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Journal articles on the topic 'Education and media'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Petani, Rozana, and Matilda Karamatic Brcic. "Family environment, communication and media education." Perspectives of Innovations, Economics and Business 14, no. 3 (August 5, 2014): 132–42. http://dx.doi.org/10.15208/pieb.2014.15.

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2

Kumar, Keval Joe. "Media Education." Media Asia 15, no. 3 (January 1988): 138–43. http://dx.doi.org/10.1080/01296612.1988.11726285.

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3

ANTONYAN, Lilit. "Informatization of Education. Media Education and Media Literacy." Main Issues Of Pedagogy And Psychology 19, no. 1 (April 19, 2021): 88–99. http://dx.doi.org/10.24234/miopap.v19i1.396.

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Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.

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4

Swanson, Gillian. "Independent Media and Media Education." Screen 27, no. 5 (September 1, 1986): 62–67. http://dx.doi.org/10.1093/screen/27.5.62.

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5

Pal'a, Gabriel. "Bases for Media Education." E-Theologos. Theological revue of Greek Catholic Theological Faculty 1, no. 1 (April 1, 2010): 95–105. http://dx.doi.org/10.2478/v10154-010-0009-3.

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Bases for Media Education Media are phenomenon, which seriously affect the world of youth and have effect on forming of their personality. Thereat problems of education of critical recipient of medial products are very actual in these days. The Church presents, that human dignity is centre of every right communication. This dignity should be also the principle at adaptation of media education in any learning, or at implementation of separate object media education, whose basic motto is good as reflex of God love. It inspires and revives the hearts and minds of youth, whereas vulgarism and obscenity impact on young man destructively.

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6

Hujakulova, Dilorom. "MOTIVATIVE EFFECTS OF MEDIA ON STUDENT EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 23–25. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-06.

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The article is devoted to the motivational influence of information technologies on the teaching of schoolchildren. The article also highlights the issues of youth education, types of education and its pedagogical measures, education of youth in the context of globalization, innovation and youth, the impact of modern information technologies on the consciousness of youth and its motivating factors.

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7

Lee, Kwan-kyu. "Media Education and Grammar Education." HAN-GEUL 318 (December 31, 2017): 169–97. http://dx.doi.org/10.22557/hg.2017.12.318.169.

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8

Kalogeras, Stavroula. "Media-Education Convergence." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 1–11. http://dx.doi.org/10.4018/jicte.2013040101.

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In the era of media convergence, transmedia (cross-media/cross-platform/multi-platform) narratives are catering to users who are willing to immerse themselves in their favorite entertainment content. The inherent interactivity of the Internet and the emotional engagement of story can lead to innovative pedagogies in media rich environments. This paper focuses on Web-Based Transmedia Storytelling Edutainment as a pedagogical practice in higher education.

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Akahori, Kanji, Kazuhiko Ishihara, Michio Kobayashi, Michihiko Minoh, Yasutaka Shimizu, Daisuke Minoura, and Kohji Itoh. "Media and Education." Journal of the Institute of Image Information and Television Engineers 56, no. 12 (2002): 1887–911. http://dx.doi.org/10.3169/itej.56.1887.

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10

Bird, Steven, Martin E. Marty, and R. Scott Appleby. "Education and Media." Review of Religious Research 36, no. 4 (June 1995): 393. http://dx.doi.org/10.2307/3511154.

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Postman, Neil. "Media Ecology Education." Explorations in Media Ecology 5, no. 1 (March 1, 2006): 5–14. http://dx.doi.org/10.1386/eme.5.1.5_1.

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12

Förster, Kati, and Ulrike Rohn. "Media Management Education." Journalism & Mass Communication Educator 70, no. 4 (August 19, 2015): 367–81. http://dx.doi.org/10.1177/1077695815593983.

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13

Chu, Donna, and Alice Y. L. Lee. "Media Education Initiatives by Media Organizations." Journalism & Mass Communication Educator 69, no. 2 (December 30, 2013): 127–45. http://dx.doi.org/10.1177/1077695813517884.

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14

Bezzub, Iryna. "Parents’ Media Education as a Component of Media Education Space." Naukovì pracì Nacìonalʹnoï bìblìoteki Ukraïni ìmenì V Ì Vernadsʹkogo, no. 60 (December 11, 2020): 242–58. http://dx.doi.org/10.15407/np.60.242.

