Media Competence Research Articles

Медиакомпетенции педагогов средней школы и области их применения

The article discusses the issue of media competence of modern teachers, which is a dynamically developing set of skills in the use of interactive technologies, means of working with information, methods of transmitting educational material and testing its mastery. The media competencies of teachers are directly related to the field of audiovisual communication, which includes SMM channels, social networks, and special educational electronic platforms. The article also raises the question of the areas of application of pedagogical media competencies and their effectiveness of use.

Adoption intention of e-government application for public health risk communication: Risk information, social media competence and trust in the government.

Effective risk communication depends on the government's ability to deploy the latest communication technologies to promptly educate its citizens of new hazards and assist them in making informed decisions. This study investigates the influence of risk information seeking, social media competency and trust in the government on the intention to adopt e-government apps for communicating public health risks. To achieve the study's objective, a convenience sample of 149 Malaysian residents residing in Shah Alam was obtained via a structured questionnaire and subsequently analyzed using the Partial Least Squares-Structural Equation Method. The validity and reliability of the study were evaluated through the outer loadings, Average Variance Extracted (AVE), and Composite Reliability (CR). The influence of underlying factors on the outcome was evaluated by examining path coefficients, standard errors, and t-values. The measurement model suggested to use three items to measure the risk information seeking and five to measure trust in the government information and social competence. Loadings ranged from 0.681 to 0.972. The three factors explained the 43.2% of the outcome variability, and all had a positive effect on the intention to adopt information from the e-government application with coefficients estimates ranging from 0.133 to 0.541. The model showed an adequate predictive relevance with Q2 = 0.381. Public health risk communication via e-government applications rely on the active and accountable engagement of the citizens. To stimulate higher acceptance and utilization of government digital services for sustainable health risk communication and management, the government must raise the public's level of digital literacy and proficiency. By offering training programs and demonstrations, the government may also need to think about making investments in education about digital and technological skill levels.

Virtualization of Museums as an Element of the Modern Education of Young Tourist Specialists

The article justifies the expediency of training specialists in the field of tourism by means of museum virtualization. It is emphasized that the development of modern information technologies shapes the theory and practice of electronic education. Various definitions of the term ‘virtual museum’, types of virtual museums, criteria for their classification, reasons for popularity, and the history of their development are partly presented. It is emphasized that virtual museums are characterized by structural and functional diversity and are of great importance for the development of cultural tourism. The results of a student survey are presented, confirming the feasibility of using virtual tours in the educational process: it is interesting for students, increases the level of mastery of professionally-oriented knowledge and skills, promotes the development of a sustained in-depth interest in communication with museum objects, the development of creative abilities, the formation of media competences. It is shown that virtual museums provide an opportunity to fill the learning process with new interesting content through the use of modern Internet technologies.

Sport Social Hub: Using the power of collaboration to develop hands-on social media competencies

This paper introduces Sport Social Hub, a collaborative, multi-institutional social media exchange inspired by the Commission on Public Relations Education's (CPRE) emphasis on key knowledge, skills, and abilities (KSAs) in public relations education. Sport Social Hub engaged students from four universities in topical, sports-themed assignments. These assignments involved creating memes, analyzing historical and contemporary sports photographs, profiling industry professionals with infographics, and developing engagement contests. The paper outlines how Sport Social Hub addresses CPRE's recommended KSAs within social media, collaboration, and creative thinking. Utilizing social media platforms as pedagogical tools, Sport Social Hub aimed to enhance students' social media competencies, promote collaboration across institutions, and develop relationships in a virtual environment. The paper provides an overview of the assignments, each assignment’s objectives, and the connection to CPRE's Fast Forward report. Assessment and feedback mechanisms are explored, highlighting the positive impact on students' social media competencies, networking with industry professionals, and the sense of community fostered through online engagement. While acknowledging the limitations and challenges, the authors propose Sport Social Hub as a model for educators seeking to integrate collaborative, hands-on, and crowdsourced approaches in their pedagogy to prepare students for the evolving landscape of communication careers.

