Browsing by Subject "mediakasvatus"
Now showing items 1-10 of 10
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(2015)Purpose of the study. The purpose of this study was to describe 6th graders as media consumers, especially what comes to news media. By interviewing 6th graders the target was to find out what kind of news early-teens follow and whether they make any comparisons between news sources when selecting and reading the news. Furthermore, the purpose was to find out from the interviewees what kind of support the school has provided in developing their media literacy and how critical media literacy show in their behaviour as media consumers. Earlier studies on this subject have indicated that children and youth as "digi natives" are experienced and skilful media consumers. Lot of knowledge is shared between friends and media skills are developed for a large part outside school life. At the same time there exists concern on the dangers of media and on how children are able to interpret the media. From beginning of next year the new national curriculum emphasizes media literacy as part of multi literacy. The target of this study is to get more information needed for the development of the media education. Methods. The study was performed by interviewing 6th graders in November 2014 in a capital area school. Nine interviewees were selected from a communication orientated class with consent from their parents. Interviews were conducted following a semi-structured interview plan in the form of pair and group interviews. The interviews were recorded, transcribed, grouped and compiled to conclusions. Findings and conclusions. The findings suggest that 6th graders follow news follow the news infrequently and comparisons between different news sources are made almost solely to secure the validity of the information. Media skills are learnt from friends, whilst at the same time an early-teen is still strongly influenced by the family. The students deemed media education at school insufficient and "old fashioned". Schools should connect the taught subjects to real life and give students a chance to find solutions to problems together with classmates. Consequently critical reading skills are in everyday use and not just a blurry concept, which one does not know how to take; with thought, with anger or with a straight face.
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(2015)This thesis analyses how young, blogging girls see and experience commercialism in blogosphere. My aim is to find out what kind of consumers these girls are and which qualities are typical among them. Do these girls feel that blogs have the possibility to have an influence on other peoples consuming and does commercialism have some kind of role in their blogs. There are some previous studies about adults and older adolescents and their roles in Finnish blogosphere and that is why this study concentrates on 13–15 year old girls. The theoretical background of this thesis is based on consuming, social media and commercialism on internet and blogs. The data of this study was collected from 13–15 year old girls who write blogs quite regularly. They (N=17) answered to five different open questions and were able to see all the other girls' answers and comment on them. Beside this data I also used some blogs and blogposts that these same girls have written. This is a qualitative study that was analysed with the following methods: qualitative content analysis, themes and types. In the analysis I introduce some common thoughts and thoughts that vary from other answers. I have created three different types of a young, blogging girl. These types can be used when constructing curriculas and lessonplans especially in home economics classes These girls' thoughts about consuming do vary quite a bit according to my data. Their wish to be a critical consumer came up in many answers and some of them were able to show some qualities of critical consuming in their answers. These girls were also able to find some factors that have an influence on their consuming in social media. They had different opinions regarding the commercialism of the blogosphere. It is a common thought that their own blogs have some forms of commercialism in them even though they don't have any official co-operation with any companies. Their thoughts of commercialism in social media were very mature.
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(2020)The objective of this research was to determine what sorts of risks pre-adolescent children are able to recognize on social media and how they act once they have acknowledged these dangers. Additionally, the goal was to study the effects of school and media education on the preadolescents’ social media behavior. In this research social media has mostly been de-fined according to previous studies, as applications favored by children and adolescents. One class of fifth graders from the Helsinki metropolitan area participated in the research. The material was collected through themed small-group interviews. There were a total of 21 participants and seven interview groups. The data was categorized and analyzed by using the content analysis method. Four different content types were identified from the material, and were categorized as social media risks recognized by the pre-adolescents. These labelled risks were bullying, personal information, hoaxes and unpleasant content. Bullying on social media was brought up the most often. The adolescents had been taught media education at school, but they still would have preferred to receive further education especially on the subject of social media har-assment. Some of them felt they were already familiar with the content of the media educa-tion curriculum beforehand, and had not learned any new useful information. The pre-adolescents’ behavior on social media aligned with the risks they had identified and the media education they had received. They valued their own privacy on social media, but were not able to react to bullying otherwise than by blocking the harassers. The pre-adolescents con-sidered bullying to be a substantial part of social media, without any possible solutions.
