Media Competence Research Articles

Digital Media Competence in the Mexican Interactive Generation. Have Digital Competence Programs Worked in Mexico?

Objective: This research presents results of the digital media competence scale applied to Mexican youth during the period 2009-2023. With this evidence, the study is contrasted theoretically and empirically with the five major official programs on digital media competence implemented by the Ministry of Public Education of Mexico in said period. Theoretical Framework: The study was adjusted to the recommendations of international organizations such as UNESCO (2018) and the European Union (Livingstone, 2019). The scale was developed and adapted from a broader study on Internet consumption habits, digital skills, and online sociability in young people (León, et al., 2013; 2014; 2015). Method: A quantitative methodology of longitudinal descriptive cut was applied to present the empirical results of the scale on a sample of (N=4,753) high school students in Mexico. Results and Discussion: The results obtained revealed the need to include a permanent teacher training program on literacy and basic digital skills in the field of basic education, as well as the creation of content on digital communication and information in all basic education plans and programs. Research Implications: The practical and theoretical implications of this research provide sensitive information to modify future management programs within the public policy on digital culture. Originality/Value: The study contributes to the specialized literature by highlighting the management challenges that the New Mexican School headed by the current government should consider. The relevance and value of the data presented show a critical and independent position in contrast to the government's positions.

PSYCHOLOGICAL AND PEDAGOGICAL EXPERIENCE OF MEDIA EDUCATION

The article highlights the importance of developing media competence among students. The authors discuss theoretical and practical ways to promote media literacy education and develop media competence essential for students’ comprehensive preparation to use mass media. As practice shows the digitalization of all areas of social life brings not only advantages as professional and personal growth opportunities but also other additional concerns. People struggle to analyze, evaluate and comprehend the information because there are so many resources, the information is disseminated through various channels with tremendous speed. There is a rising need to promote media competences among students who consumes large amounts of information. In this rapidly developing digital world information consumers need a new set of competences to search for information effectively, intake and analyze it. It is important to facilitate systematic knowledge transfer on media and promotion of media competence needed to analyze the subject of the information and its purpose. Keywords:mass media, media education, media literacy, media competence.

THE ROLE OF MOBILE TECHNOLOGIES IN DEVELOPING STUDENTS’ MEDIA COMPETENCE

This article reveals the importance, role and necessity of using mobile technologies in the development of non-philological students' foreign language media competence. Besides, the didactic possibilities of mobile technologies, the use of technologies based on the use of mobile devices and wireless communications in the educational process have been studied.

Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America

ABSTRACT The aim of the present article is to analyse the presence and curricular progress of the learning objectives associated with the different dimensions of Media Competence (MC), encompassing the stages of early to secondary education, in the study plans from 18 Latin American Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela. Through a content analysis of 161 curricular texts, 85 learning objectives were identified associated with eight dimensions of MC. Among the notable findings, there is a trend towards the inclusion of certain dimensions of MC, such as the processes of comprehension and use and adaptation of technology, while other dimensions such as interculturality, received less attention. Also, the curricular proposal from Uruguay is noteworthy, as it distinguishes itself for having the most objectives, being the only country in the region that explicitly integrated Media and Information Literacy. Likewise, a platform is provided that allows policy writers, educators, researchers, and other key actors to access current information on the presence of MC in the curricula of each country analysed.