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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.

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Beseda, Jan, and Zbynek Machat. "MOOCs as a tool for new media education?" Applied Technologies and Innovations 10, no. 2 (May 11, 2014): 55–59. http://dx.doi.org/10.15208/ati.2014.09.

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17

BAĞCI, Hakkı, and Özlem ASLAN BAĞCI. "Special Education Candidate Teachers’ Metaphors about Social Media." International Journal of Psychology and Educational Studies 7, no. 2 (May 2, 2020): 185–94. http://dx.doi.org/10.17220/ijpes.2020.02.017.

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18

Horbenko, Halyna, Yana Fruktova, and Oleksandra Hondiul. "NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT." Continuing Professional Education: Theory and Practice, no. 4 (2020): 103–9. http://dx.doi.org/10.28925/1609-8595.2020.4.13.

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Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

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Gutiérrez-Martín, Alfonso, and Kathleen Tyner. "Media Education, Media Literacy and Digital Competence." Comunicar 19, no. 38 (March 1, 2012): 31–39. http://dx.doi.org/10.3916/c38-2012-02-03.

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This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.

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20

Flew, Terry, and Jason Sternberg. "Media Wars: Media Studies and Journalism Education." Media International Australia 90, no. 1 (February 1999): 9–13. http://dx.doi.org/10.1177/1329878x9909000104.

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21

Christ, William G., and W. James Potter. "Media Literacy, Media Education, and the Academy." Journal of Communication 48, no. 1 (March 1, 1998): 5–15. http://dx.doi.org/10.1111/j.1460-2466.1998.tb02733.x.

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22

Candiasa, I. M., N. M. S. Mertasari, and M. Aryanta. "Social media as integrated character education media." Journal of Physics: Conference Series 1810, no. 1 (March 1, 2021): 012073. http://dx.doi.org/10.1088/1742-6596/1810/1/012073.

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23

Brigitte Hipfl and 이지연. "Media Education: Contemporary Challenges." Journal of Research in Art Education 11, no. 2 (July 2010): 151–90. http://dx.doi.org/10.20977/kkosea.2010.11.2.151.

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24

Strykowski, Waclaw, Mariusz Kakolewicz, and Adam Mickiewicz. "Media education in Poland." Comunicar 14, no. 28 (March 1, 2007): 83–90. http://dx.doi.org/10.3916/c28-2007-09.

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What can we do to help children and teenagers to learn about media? The author thinks that we have to encourage media education at schools on the basis of distinct general objectives and setting up special programmes to learn media in formal contexts. Moreover, this paper also considers that it is necessary to do the same out of school working with a global proposal that integrates all contexts and includes teachers training. ¿Qué podemos hacer para ayudar a niños y adolescentes en el aprendizaje de los medios? El autor considera que podemos, e incluso que debemos, potenciar la enseñanza de los medios de comunicación en las escuelas, partiendo de unos claros objetivos generales y estableciendo un programa especial para la enseñanza de los medios de comunicación en la práctica escolar. Además plantea la necesidad de fomentar la enseñanza de los medios fuera de la escuela con una propuesta integral de pedagogía de los medios de comunicación que incluya la formación del profesorado.

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25

Kickert, Carole, and Nathalie Beck. "Media education in Luxembourg." Comunicar 14, no. 28 (March 1, 2007): 97–101. http://dx.doi.org/10.3916/c28-2007-11.

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This paper exposes the situation of media education in Luxembourg educational context beginning with the idea that media presence is still insufficient. The article includes an analysis of Education policy and media education proposals through training courses carried out especially by the National Programmes Council. Other proposals are likewise explained. En este trabajo se plantea la situación de la educación en medios en el contexto nacional de Luxemburgo, constatándose la necesidad de ésta ante su escasa presencia en el sistema educativo. Se analiza el debate político en la cámara de los diputados y las acciones en materia de educación en medios que se están llevando a cabo, especialmente por el Consejo Nacional de Programas (CNP) mediante cursos de formación continua y otros proyectos. Asimismo se describen otras iniciativas y ejemplos sobre educación en medios actualmente en marcha.

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Georges, Christian. "Media education in Switzerland." Comunicar 14, no. 28 (March 1, 2007): 103–9. http://dx.doi.org/10.3916/c28-2007-12.

