Browsing by Subject "medialukutaito"
Now showing items 1-4 of 4
-
(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.
-
(2023)In a mediated society, the importance of media education is emphasised, and it is important that media education and news are processed with children and young people in schools. News aimed at children offer teachers a good way to discuss about current affairs with children, as well as provide media education. This study examines how news and current topics are handled in primary schools and utilized as part of teaching. The study also examines the importance of news aimed at children for teachers and pupils. The subject of the study is Helsingin Sanomat’s Children's News, a news media aimed at children in Helsingin Sanomat. Children's news is commonly utilized in schools, but there is no information on how Children’s news is used in schools. In addition, research on the educational use of news and news for children is largely focused on international research, so the aim of this study is also to produce research information on the topic specifically in the Finnish context. This study is a qualitative case study that examined Children's news in educational use and also teachers' and pupils’ experiences on educational use of and more generally on Children's news. The data of this study consisted of semi-structured themed interviews with primary school teachers and of a teaching experiment which was conducted on the basis of the interviews. The data in the experiment was collected from primary school pupils using a questionnaire and semi-structured themed interviews. The data was collected in two phases in 2021 and 2022. The method of analysis for both data sets was qualitative content analysis. Based on this study, Children's news was utilized in teaching weekly and specifically as part of the actual teaching. The Children's news broadcast, which most of the pupils also mentioned that they liked, was exploited the most in the teaching. Children's news was used most frequently in Finnish language and literature lessons, but also, for example, as part of the work on transversal competence skills such as learning skills. Educational situations with Children’s news were not usually very planned and the planning appeared particularly as checking the news topics beforehand as well as by the acquisition of any additional information. The main methods of teaching with Children's News were discussions and written methods of working. Interviews with teachers also highlighted the importance of handling news in teaching, as well as the importance of news aimed specifically to children. Pupils also felt that following the news was a positive thing and being informed about world events was important. The results show that Children's News offers opportunities for a wide range of uses in primary school education, including media education, integrative instruction and as part of the work on transversal competence skills. I hope that this study will provide examples and perspectives on educational use of news and media education and encourages to use of the news as part of teaching.
-
(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.
-
(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.
Now showing items 1-4 of 4