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(2022)Objectives. Parents of preschool children need to consider several questions concerning the children’s use of digital media. Should they limit the screen time strictly or act more freely according to the situation? The existing research on the topic is varied and mostly concerns school aged children and adolescents. The aim of the study was to find out whether parents of preschoolers consider themselves get enough support and information to help in decision making concerning digital media use. Research questions were: What kind of experiences do parents of preschoolers have of their children’s digital media use? What kind of support do parents wish to have and what kinds of wishes do they have? Methodology. The research material was attained through interviewing five parents of preschool children concerning their experiences of children’s digital media use. The material was analyzed through content analysis. Results and conclusions. The parents identified several positive and negative effects that digital media use has on children. They had diverse, well-functioning procedures when it comes to screen time, restrictions and rules. Both the parents applying strict restrictions and the ones who restrict only a little did implement principles of dialogical parenthood. Parents expressed a need to get much more material and support for preschoolers’ media education than they do at present. They wished to get more support both from child welfare clinics and from daycare. Parents of preschoolers could be supported in media education through available material and support at child welfare clinics and at daycare. The effects of this kind of support on the everyday life of families and parents’ experiences of media education could be further researched for example through intervention or case study.
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(2015)The objective in this study was to describe play with media devices and scrutinize how media and play intertwine in Mediaplay in Kirkkonummi. The two research questions were how Caillois's core charasteristics of play were found in Mediaplay and what kind of relation between media and play is composed in Mediaplay. Media is significant developmental environment for our children, thus setting a challenge to child-centered media education. The aim of Mediaplay is to enable child-centered media education through play. In Mediaplay children operate with cameras and videocameras freely, produce media and play with and within media. It is important to understand what kind of play is constructed when children are playing with media devices. Video data was produced by filming 4-5 years old children's Mediaplay in two Kirkkonummi municipal daycare centers during 2012. Data was analyzed by video analysis. Play episodes were recognised and analyzed deductively from Caillois's play theory. The relationship between play and media was analyzed abductively. Core characteristics of play were recognised in mediacontexted and mediafacilitated play. Fourteen play episodes were divided to mimicry and ilinx categories. Some of the play episodes did not fit any of Caillois's categories of play. Those episodes consisted of strong physical activity without vertigo element. Mimicry episodes consisted of roleplay. In ilinx episodes vertigo was produced virtually by media. Agon characteristics of Mediaplay were recognised only when analyzing all operational episodes. Media and play had multiple simultaneous relations to each other. Media was a play topic, and same time a toy. Media was expansed from a toy to context of play when children were playing with an inside of visual elements. Mediacontexted and mediafacilitated play can be creative, rich in imagination and encourage to physical activity. Conducting adult's orientation in Mediaplay has an influence how actual activities are constructed; under strong adult conduction Mediaplay can turn into pedagogical play. Further research should be made of the meaning that children give to their play within media and how aims of small children's media education are attained by Mediaplay method.
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(2022)The aim of this thesis is to study disinformation as a cultural phenomenon from the point of view of media education. Disinformation, aforethoughtful misleading information sharing, is a form of information advocacy. The civil impact of disinformation has been considered as a global threat by several parties. In this thesis I elaborate on how the case of disinformation appears in lives of children who have grown during the era of social media and how media education corresponds to it. In this thesis recognizing disinformation is proposed to require a way of media critical thinking. The thesis includes an analysis based on an interview with a professional media educator. In the analysis I seek for understanding for meanings of disinformation as a cultural phenomenon and as a part of educational work. The method of this thesis is a phenomenographic, theory-based content analysis based on an interview with a media education expert. For this thesis I had an interview with media education expert, docent Sara Sintonen. The interview questions came to prominence from the theoretical framework. In the analysis I clarified the media educators meanings for disinformation as a part of media education. I analysed the thoughts of Sintonen in relation to the literacy, articles, and writings from the theoretical framework of this thesis. The expert of media education defined disinformation as non-truthful knowledge, which appeals to emotions. As for the strenghts of media education the media educator appointed the high-quality content and democratic practices. As for the challenges of media education the way of seeing media education by usability and not by the content was pointed out. As for the key features of media education for example the role of the teacher was seen as a social influencer on for their close circle. As for prevention of disinformation the media educator named collective crowding and common value base. Relevant features also included dialogue, counter-sounds and striving for understanding.
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(2016)There has been done some research on the relationship between girls and media before, but the amount of current studies is very little because of the vast change of media culture. Also the perspective of these researches has rarely been in the girls them selves. Thereby the porpoise of this research is to enlighten sixth grade girls' perspectives on the phenomenon at hand. The goal is to find out how these girls' interpret the female image of visual media culture and how media effects on the development of their self-image. Girls' thoughts on the necessity of media education are also in a significant role. Theme interview that was done in groups was the method that was used in this research to collect the data. Sixteen sixth grade girls were interviewed in five interview groups. Three base materials representing visual media culture were used in the theme interviews. The collected data was analyzed by theory-guided content analysis. The data was categorized mostly to themes that rose from the interviews and and results were compared to the theoretical framework. The results of this research were divided into three broader themes that were convergent with the research questions. First of all the girls analyzed and interpreted the female image of media culture. Sexualization was clearly seen in all of the base materials, but the girls reacted more disapprovingly to the material that was closet to their own everyday context. It is easier for the girls to accept sexualization in public media culture, where the objectification of women has become an ordinary phenomenon. Secondly the girls discussed medias influence on their self-esteem. The girls expressed how they get inspired through the pictures they see in media and discussed on the meaning it has on their clothing and appearance ideals. They make purchase decisions and admire sporty bodies through media, yet the true influence was hard to recognize for some of the girls. Be-cause of the many effects that media has, the girls think that issues related to it should also be talked about in school. Especially the risks and problematic situations that media contains were seen as something that should be dealt with together. All in all the sixth grade girls showed as skill-full agents of media culture, for whom social media especially is a significant part of every day life.