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It is difficult to set educational standards in Switzerland: given the complexity of the political structure and the different languages spoken, 26 educational systems are in function. Most pupils are familiar with the practical use of ICT. But few of them are taught to analyse the media themselves. Media education is integrated to other branches of learning. Thus, it depends most of the time on the good will of the teachers! In the past five years, high speed connections to the Internet have strongly increased in schools, thanks to a public-private partnership launched by the State. The program also improved ICT skills among teachers. Many locally based projects encourage pupils and students to use ICT to learn. Multimedia products crafted in schools are even broadcasted on TV websites. However, media education remains uneven among teachers. The use of audiovisual resources in the classroom is decreasing. Most teachers express reluctance towards the media. When it comes to life long learning, software proficiency is more sought after than media knowledge. En Suiza, saturada de medios, compartimentada en 26 sistemas educativos propios, los alumnos se impregnan de una cultura que favorece naturalmente los usos prácticos de los medios de comunicación frente al análisis crítico. La educación de los medios es a menudo «integrada en otras ramas de la enseñanza». ¡Es decir, dejada a la libre elección de los profesores! Gracias a la cooperación público-privado, se ha dado un fuerte impulso en la Confederación para conectar los colegios a Internet de alta velocidad y para formar a los profesores en el uso pedagógico de las tecnologías. Además, a nivel local, se realizan acertadas acciones que en muchos casos desembocan en aplicaciones prácticas muy estimulantes: los alumnos aprenden a dominar la imagen, el sonido y la información a través de producciones originales. Pero globalmente, el panorama es algo desalentador: los profesores acceden a una formación muy desigual de los medios y las TIC, utilizan menos los audiovisuales que antiguamente y la mayoría desconfían bastante de los medios.

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Camps-Cervera, Victoria. "Media Education beyond School." Comunicar 16, no. 32 (March 1, 2009): 139–45. http://dx.doi.org/10.3916/c32-2009-02-012.

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Education in and for the media is doubtlessly necessary and is very slowly slipping into regular education, but not very satisfactorily. This work must be fleshed out by the media’s effort to take some responsibility for the educational work as well, not by educating directly, but by trying to match their broadcasts with the values that education is trying to convey. Audiovisual Councils can play a role in driving media education, helping the educational system to meet its responsibility to educate children to use properly the television, the Internet and other regular screens habitually surrounding them. At the same time, these Councils can help media professionals enforce and interpret legislation about audiovisual contents freely and responsibly, thereby facilitating self-regulation. The article contributes the experience garnered by the Audiovisual Council of Catalonia in promoting media literacy. La educación en y para los medios de comunicación es una necesidad indudable que, muy lentamente y de forma poco satisfactoria, se está introduciendo en la educación reglada. Dicha labor, por otra parte, debería verse complementada por un esfuerzo de los medios audiovisuales de hacerse responsables también de la tarea educativa, no educando directamente, pero sí procurando que sus emisiones fueran coherentes con los valores que la educación procura transmitir. Los Consejos Audiovisuales pueden ejercer una función en el impulso de la educación en medios, propiciando que el sistema educativo asuma la responsabilidad de formar a los menores para el buen uso de la televisión, de Internet y del resto de «pantallas» que constituyen su entorno habitual. Al mismo tiempo dichos Consejos están en condiciones de ayudar a los profesionales de los medios a aplicar e interpretar la legislación relativa a los contenidos audiovisuales de una forma libre y responsable, facilitando de este modo la autorregulación. El artículo aporta las experiencias realizadas por el Consejo Audiovisual de Cataluña para promover la alfabetización mediática.

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28

Marín-Díaz, Verónica. "Media, education and reality." Comunicar 13, no. 26 (March 1, 2006): 193–97. http://dx.doi.org/10.3916/c26-2006-30.

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Nowadays media images rule our lives. However, in early ages it is considered necessary the help of a guide to discriminate information. We want to make people reflect about the need to promote specific training on the media since childhood. La realidad de hoy presenta una imagen en la que los medios de información y comunicación dominan nuestras vidas. Este avance permite desarrollar nuevas formas de transmitir nuestros pensamientos e ideas. Sin embargo, en edades tempranas se considera necesaria la intervención de un guía que ayude a discriminar la información. En consecuencia, se debe reflexionar sobre esta necesidad de potenciar una formación específica en medios de comunicación desde la más tierna infancia.

