Browsing by Subject "Media education, media skills, critical media literacy, Yle Mix, news"

Children in primary school age already use the internet and social media, but they are miss-ing media literacy skills. Children may also be exposed to several different risks while using the internet. Therefore, while social media is playing a more significant role also in children's lives it would be important that there would be accurate and truthful information available for them too. Children value news but they think news organizations don’t understand the lives of young people and don’t cover the issues that matter to them. Yle Mix by Finnish Broadcasting Company (Yle) tries to answer this need by producing news journal-ism for children about current topics and the matters of the lives of the children. After all, the news has a great influence on our ideas of the world and the news produced for children in-creases their inclusion in society. Nevertheless, there’s no previous research done from the content of Yle Mix news. Therefore, the aim of this study is to examine Yle Mix as a news genre and study media education discourses produced in the analysed news videos. In this study three different Yle Mix news videos related to issues of media education were analysed. All three news videos were available on the internet. News videos were studied as multisemiotic texts where the combination of the text, picture and audio together con-structs the meaning of the news video. The genre of Yle Mix news was studied, and the da-ta were analysed with discourse analysis in order to present the media education discours-es produced in the news videos. The results of this the study shows that the Yle Mix news differ from the genre of televised news but there are also similarities between them. In the data there were three main media education discourses presented: risks of children's media usage, teaching of media skills and normalizing the children's media usage. According to the analysis the media education of the news videos was presented trough the potential risks of children’s media usage, but this point of view was also challenged in the data. However, the risk discourse and teach-ing discourse were hegemonic while discourse that emphasised children's inclusion and rep-resented children's media usage as normal were subordinate to the previous.