"Post or Perish"? An Early Career Researcher's Guide to Using Social Media.

Social media usage has soared in the last decade, with the majority of adults having an account on at least one platform. Sites such as LinkedIn, X, and TikTok allow users to share content using different forms, for example, written or video, long form or short form. Social media can be used by researchers to forge collaborations, rapidly disseminate new research, and demonstrate societal impact. This opinion piece aims to highlight the value of social media, in particular for early career researchers, and offer suggestions on how early career researchers can strategically use social media to build a network and an online presence. We reflect on our own experiences of social media and include some of the reasons we have been deterred from it in the past, such as fear of making a mistake, being misunderstood, or painted as being an overconfident "know it all." As the demonstration of impact and engagement becomes ever more important in grant applications and job security, social media competency is a powerful professional skill that will be important for all scientists.

고등학생 디지털·미디어 역량 영향 요인 분석

This study determined the correlation and influence of the digital and media competencies of high school students and their surrounding factors. We analyzed educational panel data at the national level and conducted reliability and validity tests. We then performed correlation, multiple regression, and parallel multiple mediation analyses. The conceptualization and empirical findings of competency vary depending on the underlying theory, the instruments and procedures used to measure it, and the role played by various sub-factors. Therefore, we suggest conducting further empirical studies to examine factors besides communication skills, reading attitudes, reading volume, global citizenship, and self-directedness that influence digital and media competencies related to Korean language arts in a multifaceted manner. We hope that this study will lead to follow-up studies exploring these factors.

Media Competences of Teachers and their Connection with Assessment of Media Competences of Students

Djeca se već u prvim godinama života susreću s medijskim sadržajima, pri čemu izloženost i vrijeme koje provode uz medije s odrastanjem sve više raste. Upravo je stoga važno medijsko obrazovanje koje djecu treba pripremiti na suživot s medijima, a u tom procesu, uz obitelj, najvažniju ulogu imaju učitelji koji provode medijsko obrazovanje u školama te kao takvi i sami moraju biti medijski pismeni. Cilj je ovoga rada utvrditi medijske kompetencije učitelja razredne nastave i Hrvatskoga jezika, kao primarnih medijskih edukatora u hrvatskim školama, i njihovu povezanost s procjenom medijskih kompetencija učenika. U istraživanju, koje je provedeno metodom samoprocjene ispitanika, sudjelovalo je 2229 učitelja, a rezultati su pokazali da su medijske kompetencije učitelja povezane s procjenama medijskih kompetencija učenika te da učitelji najlošije ocjenjuju vlastite vještine proizvodnje medijskih sadržaja, primarno onih složenijih, te da im je potrebno dodatno usavršavanje u području medijske pismenosti. Pritom učitelji Hrvatskoga jezika svoje sposobnosti analize i kritičkog vrednovanja medijskog sadržaja procjenjuju višom u odnosu na učitelje razredne nastave. Rezultati pokazuju da su medijske kompetencije učitelja slabo povezane s procjenom kritičke medijske pismenosti učenika.

About the manipulative influence of media information on modern youth

In the learning process today, media information is actively used - the media, the Internet, print media, cinema, radio, television and resources. It is known that during periods of instability and social conflicts, media information becomes a source of unreliable, fabricated and (or) incomplete information. Thus, it can not only mislead young people, but also turn into a tool for deliberate manipulation of the younger generation. Based on an analysis of research by domestic and foreign scientists, the authors characterize media information resources and common techniques that are used in the media as a tool of manipulative influence on students. An anonymous survey conducted among 1st–4th year students of the Federal State Budgetary Educational Institution of Higher Education «North Ossetian State University named after K.L. Khetagurov» allowed us to identify the most common media sources. Among traditional media sources are the Internet and television, and among new media are social networks, telegram channels, video blogs - blogs - websites, etc.). In a conversation with students of the psychological, pedagogical and mathematical faculties, it was revealed that, using a huge news flow, students are not ready to competently verify and select information, recognize truth and misinformation, and check false information. In this regard, according to the authors, it is necessary to develop educational programs that promote the formation of media competence of young people, and serious work is needed to prevent dangerous manipulations in the student environment.