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29

HOWELLS, RICHARD. "Media, education and democracy." European Review 9, no. 2 (May 2001): 159–68. http://dx.doi.org/10.1017/s1062798701000151.

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Media, education and democracy are inseparably connected, as an educated citizenship is fundamental to the proper working of democracy. The mass media have a demonstrated and vital capacity to educate, especially beyond the parameters of formal education. The nature of such education is both civic and social, deliberate and unintentional. Vigilance is required to separate education from persuasion, information from propaganda. Given the centrality of media to democracy, not only do the media have an obligation to educate the citizenship, but the universities need to educate the citizenship about the media. Without such education, democracy itself is threatened.

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30

Angelova, Luchia, and Bozhidar Angelov. "MEDIA, EDUCATION, SOCIAL COMMUNICATION." Education and Technologies Journal 11, no. 1 (August 1, 2020): 42–45. http://dx.doi.org/10.26883/2010.201.2167.

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The processes of interaction between social phenomena and individuals are presented and analyzed. This article examines media literacy as the basis of the link between media and education. Where the formation of digital competences becomes an indispensable part of the pedagogical interaction as well as of class curricula at all levels.

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31

Nohl, Arnd-Michael. "A media education perspective." European Journal of Cultural Studies 10, no. 3 (August 2007): 415–19. http://dx.doi.org/10.1177/1367549407079716.

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32

Christians, Clifford G. "Media Ethics in Education." Journalism & Communication Monographs 9, no. 4 (December 2007): 179–221. http://dx.doi.org/10.1177/152263790800900402.

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Pereira, Myron J. "Media Education for Schools." Media Asia 12, no. 3 (January 1985): 157–59. http://dx.doi.org/10.1080/01296612.1985.11726187.

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Pavlič’, Breda. "UNESCO and Media Education." Educational Media International 24, no. 1 (January 1987): 32–37. http://dx.doi.org/10.1080/0952398870240107.

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35

Amdam, Synnøve. "Media Education Goes Professional?" Nordicom Review 38, no. 1 (June 15, 2017): 81–95. http://dx.doi.org/10.1515/nor-2016-0019.

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Abstract This article explores how media teachers’ self-images, positionings and interpretative repertoires inform educational practices in media education. Media education is viewed as a critical element of 21st century learning. However, we have very little knowledge of the implementers of this critical element, the media teachers. Based on a thematic literature review of historical positions of the Nordic media teacher, and supported by national survey data on the media teachers’ backgrounds, motivations and practices (n=383), the subject is explored through focus groups and individual interviews with media teachers at two case schools in upper secondary media education in Norway. The findings suggest that there are different and conflicting understandings about being media teachers, resulting in different educational practices with wider implications for the future implementation of media education.

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36

Richards, Chris. "Popular Music Media Education." Discourse: Studies in the Cultural Politics of Education 16, no. 3 (December 1995): 317–30. http://dx.doi.org/10.1080/0159630950160303.

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Mihailidis, Paul. "The media education manifesto." Journal of Children and Media 14, no. 4 (September 30, 2020): 526–28. http://dx.doi.org/10.1080/17482798.2020.1827818.

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38

Carroll, John M. "Electronic Media and Education." Contemporary Psychology: A Journal of Reviews 34, no. 7 (July 1989): 677–78. http://dx.doi.org/10.1037/030920.

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Bastos, Flávia. "New Media Art Education." Art Education 63, no. 1 (January 2010): 4–5. http://dx.doi.org/10.1080/00043125.2010.11519046.

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40

Baker, Mike. "Media coverage of education." British Journal of Educational Studies 42, no. 3 (September 1994): 286–97. http://dx.doi.org/10.1080/00071005.1994.9974002.

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WALAT, Wojciech. "CONCEPTION OF MEDIA EDUCATION." Journal of Technology and Information 2, no. 1 (April 1, 2010): 29–32. http://dx.doi.org/10.5507/jtie.2010.005.

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Tőrők-Ágoston, Rebeka. "Education and Social Media." Journal of Media Research 10, no. 2 (28) (July 3, 2017): 166–84. http://dx.doi.org/10.24193/jmr.28.12.

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Stanisavljevic-Petrovic, Zorica. "Media education in kindergarten." Kultura, no. 133 (2011): 382–97. http://dx.doi.org/10.5937/kultura1133382s.

