Relevant bibliographies by topics / Media literacy in Slovakia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Media literacy in Slovakia'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Media literacy in Slovakia"

1

Fázik, Jakub, and Jela Steinerová. "Technologies, knowledge and truth: the three dimensions of information literacy of university students in Slovakia." Journal of Documentation 77, no. 1 (October 20, 2020): 285–303. http://dx.doi.org/10.1108/jd-05-2020-0086.

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PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.
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Petranova, Dana, Norbert Vrabec, and Slava Mazakova. "Activities Supporting the Development of Media Literacy in European and Slovak Context." Current Issues of Mass Communication, no. 16 (2014): 5–15. http://dx.doi.org/10.17721/2312-5160.2014.16.5-15.

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The development of media competence and critical thinking towards media is an integral part of the European policy in the sphere of education and professional training. The issues of media education and media literacy are reflected in several consecutive documents that decisively influenced the development of research in this area. The submitted study presents the analysis of the current European trends and the prospects of media literacy development. The possibilities of raising the media competencies in the process of life-long learning is considered. The Slovak dimension of education and research in the area of media education is presented. The main aim of the study is to analyze the current conditions, projects and possibilities for the media literacy development in the Slovak and European context.
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Béla Zsolt, Szakács. "Falra hányt betűk: késő gótikus falikrónikák a középkori Magyarországon." Művészettörténeti Értesítő 69, no. 1 (December 23, 2020): 37–56. http://dx.doi.org/10.1556/080.2020.00003.

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During the 15th and 16th centuries, a number of long inscriptions were painted on the walls of parish churches in the territory of the medieval Hungarian Kingdom. The first known example is in the St Elisabeth’s of Kassa (Kaschau, Košice, Slovakia). The earlier inscription in the north-east chapel describes the events between 1387 and 1439 while it is continued in the south transept with a political manifestation on the side of the new-born King Ladislas V, opposed by Wladislas I. Another wall-chronicle is readable in the entrance hall of the St James’ in Lőcse (Leutschau, Levoča, Slovakia). Here the inscription, dated to ca 1500, commemorates events between 1431 and 1494, including local fires and diseases, the coronation of Ladisla V and Wladislas II and the royal meeting of John Albert of Poland and Wladislas II of Hungary held at the city in 1494. On the other side of the entrance hall, a detailed Last Judgement was painted, as the final act of world history. The inscriptions of Lőcse are usually interpreted as a manifestation of the local identity of the Saxons in the Szepes (Zips, Spiš, Slovakia) region, enjoying special privileges. This is probably also true for the second group of wall-chronicles, to be found in Transylvania in the important Saxon towns. The only surviving example is in Szeben (Hermannstadt, Sibiu, Romania), in the gallery of the western hall (Ferula). Beside some national events (coronation of King Matthias, death of Louis II) it is dealing with Transylvanian affairs between 1409 and 1566. A similar chronicle has been documented in Brassó (Kronstadt, Braşov, Romania), which started the narrative with the immigration of the Saxons and ended with 1571, with a special attention to the Ottoman wars. Unfortunately the inscriptions have been covered after the fire of 1689. Other wall-chronicles are documented by secondary sources in Segesvár (Säsßburg, Sighișoara), Medgyes (Mediasch, Mediaș), Beszterce (Bistritz, Bistrița), Muzsna (Meschen, Moșna), Baráthely (Pretai, Brateiu) and Ecel (Hetzeldorf, Ațel, all in Romania). While all these were written in Latin, a Hungarian inscription has been preserved in the Calvinist church of Berekeresztúr (Bâra, Romania) in the Szeklerland from the early 17th century. Although a misunderstanding of the sources led some scholars to suppose an inscription or an images cycle with secular content in Buda, these passages refer in reality to the Franciscan friary at Chambery. In international comparison, the Gothic wall-chronicles seem to be a rarity; the best example is known from the cathedral of Genoa, where the rebuilding of the cathedral in the early 14th century is connected to the legendary origin of the city, counterbalancing the civil war between the citizens.Decorating the walls of churches with letters instead of images is certainly aniconic, but not necessarily un-pretentious. Letters always play a decorative function whenever written on the walls. The letters, especially for the illiterate people, was a special type of ornament. Nevertheless, inscriptions, as far as their letters are readable and languages are understandable, tend to be informative. Interpreting their content depends on different levels of literacy. But they work for all as visual symbols. The longish Latin wall chronicles of Late Gothic parish churches were probably understood by the rich patricians; but the large surfaces close to the entrances might have been meaningful for all others who recognized their significance in local identity-building. The illiterate local people of the Protestant villages were unable to decipher the exact meaning of the inscriptions, even if they were in their native Hungarian language. However, these letters were necessarily eloquent for the entire community: the fact itself that there are letters decorating the walls instead of images was meaningful, reflecting the transformation of Christian culture. The letters themselves, legible or not, had a symbolic value which can be decoded taking into consideration their location, forms and context.
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Béla Zsolt, Szakács. "Falra hányt betűk: késő gótikus falikrónikák a középkori Magyarországon." Művészettörténeti Értesítő 69, no. 1 (December 23, 2020): 37–56. http://dx.doi.org/10.1556/080.2020.00003.