ФОРМАЛЬНА ТА НЕФОРМАЛЬНА МЕДІАОСВІТА В УКРАЇНІ: ПРОБЛЕМИ І ПЕРСПЕКТИВИ

The article examines the current state of development of formal and non-formal media education in the Ukrainian educational space. A comprehensive analysis of the formal and informal aspects of the media education paradigm is carried out, and the key areas of their development are identified. The formal and non-formal aspects of media education are systematized, taking into account its impact on the development of media literacy and critical thinking of participants in the educational process. The media education experience and best practices of media education activities in formal and nonformal education in Ukraine are highlighted. It is determined that the media is one of the factors in the practical implementation of the theory of dialogue of cultures, and therefore acts as an important social institution of the modern information society. The current state of media literacy of teachers in Ukraine in the framework of formal and non-formal education is analyzed, and it is noted that the problem of media education requires scientific substantiation and the search for ways to modernize the system of professional development of scientific and pedagogical workers. The predominance of non-formal media education is obvious, but the availability and differentiation of media education programs provides teachers with a significant amount of opportunities for the development of personal and professional media culture. A modern teacher should become a generator of media literacy skills for participants in the educational process. Therefore, the value of teachers' media competence is gaining new importance for ensuring continuous education and sustainable development of Ukrainian society.

Does the Association between Preschool Media Use and Language Difficulties at School Entry Vary by First Language of the Child and Parental Education?

Both media use and social background affect children's language development. The aim of this study was to explore the association between media use and different aspects of language difficulties (grammar, auditory memory, articulation) and social background (first language (FL), parental education (PE)) in more detail. We analyzed data from 4015 children from the 2013/14 school entry examination in a Western German city. Media use, FL, and PE were assessed by social history, and language difficulties by sociopediatric screening. We calculated Prevalence Ratios with a 95% Confidence Interval for language difficulties by media use and FL/PE; compared models with and without interaction terms; and estimated the predicted prevalence of language difficulties by media use and FL/PE. Children with non-German FL/low PE had a higher media use and more language difficulties. However, the gradual association between media use and grammatical abilities/recommendation of training was more pronounced in children with German FL and medium/high PE. e.g., especially in the preposition subtest. The association between media use and language difficulties varies regarding different aspects of social background and language difficulties. Still, extensive media use is linked with language difficulties for all children. The media competence of young families remains crucial in times of digitalization.

Knowledge, awareness, and practices of telehealth: A cross-sectional study on psychiatric nurses in Jeddah City

The emergence of telehealth stands at the forefront of healthcare evolution, particularly in mental healthcare delivery. The efficacy and adoption of this modality, however, are largely contingent upon the awareness and competence of professionals in the field. This study sought to investigate the awareness, attitudes, and proficiency of psychiatric nurses in Jeddah City regarding telehealth, providing insights into its applicability and potential challenges in the region. Findings indicated that a significant 81% of psychiatric nurses in Jeddah City are familiar with telehealth. Attitudinally, the majority viewed telehealth favorably, with an overall mean attitude score of 3.7 ± 0.91 on a 5-point scale. Proficiency-wise, foundational digital skills were robust, with 72.4% showcasing medium to professional competence in basic computing tasks. However, more specialized telehealth-specific tasks identified areas for enhancement, such as installing software where only 40.4% demonstrated professional or medium competency. Psychiatric nurses in Jeddah exhibit a strong foundational readiness for the integration of telehealth, underscored by their considerable awareness and largely positive attitudes. Targeted training, especially in niche digital areas, is paramount to ensure telehealth's seamless integration and efficacy in mental healthcare delivery.