초등학교 학생역량의 잠재계층 전이 유형 분류와 영향 요인 탐색

Objectives The study, in order to understand how elementary school student competencies appear and strengthen competency-based education, we confirmed the classification of latent classes in the 4th and 5th grades of elementary school, identified the patterns of student competency transition, and examined the impact of individual, family, and school-related factors on each latent class. Methods For this purpose, Latent Profile Analysis and Latent Transition Analysis were conducted, utilizing data from the first year (2021) and the second year (2022) of panel data for 4th graders (total sample size of 3,671) from the Gyeongnam Education Longitudinal Study Information collected by the Gyeongsangnam-do Office of Education. Results In the 4th grade of elementary school, the latent class of student competency was classified into three groups: ‘low competency,’ ‘medium competency,’ and ‘high competency.’ In the 5th grade of elementary school, the latent class of student competency was classified into two groups: ‘low competency’ and ‘high competency.’ It was confirmed that some of the low competency group and the medium competency group in the 4th grade of elementary school were integrated into the low-competency group in the 5th grade, and that some of the medium competency group and the high-competency group in the 4th grade of elementary school were integrated into the high competency group in the 5th grade. Conclusions Factors significantly influencing the transition from the 4th-grade student competency latent class to that of the 5th grade were found to be self-directed learning, communication with parents, parental academic support, attitude towards assessment, and satisfaction with remote learning. Based on the key research results influencing student competency, educational policy implications for enhancing student competency were derived and discussed.

APPLICATION OF MEDIA EDUCATIONAL TECHNOLOGIES IN FOREIGN LANGUAGE LESSONS IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION: THEORETICAL AND PRACTICAL ASPECTS

The article characterizes the peculiarities of using media education technologies in foreign language lessons in general secondary education institutions in theoretical and practical aspects. The goals of using media technologies in foreign language lessons are defined: to teach students to perceive foreign language media texts of various forms, types and genres; to develop critical thinking, the ability to analyze media texts and evaluate them; to form the ability to acquire, create, transmit and receive media texts using various technical equipment. The stages (reproductive, associative, explanatory, analytical, classification, evaluation) of implementing media education technology in a foreign language lesson are identified and characterized. With the help of media education technologies, a teacher can build a lesson in an interactive mode, which will help prepare students for critical perception of information, its evaluation, selection, as well as the development of aesthetic qualities of a personality, his or her ethical views and general spiritual enrichment. A foreign language teacher should have a sufficient level of media competence, i.e. be able to: change the structure and content of traditional classes by including invalid information in the educational context of the lesson; develop and implement teaching technologies using a multimedia screen, multimedia computer systems; have the basics of multimedia creativity. As a result of using media lessons, students develop media competence, i.e. they can: comprehend foreign language media texts; interpret, critically analyze, evaluate foreign language media texts, understand their topic and idea, targeted focus; find the necessary information in foreign language media texts, systematize it according to certain features; transform visual information into verbal information or vice versa; create their own foreign language media texts. The essence of using media education technologies in foreign language lessons is to use media texts to immerse students in a foreign language and foreign culture environment, to acquaint them with the culture, traditions, nature, climatic and geographical features of the countries whose language is being studied; to develop skills and abilities to perceive and transmit information through the means of the language being studied, as well as their own media texts in various situations of intercultural communication. The introduction of media education technologies in the process of teaching a foreign language in secondary education institutions will contribute to the formation of a harmonious personality of the student, the formation of communicative foreign language competence.

Media competence as a strategy for inserting sustainable development goals in organizations

Media competence as a strategy for inserting sustainable development goals in organizations

Protection Against Cyberbullying for Teens in the United States

Cyberbullying, also known as cyberbullying, is any form of violence experienced by a child or adolescent and perpetrated by peers their age through the internet or cyberspace. If a child or teenager is teased, insulted, bullied, or humiliated by another child or youth through the medium of the internet, digital technology, or cell phones, this is also known as cyber bullying. This research uses a literature study approach to explore it, this approach involves the disclosure of a comprehensive literature to sources relevant to cyberbullying cases in the United States. In achieving the research objectives, the main focus will also be given to factors affecting cyberbullying and protection efforts from cyberbullying as well as the United States' policy in handling cyberbullying cases among adolescents. There are several factors that can influence the occurrence of cyberbullying in adolescents. Some of these include individual factors including experience of violence, perception, gander, age, psychological control, and additive use. Family factors include parenting, family support, and parental stress. The friend factor is support. The school factor is the type of school. The last factor is the use of the internet in the form of intensity and competence of ethical media. There are also cyberbullying protection measures for adolescents and U.S. policies in handling cyberbullying cases among adolescents. Cyberbullying is an increasing concern affecting young people around the world, particularly in the United States. To address this issue, it is important to develop comprehensive strategies and support systems that address the root causes of cyberbullying and encourage positive social interactions.