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During the 15th and 16th centuries, a number of long inscriptions were painted on the walls of parish churches in the territory of the medieval Hungarian Kingdom. The first known example is in the St Elisabeth’s of Kassa (Kaschau, Košice, Slovakia). The earlier inscription in the north-east chapel describes the events between 1387 and 1439 while it is continued in the south transept with a political manifestation on the side of the new-born King Ladislas V, opposed by Wladislas I. Another wall-chronicle is readable in the entrance hall of the St James’ in Lőcse (Leutschau, Levoča, Slovakia). Here the inscription, dated to ca 1500, commemorates events between 1431 and 1494, including local fires and diseases, the coronation of Ladisla V and Wladislas II and the royal meeting of John Albert of Poland and Wladislas II of Hungary held at the city in 1494. On the other side of the entrance hall, a detailed Last Judgement was painted, as the final act of world history. The inscriptions of Lőcse are usually interpreted as a manifestation of the local identity of the Saxons in the Szepes (Zips, Spiš, Slovakia) region, enjoying special privileges. This is probably also true for the second group of wall-chronicles, to be found in Transylvania in the important Saxon towns. The only surviving example is in Szeben (Hermannstadt, Sibiu, Romania), in the gallery of the western hall (Ferula). Beside some national events (coronation of King Matthias, death of Louis II) it is dealing with Transylvanian affairs between 1409 and 1566. A similar chronicle has been documented in Brassó (Kronstadt, Braşov, Romania), which started the narrative with the immigration of the Saxons and ended with 1571, with a special attention to the Ottoman wars. Unfortunately the inscriptions have been covered after the fire of 1689. Other wall-chronicles are documented by secondary sources in Segesvár (Säsßburg, Sighișoara), Medgyes (Mediasch, Mediaș), Beszterce (Bistritz, Bistrița), Muzsna (Meschen, Moșna), Baráthely (Pretai, Brateiu) and Ecel (Hetzeldorf, Ațel, all in Romania). While all these were written in Latin, a Hungarian inscription has been preserved in the Calvinist church of Berekeresztúr (Bâra, Romania) in the Szeklerland from the early 17th century. Although a misunderstanding of the sources led some scholars to suppose an inscription or an images cycle with secular content in Buda, these passages refer in reality to the Franciscan friary at Chambery. In international comparison, the Gothic wall-chronicles seem to be a rarity; the best example is known from the cathedral of Genoa, where the rebuilding of the cathedral in the early 14th century is connected to the legendary origin of the city, counterbalancing the civil war between the citizens.Decorating the walls of churches with letters instead of images is certainly aniconic, but not necessarily un-pretentious. Letters always play a decorative function whenever written on the walls. The letters, especially for the illiterate people, was a special type of ornament. Nevertheless, inscriptions, as far as their letters are readable and languages are understandable, tend to be informative. Interpreting their content depends on different levels of literacy. But they work for all as visual symbols. The longish Latin wall chronicles of Late Gothic parish churches were probably understood by the rich patricians; but the large surfaces close to the entrances might have been meaningful for all others who recognized their significance in local identity-building. The illiterate local people of the Protestant villages were unable to decipher the exact meaning of the inscriptions, even if they were in their native Hungarian language. However, these letters were necessarily eloquent for the entire community: the fact itself that there are letters decorating the walls instead of images was meaningful, reflecting the transformation of Christian culture. The letters themselves, legible or not, had a symbolic value which can be decoded taking into consideration their location, forms and context.
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Danišková, Zuzana. "Financial literacy as a Siren for Slovakia." e-Pedagogium 18, no. 1 (March 1, 2018): 58–68. http://dx.doi.org/10.5507/epd.2018.006.

