fõiskola, Department of Film and Media Studies. Eger (Hungary). Kathleen Tyner, Assoc. Prof., Department of Radio-Television-Film, The University of Texas at Austin (USA). Leonid Usenko, Ph.D., Prof., former professor of South Federal University, Rostov-on-Don. Elena Vartanova, Ph.D., Prof., Dean, faculty of journalism, Moscow State University. The web versions of the Media Education Journal: http://mediaeducation.ucoz.ru/load/zhurnal_quot_mediaobrazovanie_quot/6 http://www.mediagram.ru/mediaed/journal/ Information Support: Portal “ Information Literacy and Media Education” http://www.mediagram.ru Portal "Media Education and Media Culture" http://mediaeducation.ucoz.ru Portal “Information for All” http://www.ifap.ru