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Zakhro, Umarova. "Media Resources: As An Effective Tool In Modern Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 239–45. http://dx.doi.org/10.37547/tajssei/volume02issue07-31.

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Ketizmen, Abbas. "NEW MEDIA AND ITS IMPORTANCE IN THE GRAPHIC EDUCATION." E-journal of New World Sciences Academy 14, no. 2 (April 29, 2019): 71–84. http://dx.doi.org/10.12739/nwsa.2019.14.2.d0227.

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YARNYKH, Veronica. "OPPORTUNITIES OF MEDIA EDUCATION IN QUALIFICATION TRAINING FOR EDUCATORS." Journal of Technology and Information 9, no. 1 (April 30, 2017): 205–12. http://dx.doi.org/10.5507/jtie.2017.013.

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Aguaded, Ignacio. "Media Programme (UE) - International Support for Media Education." Comunicar 20, no. 40 (March 1, 2013): 07–08. http://dx.doi.org/10.3916/c40-2013-01-01.

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Luke, Carmen. "New Times, New Media: Where to Media Education?" Media International Australia 101, no. 1 (November 2001): 87–100. http://dx.doi.org/10.1177/1329878x0110100111.

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Have media education and media literacy reached an impasse? Media literacy scholars and educators are beginning to raise issues concerning the relevance of ‘old-style ‘ media studies in the context of new times and new media. Media literacy is formalised as part of the Australian National Literacy Framework, yet it remains largely marginalised as an elective in the senior school syllabus. In contrast, computer education — or computer literacy — has been embraced by governments, educators and parents with blind and cheery optimism. I argue here that media studies, cultural studies, computer and technology studies can no longer be taught independently of each other. The fervour with which computer education has been embraced, and the relatively modest incursions media and cultural studies have made into mainstream curriculum, suggest that blending media-cultural studies with information and communication technology (ICT) studies can inject new life into both fields of study. Largely bereft of a critical orientation, computer literacy education can benefit from the theoretical and critically analytic orientation of media-cultural studies, which in turn can be ‘mainstreamed’ through broader exposure typical of computer education in schools today. Media studies must contend with new information technologies, and computer education needs the critical analytic tools and cultural framing approach typical of media studies.

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Bergman, María. "Media education landscape in Sweden." Comunicar 14, no. 28 (March 1, 2007): 91–95. http://dx.doi.org/10.3916/c28-2007-10.

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In this paper we describe the Swedish media education landscape and Brigitta Qvarsell‘s perspective on the influence of technological development in media education in Swedish context. Results of data collection about the media consumption by children and young Swedish people are also included. The conclusion remarks the need for a new area with ethnographic and semiotic basis: media educology. Conocer el «territorio mediático educativo» en Suecia, a partir de la perspectiva presentada por la catedrática y pedagoga Birgitta Qvarsell, es el objetivo de este trabajo, que reflexiona sobre la ciencia pedagógica de los medios, «media educology». Basado en el contexto sueco, nos ofrece un análisis global relacionando el impacto y desarrollo de la técnica con los medios de comunicación, reseñando sus influencias en la pedagogía y la educación, contando para ello con todos los actores de este impacto mediático. El trabajo recoge también datos de un reciente informe del Consejo de Medios del Departamento de Cultura sueco, titulado «Los jóvenes y los medios».

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Şen, A. Fulya. "Discussions on education policies in media: Media representations of education activists in Turkey." Research in Education 105, no. 1 (August 27, 2018): 89–106. http://dx.doi.org/10.1177/0034523718791923.

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This study examines the media representations of Turkey's educational labour union, Eğitim-Sen. In so doing, it analyses the news coverage of the protests of Eğitim-Sen against the education policies of the Justice and Development Party (AKP) government, structured by an Islamist political perspective. In this study, the content analysis has been carried out in order to investigate the attitude of the news media towards the education activism, as well as in order to take in issues of meaning and context. This analysis involves the online newspaper debates pertaining to the 13 February 2015 strike action of Eğitim-Sen, and the new curriculum announced in July 2017. This study aims to reveal how the struggles of Eğitim-Sen against the Islamification of the education system in Turkey are represented in the media, how Turkish media attempts to generate powerful voices, as well as how the media ignores the voices of dissidents. It has been concluded that Eğitim-Sen is underrepresented in the mainstream news media.

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