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Hendrix, Mike. "Media Literacy." English Journal 87, no. 4 (April 1998): 9. http://dx.doi.org/10.2307/821454.

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Poter, Dzejms. "Media literacy." Kultura, no. 132 (2011): 288–312. http://dx.doi.org/10.5937/kultura1132288p.

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Nugent, Connie, and Gilbert Berdine. "Media Literacy." Southwest Respiratory and Critical Care Chronicles 6, no. 25 (July 20, 2018): 69–73. http://dx.doi.org/10.12746/swrccc.v6i25.489.

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Cortes, Carlos E. "Media Literacy." Education and Urban Society 24, no. 4 (August 1992): 489–97. http://dx.doi.org/10.1177/0013124592024004006.

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Mallon, Melissa. "Media Literacy." Public Services Quarterly 14, no. 4 (October 2, 2018): 329–41. http://dx.doi.org/10.1080/15228959.2018.1519405.

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Dissertations / Theses on the topic "Media literacy in Slovakia"

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Pond, Greg. "Promoting information literacy through media literacy." Thesis, Gonzaga University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537870.

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Mass media messages have overwhelmed modern culture. Many of these messages are not created with the best interest of the recipient in mind (Potter, 2008). The Mass media does not operate as a public service. It's big business. Good daily decision making has become increasingly dependent on the ability to be "information literate" - to effectively evaluate the accuracy, currency, and completeness of media messages. But these critical information literacy skills are surprisingly lacking today (Asher & Duke, 2012). One recent study suggests that information literacy skills can be effectively developed through training in media literacy (Van De Vord, 2010). This thesis has replicated this study in an effort to validate the correlation between information literacy and media literacy. Aside from the Van De Vord study, the communications theory of Media Ecology, as proposed by McLuhan, and developed by Postman is foundational to this work. Also referenced are McCombs and Shaw's agenda setting and Noelle-Neumann's spiral of silence theories. Additionally, the work of Potter in media literacy; of McChesney in media economics; and of Duke & Asher in information literacy are also foundational. Quantitative research for this thesis was conducted using an internet-based survey. The gathered empirical data was used in a statistical correlation analysis between information literacy and media literacy. The test results validated that the two variables were weakly correlated in a positive direction with evidence of statistically significant probability. The weakness of the correlation and the limitations inherent in the testing methods suggest that additional study is needed - perhaps utilizing alternate testing methods. Further comparison between the differing methods that are traditionally used in teaching the two different literacies is also suggested.

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Lopez, Antonio R. "Greening the Media Literacy Ecosystem| Situating Media Literacy for Green Cultural Citizenship." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587572.

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Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the media literacy ecosystem. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a mechanistic worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.

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RobbGrieco, Michael. "Media for Media Literacy: Discourses of the Media Literacy Education Movement in Media&Values Magazine, 1977-1993." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/307368.

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Media & Communication
Ph.D.
This dissertation contributes to the history of media literacy by tracing the emergence and development of media literacy concepts and practices in Media&Values magazine (1977-1993), which spoke across discourse communities of scholars, teachers, activists and media professionals to build a media literacy movement in the United States. Media literacy evolved in changing contexts of media studies and education discourses as well as changes in media technologies, industries, politics, and popular culture. Taking a genealogical approach to historical inquiry, this study uses discourse analysis to describe how Media&Values constructed media literacy as a means for reform, as a practice of understanding representation and reality, and as pedagogy of social analysis and inquiry. These constructions position media literacy as interventions in power, articulating agency through addressing institutions, demystifying ideology, and negotiating identities. This history provides perspective on debates across diverse strands of practice in the current field of media literacy education.
Temple University--Theses
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Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.
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Calles, Giraud Indira Liz. "How people become media literate and their media habits." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4006.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains iii, 71 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 48-53).
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Bereghazyova, Gabriela. "Discourses of corruption in Slovakia : society, media and small and medium-sized enterprises." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/844862/.