Random or Resultant Power?

Taking the fandom of the Korean band BTS as an example, the article describes new opportunities for communicative influence by ordinary social media users. Based on a literature review and an analysis of the fandom’s activities, the author discusses the specific challenges of media competence in social media, and reflects on the potential forms and purposes of the new digital mass.

The role of generation Z media literacy in confronting the destructive value messages of digital media

Introduction. Today, the Internet environment has become a usual place of living and working for Generation Z. Digital media have created a unique digital environment adapted to the most diverse requests and needs of the new generation. However, in addition to its constructive capacity and boundless opportunities for education, the digital environment has a negative impact on the value orientations and priorities of the younger generation. The aim of this article is to review the studies on the role of media literacy in countering the negative effects and destructive value messages in digital media, as well as to summarize current trends and educational solutions in teaching media literacy. Materials and methods. The methodological basis of the research includes general scientific methods such as analysis, synthesis, induction, deduction, description, philosophical methods (hermeneutics, dialectics), social and pedagogical methods. Materials of the research are articles from Russian and foreign periodicals published mainly for the last 5 years. The main source of data was the analysis of publications in the search engine for world scientific publications Google Scholar. The search for publications was additionally carried out through electronic scientific libraries Elibrary. ru, CyberLeninka, and ResearchGate. Research results. The increasing complexity and growth of the destructive influence of digital media on the young generation determines the principles of developing and shaping the content and focus of modern media education. The development of media literacy should be carried out according to the age, value, and motivational features of personal development at all levels of education, combining technological, cognitive, social, and ethical components of media competence. Conclusion. The development and execution of media literacy projects and educational programs aimed at developing media literacy and increasing resistance to manipulative and destructive content of digital media is an urgent research and practical task, especially in the context of the experimental-evidence-based paradigm. Today, under conditions of increasing complexity and improvement of digital media, literacy and information culture become the key to the safe psychological and physical growth of a person in the digital world, including in the context of increasing civil involvement of young people. Media literacy is a sophisticated set of abilities, including the ability to think critically about a diverse range of digital content (news, entertainment, commercial, educational, viral) and to understand its consequences. It also includes the ability to use digital tools and technologies to create content, the ability to reflect on one's state and behavior and to manage emotional reactions, and the ability to build socially acceptable and ethically correct communication and interaction with other users. There is a shortage of Russian studies aimed at investigating the educational effects related to literacy education of different age groups in accordance with the user's goals and motivations for digital content consumption.

Nurses' media competency: A concept analysis

ObjectivesTo analyze and define the concept of nurses' media competency. DesignConcept analysis. Data sourcesWe conducted a literature search in PubMed, CINAHL, PsycInfo, and RISS International, as well as a hand-search, for relevant articles published between January 1990 and April 2023. A total of 57 articles related to nurses' media competency, published in English or Korean, were included in this study. Review methodsWe used Walker and Avant's method of concept analysis to identify the defining attributes, antecedents, and consequences of the concept. ResultsThe seven defining attributes of nurses' media competency were networking with members of the media, selecting the appropriate media platform, considering that the target audience is the public, creating one's own media products, delivering intended messages through the media, monitoring and responding to the media, and maintaining professional dignity. Antecedents of the concept included cultivation of desirable nursing professionalism, critical evaluation of policies and issues, recognition of media influence, establishment of education and guidelines for media use, and having facilities and availability of technologies for media use. Consequences of the concept were improved influence of individual nurses, enhanced public awareness of the nursing profession, stronger networks and collaboration among professionals, and contributions to the promotion of public health. ConclusionsThis concept analysis presents a theoretical definition of nurses' media competency that can provide guidance on how to educate nurses to develop media competency and how to measure nurses' media competency.