EFFECTIVE METHODS OF DEVELOPING MEDIA COMPETENCES OF UNDERGRADUATE STUDENTS

This article explores effective methods for developing media competences among undergraduate students. In today's digital era, media competences are essential for students to navigate the complex media landscape. The article discusses the importance of media literacy education, active learning strategies, collaborative learning, integration of emerging technologies, and multicultural perspectives. These methods enhance students' critical thinking, media analysis, creativity, technological proficiency, and multicultural awareness. By implementing these approaches, educators can equip undergraduate students with the necessary skills, knowledge, and attitudes to engage with media critically, create meaningful content, and become responsible participants in the media ecosystem.

Типографический ландшафт и прагматика типографической вариативности

The present paper suggests a linguistic approach to typography which is understood as a variable communicative resource. Typography acts as one of the semiotic tools for meaning making. A person actively chooses semiotic resources that are adequate in the socio-cultural situation, interprets the meanings and coordinates their communicative competence with socio-cultural norms and traditions of communication. The methodological framework of the study is based on modern explanatory approaches to the pragmatics of meaning that have been developed in media linguistics, discourse linguistics, and is in line with a new sociolinguistic strand typographic linguistics. The typographic variations are involved in the shaping of a semiotic, typographic landscape and generate typographic meanings as a special kind of pragmatic meaning. The typographic meaning is of an indexical nature and can be studied within the framework of social indexicality in line with current approaches in sociolinguistics and metapragmatics to communicative variation. From this point of view, the issue is related to media competence and media literacy as a person's ability to recognize and consciously apply various communicative forms and channels to express meanings in an appropriate situation. The analysis is exemplified by means of modern Russian advertising messages, street signs, announcements. Typographic meaning is created and recognized in the communicative interaction of social actors.

Adequate Digital Competence in Early Childhood Education

The key questions this study seeks to answer is what adequate digital competence is and how preschool teachers characterise young children’s adequate digital competence. A variety of frameworks and models have been developed to exemplify and characterise teacher’s digital competences. However, to date, there is hardly any study examining young children’s digital competencies in early childhood education. The data were collected through semi-structured interviews with 13 preschool teachers at seven preschools in the centre of Sweden and analysed using qualitative content analysis. The findings of the study show that children’s digital competence in early education is an increasingly complex notion which can be characterised by seven key aspects: To get better understanding and be familiar with digital technologies, To use digital technologies, To have a critical approach toward digital technologies, To have ethical media competences, To have problem-solving skills, To be producers, not just consumers, of digital technologies, and To dare trying digital technologies. This study, further, portrayed the digitally competent preschool teacher’s qualifications in order to fulfil preschool teachers’ complex task (i.e. educare) in children’s learning and development.

Mediatisations of Emotions in Theory: The Media Studies Perspective

This article provides a synthetic review of key theoretical approaches adopted by media experts in their studies: psychoanalytic, psychobiological, philosophical approaches and critical perspective of media cultural studies. An attempt is made to systematize the major research areas of media representations of emotions. The analysed emotions are treated as a predictor of the choice of media broadcast, an element of media exposition, a determinant of psychological and behavioural effects of media message, an affective reaction to exposition, and a “culture of emotions”. A synthesis of the conditions and contexts behind the emotions presented in the media. Groups of determinants and affective contexts for media situations were defined as: media types, co-recipients of the message, the role of witness/observer, the level of identification, forms and means of emotion channelling, media competence.

Theoretical foundations for the development of media competence in preparing students for professional activities

The widespread introduction of information technology achievements in modern medical institutions proves that the method of obtaining electronic information is much more convenient than the method of obtaining printed information. The number of database users is increasing every day, as access to the information space and methods of obtaining information become easier. Today, scientific and technical information institutions, scientific and educational groups, editorial offices of publishing houses and magazines, organizations using the Internet, archives, museums, and scientific researchers have a wide range of electronic databases. In this regard, it is shown that it is extremely important to consider the problems and prospects of introducing information technologies into the medical education system. It defined the main goal of developing the media competence of specialists by developing the media competence of specialists, creating the necessary pedagogical conditions to ensure their professional and personal development, determining their psychological and pedagogical state, and developing a mechanism for monitoring and assessing their quality.

Cameras in the classroom – media competence through student teachers’ theoretical reflections on the use of classroom videos?