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(2016)The aim of this Master's thesis is to study the use of videos in education. The main focus is on teachers who produce their own videos. Due to the exponential growth of audio-visual communication in social media and the internet, today's youth consume videos more than ever. In many ways schools continue to operate in the same way they have in previous decades and fail to utilize the full potential of the new medium. The theory section of this thesis consists of two chapters, which examine the use of videos in schools and the Flipped Classroom method, which is based on the idea of student-centred learning. Previous studies have shown, that the Flipped Learning method can improve student satisfaction and in some cases test results. Research findings on the qualities of a good instructional video are available. The research method chosen for this paper is one of theory-guided, qualitative content analysis. The theme-centred interview consists of three Finnish upper secondary school teachers, who had several years of experience in the making of instructional videos. Based on analysis of the semi-structured interview, three main categories were formed: videos in education, making of videos and teaching with videos. Case study as a research strategy helped to answer the main questions of why and how videos are used in schools. The study reveals, that teachers produce videos, because they want to teach in their own specific way. The teachers used other online videos only as additional material and they did not receive much collegial support. According to teachers, the Flipped Classroom method, which relies on videos as learning material, improved student and teacher satisfaction at school. It shifted the work from teaching towards guiding. The production of the videos was considered time consuming, but the student feedback was positive. Often students did not watch the videos at home, which was a problem for the teachers. In the future, the teachers want to develop and support students to produce their own videos. This could help them to understand the students' thinking processes and replace some of the written exams. Increasing the use of video at school could help develop students' media literacy, support different learning styles, encourage creativity, improve school satisfaction and narrow the communication gap between students and teachers. The findings can be applied by those who wish to produce their own instructional videos or try the Flipped Classroom method.
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(2016)The societal impact of media has grown during the past decade, mostly as a result of the ongoing digitalisation. We live in a culture where a significant part of our daily experiences are delivered by some form of media. The influential role of media is obvious, and the contents are produced by an unprecedented range of authors, from the children and youth to marketing professionals. For this reason, having good media skills is more important than ever. These skills include the understanding, production and interpretation of media. In the present work, we studied the teaching of media skills at elementary school level from the viewpoint of class room teachers. Our goal was to find out how media education is realised in practice. We approached media education from the perspective of its technical, content-related and cultural aspects. We studied how the teachers understand media education, and how they see themselves as media educators. The study was realised as a qualitative case study. The research material was gathered by interviewing six elementary school teachers during the spring of 2016. The material was interpreted by means of content analysis. The research material is divided into three main themes, which in turn consist of seven sub-themes. The interviewees were very different with respect to their understanding of media education. Nevertheless, they all considered it to be of importance. The practical media education, as realised in the class room, had a clear emphasis on the content-related aspects, as well as on the development of critical media literacy. The same emphasis could be seen in the teachers' own definitions of media education. The interviewees felt uncertain of using media as a tool in their own teaching. They believed that a practical media education guide would be beneficial when planning their lessons. They felt that focusing on media education was challenging amidst their other teaching duties. Majority of the teachers told that media education was only realised integrated into others substances. Our results imply that, in the Finnish elementary school, media education is not realised to its full need and potential.
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(2020)YouTube has become the second popular application among children. The objective of this research was to determine why children spend so much time in YouTube and examine children viewpoint on YouTubes’s commercial collaborations and review it by critical media educational point of view. Also, the goal was to research school’s role as a media educator. Classes of first and second graders from Helsinki metropolitan area participated in the research. The material as collected through themed small-group interviews, which had four bigger themes as YouTube’s using, commercial collaborations, criticality and school’s role. There were a total of 17 participants and six interview groups. The data was categorised and analysed by using the content analysis method. Three different content types were identified from the material and they were YouTube’s using, viewpoint on YouTubes’s commercial collaborations and school’s role as media educator. One extra type was identified in children’s interviews, and that was parent’s role. The reason why children adores YouTube is because it is full of entertainment and the diversity it serves. Most of the children involved in this research has use the application for several years and still use it every day for several hours. Children recognise commercial collaborations, but they don’t really understand what they mean in practice. Criticality against influencer marketing was not present. Children don’t talk about YouTube in school with their teachers and school’s media educations don’t seem to reach YouTube.
Now showing items 1-10 of 10