Медии, медийна култура, комуникации: процеси и трансформации

Abstract: This study aims to explore various scholarly perspectives on defining the concept of media culture and its significance for media, social, and cultural development. The theoretical review presents relevant theories, concepts, ap¬proaches, and important themes in the field of media culture. It argues for the necessity of a coherent theory of media transformation and media culture. The hypothesis posits that modern technologies utilizing artificial intelligence are not equivalent to human capabilities but are increasingly encroaching upon tradi¬tio¬n¬ally human domains such as language, religion, art, and politics. The conclusions drawn from the theoretical review and critical reading are applicable to several scientific fields. Media transformation often involves conflicts and is accom¬panied by crises. Therefore, media transformation can be seen as a process of transitioning from the old to the new. It expresses a new experience over time, accompanied by crises that arise from changes in technical, social, and political structures. These crises lead to a profound transformation in the media system and represent a turning point for the phenomenon of media culture as a social practice constructed by the media, through which meaning is created via different forms of communication. Keywords: transformation, media, media culture, media competence, culture, technology

The power of digitalization in education: improving learning with interactive multimedia content

The article highlights the advantages of creating multimedia content in education based on digitization. Programs for creating multimedia content in education on the basis of digitalization of multimedia were analyzed and the stages of working with them were considered, which were grouped by main categories. The most important characteristics of interactive multimedia are revealed. The importance of media competence and media literacy of the teacher and student has been proven. The necessity of creating multimedia content of a cloud-oriented educational environment in our time is shown. To achieve the goal of the research, an experiment was conducted, the purpose of which is to identify more effective multimedia technologies for providing multimedia content on the basis of digitization in the field of education, where an experimental approach is the most appropriate. As a result of an experimental study of the influence of multimedia content on the quality of assimilation of educational content by students of different age categories based on digitalization, the combination of multimedia tools in various combinations made it possible to reveal the characteristic features of the multimedia phenomenon in the modern world.

Framing adequate digital competence in early childhood education

AbstractDeveloping children’s abilities to act safely, respectfully, and responsibly in digital environments has been an essential component of educational systems for all ages. This study aims to explore what adequate digital competence is in early childhood education and how preschool teachers characterise young children’s adequate digital competence. The research seeks to address these questions by conducting in-depth interviews with 13 preschool teachers at three preschools in Sweden. The collected data were analysed using thematic analysis in accordance with the Grounded Theory perspective.Preschool teachers characterize adequate digital competence in early childhood education as more than just a skillful and safe use of digital technologies. The study reveals seven key themes in which preschool teachers characterise children’s adequate digital competence: (a) to become familiar with digital technologies; (b) to dare try digital technologies; (c) to use digital technologies; (d) to have a critical approach toward digital technologies; (e) to have ethical media competence, which includes moral, formal, and legal responsibilities; (f) to have problem-solving skills; (g) and to be producer, not just a consumer of digital technologies. By framing and exemplifying children’s adequate digital competence, the findings of this study offer a potential framework for preschools and preschool teachers to foster children’s digital competences at an appropriate level.

THE ROLE OF MEDIA COMPETENCE IN DEVELOPING MEDIA LITERACY OF PARENTS

The article is devoted to the role and place of media competence in the development of virtual pedagogical culture of parents in an informed society and is analyzed as one of the current issues of today. It also highlights the extent to which parents' use of the media, in relation to them, corresponds to concepts such as religious values, ethnic culture, ethical norms, virtual culture, virtual literacy, and so on. The specific positive aspects of media competence in the acquisition of a virtual pedagogical culture by parents are highlighted.

Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection

This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media–Pedagogy–Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.

Comparing social media use in school management: experiences from Ukraine and the United States

This paper analyses and compares the use of social media in school management in Ukraine and the United States. It examines the types of social media used, purposes for use, and challenges faced. Key findings show that Facebook, YouTube, Instagram and X are most popular in both countries. Social media communicates with stakeholders, showcases school activities, and builds relationships. Challenges include data privacy, digital literacy, and misinformation. The paper reviews training programs in both countries to improve social media competency for school leaders. It concludes that social media has become an essential communications tool in education, accelerated by the pandemic's impacts.