Cameras in the classroom – media competence through student teachers’ theoretical reflections on the use of classroom videos?

DEVELOPMENT OF MEDIA COMPETENCE OF STUDENTS IN PRACTICAL UNDERGRADUATE CONDITIONS

The development of media competence among students in practical undergraduate conditions is crucial in the digital era. This article explores the significance of media competence, its components, and strategies for fostering it in undergraduate education. Through a mixed-methods research approach, the findings reveal the positive impact of practical assignments, collaborative learning, and media literacy education on the development of media competence. Challenges such as limited resources and the prevalence of misinformation are also identified. Recommendations include integrating practical assignments, providing access to resources, and offering media literacy workshops. The development of media competence equips students with essential skills for criticalmedia analysis, digital literacy, and responsible digital citizenship.

Media Reality of Modern Education: Historiography of the Problem of Media Literacy and Media Competence

The modern educational paradigm exists in media reality. Accordingly, the challenges and trends of the modern educational space are formed around the problem of media literacy and media competence. The aim of the study is to analyze the best educational practices of the United States, Canada and the United Kingdom in the sphere of media literacy and media competence in order to identify the innovative potential of modern reforms, understand and realize modern processes in education, and design its future.
 The research is based on the analysis of contemporary scientific and pedagogical discourse around the issue of media literacy and media competence. The study of this issue is based on a comprehensive retrospective analysis of the works of scholars from the United States, as well as Canada, the United Kingdom. The author analyzes the historiography of this issue, which reflects different stages of its development, using a complex of historiographical and historical-comparative methods and approaches.
 The results of the study made it possible to identify and describe the content, focus, specificity and factors of the development of the problem of media literacy and media competence as key components of the transformation processes of the modern educational paradigm and determine the value-content orientations of scientific and pedagogical discourse.
 Based on the results of the analysis of the historiography of the problem, it is concluded that the theoretical basis of the problem of media literacy and media competence is made up of pedagogical, sociological, psychological and philosophical theories; the impact of media on the formation of the individual in particular and the community in general; research on information and information-psychological security of the individual; provisions on the influence of the mass media on the formation of personal qualities and behavior; provisions on the impact of informatization on the learning process; research on psychological protection of the individual in the information environment; research on the phenomenon of information culture; concepts of personal information culture development; general scientific provisions of the theory and history of the periodical press and its influence on the formation of consciousness; a provision on the need to enrich pedagogical experience by combining the best examples of pedagogical theory and practice from different countries in order to preserve universal values, ideals and individual rights.

Ukrainian and international experience of formation of information competences by means of library practices

The relevance of the research problem is explained by active digitization, which places modern libraries tasks to apply new information and communication technologies in their work to increase the level of information competencies of employees and readers. The purpose of the article is to determine the main forms and methods of forming information competencies through library practices in the context of Ukrainian and international experience. The research methodology is based on a combination of source analysis, comparative analysis, and systematic and logical methods of scientific research. As a result of the study, it was noted that the concept of information literacy encompasses a set of technological skills that contribute to effective information search and processing, enhance the ability to interact effectively in the media space, understanding the essence of media texts, and the ability to protect against negative media influences. Based on the analysis of the legislative framework, the content of the concepts of “digital competence” and “media competence”, which are components of information competence, was determined. The article defines the specifics of forms and methods of increasing the level of information competencies in public and academic libraries. In public libraries, work on increasing the level of information competencies includes skills and abilities to use information and communication technologies; search for information on the Internet; safe and responsible work in the virtual space; critical processing of information obtained from media resources. In academic libraries, in addition to the above, work is aimed at expanding knowledge services, strengthening interaction between teachers, students, and librarians for the effective conduct of innovative research and the quality assimilation of new knowledge. For librarians as knowledge managers, increasing the level of information competencies encompasses a complex of technological, information legal, methodological, moral-ethical knowledge with the involvement of security components. The practical significance of the research lies in the possibility of more effectively using the analyzed practices of forming information competencies by Ukrainian libraries