Design of a hydrotherapy device to accelerate recovery from muscle fatigue after physical exercise

This study aimed to create a hydrotherapy device to accelerate recovery after physical exercise. To achieve this goal, the researchers employed a Research and Development (R&D) approach. The study involved two experts with competence in media and material fields. In the initial stage, validation tests were conducted to assess the strengths and weaknesses of the designed device. The experts evaluated the device based on product feasibility, clarity of language, and device design. Following the validation tests, the product's feasibility was further assessed through two stages of trials: small-scale and large-scale. A total of 16 male students aged 21–25 participated in the small-scale trial, while 36 male students in the same age range took part in the large-scale trial. These participants were selected using purposive sampling. The results indicated that expert validity averaged 87%, categorizing it as very feasible. The validity for the small-scale trial was 80%, and for the large-scale trial, it was 84%, both considered very good. In summary, the hydrotherapy device is feasible for accelerating recovery after physical exercise and has the potential to enhance athletic performance. We recommend conducting further investigations to fully evaluate the device’s effectiveness in speeding up recovery.

The perception of misinformation by young students from a Brazilian sociocultural context: reflections and clues for media education

Based on a doctoral study developed in the Brazilian sociocultural context, the article reflects on the perception of misinformation among young students from public and private schools. In a society permeated by the digital world in the broader context of socio-materiality, the complexity of the terms Misinformation, Fake News, and Post-truth shows the difficulty of understanding true and false nowadays. In the capitalism of data, algorithms, control, and vigilance, misinformation is an increasingly discussed theme in digital culture due to the problems created in the political, economic, social, cultural, and political spheres. The implications of this phenomenon reverberate throughout the educational ecosystem, the teaching-learning interactions and relations in the school, and other informal and non-formal educational spaces. Grounded on the dialogue between cultural studies, media-education, and youth cultures, we seek to identify young students' perceptions of misinformation to create a formative path in the media-education perspective. The qualitative and exploratory research involved an empirical dimension conducted with young students from 14 to 21 years old in Curitiba and Colombo in Paraná, Brazil. We traced the group's profile through the European Framework for Digital competencies during workshops on media education, aiming to identify and reflect on how young students receive, understand, analyze, check, and share information. The workshop analyses suggested clues to build media competencies in the youth culture contexts and how schools can/should develop a work in the perspective of media education to build a better understanding of oneself, the other, and the world, producing and sharing messages and information with more responsibility in the perspectives of citizenship and belonging.

DEVELOPMENT OF MEDIA COMPETENCE OF FUTURE TEACHERS IN THE CONDITIONS OF DIGITAL EDUCATION

In the context of digital education, the article analyzes how future teachers are developing their media competence. The ability to examine the stages of prospective teachers’ media competence development and analyze that development in relation to digital education constitutes the analysis’s key components. According to the goal of this study, an analysis of the psychological and pedagogical literature on the topic under study was carried out, as well as an analysis of the motivational component, which includes the motives for contact with media texts, the contact component as the frequency of communication with the media, informational, creative, perceptual, evaluative and practical components. When conducting an empirical study, modified blocks of questions of the A.V. Fedorov methodology were used to identify the development of future teachers’ media competence. The topic’s relevance under study is also described. The definition of «media competence” is given and the analysis of foreign literature in this area is carried out. The developmental stages of perceptual, interpretive, and creative indicators were identified. It was noted how perceptual and interpretative indicators related to one another as a result of the mutual examination and evaluation of media resources. Future educators gain crucial abilities for future professionals in the development of media competency, including new media competence, virtual collaboration, transdisciplinarity, and design thinking. Keywords: media competence, media resources, intellectual technologies, future teachers, network educational module, university.