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International anti-corruption discourse (IACD) has received a lot of attention in scholarly circles. The discourse itself has been the subject of a number of critical analyses. However, not much is known regarding how IACD is received in local contexts. Enquiries into the matter are only now beginning to attract attention. It is also surprising that scholars in the field of corruption have somewhat neglected SMEs. SMEs are heralded as pillars of the economy and society at large, while corruption is viewed as an obstacle to prosperity. Corruption in SMEs is thus a timely issue. This research provides insights into the appreciations of corruption on the meso-level of Slovakia and micro-level of individual entrepreneurs in tourism and agriculture in the country against the macro-level IACD. It critically analyses how IACD impacts on societal discourse on corruption in Slovakia by tracking the genealogy of corruption from the time of the emergence of Slovakia as a nation in the 19th century to the present. Consequently, it looks into how individual SMEs in tourism and agriculture utilise this discourse in their understandings and behaviours towards corruption, utilising the lens of governmentality. The interview data was collected from 30 SMEs in Western and Central Slovakia. Discourse analysis of media texts reveals curious workings of IACD in the local context where international truths are adopted and adapted to suit local appreciation of corruption in such a way that does little to combat corruption. IACD misses the crucial subtle meanings and moral refinements that corruption carries in the Slovak context. These are embraced creatively by entrepreneurs. Corruption is either morally justified or condoned. It manifests itself either in the direct undermining of the ongoing anti-corruption efforts. The findings shed light on the struggling anti-corruption fight in the country, the need to abandon the universalising strategies of IACD in favour of more context-sensitive tailored solutions. Above all, the thesis highlights a glaring gap in anti-corruption - its desire to ingrain western institutions with a little foundational work in terms of shifting beliefs and mindsets of population. Without it, anti-corruption can only offer limited results. Free media that are tasked with the role to raise awareness in populations, that is to say to induce the particular mindset, do not take up this challenge in the face of pursuing their own interests. In Slovakia, an approach that would set traditional rural morality, rather than economic morality of IACD, at the heart of corruption, appears a way forward. The principal contributions of this research stem from being the first study to explore corruption in depth in SMEs, and thus the first to address corruption in tourism and agriculture not only in Slovakia or CEE, but – at least in the English language - in the world. It brings fresh and, above all, detailed insights into the mechanisms and dynamics of petty corruption. It is also the first study to devote extensive attention to the ways corruption is discussed in the media.
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Jacucci, Carlo. "Media literacy in responsive physical environments." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4373.

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This thesis addressed the production of media literacy practices in physical environments. It reflects a specific trajectory through a design space. The work is founded on four studies including design sessions and expositions in primary schools and in an art museum. The focus is on how to devise practices and make sense of media literacy tasks. the thesis addresses research problems of interaction design and media studies by:(a)configuring interactive tangibles and audiovisual media, to give different perspectives on media literacy within the same physical environment; (b) developing a set of practices which are attuned to how participants collaborate when accessing and producing media texts; (c) developing the design method by employing practical knowledge from theatre practices. The thesis tackles some specific design problems. One is that the qualities of the practices and qualities of the tools need to be addressed at the same time. Also, aesthetic and technical aspects often are indistinct. The thesis seeks help in some specific traditions in the performing arts. Some terms such as 'participatory theatre' and 'masked performance' are redefined in order to address both aspects of practices and tools. Terms such as 'gendre', 'framing', 'packaging', 'authoring', 'deconstruction', 'media agenda setting' are also redefined frm literature on media studies, through the production and study of collective activities. The thesis aims to contribute to the integration of findings in interaction desugb abd nedua stydues by (1) applying advances from interaction design for the support of new media literact practice in the physical environment; (2) applying the perspectives on media literacy which emerge from these integrations in order to contribute to current reesearch on interaction design. The thesis applies practices from the performing arts in order to enable a participatory design of physical environments for media literacy. The focus is on the role played by audience groups when they adopt media contents and artifacts.
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Redmond, Theresa Anne. "Media literacy at the middle level." Thesis, Boston University, 2011. https://hdl.handle.net/2144/31998.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The experience of children and adolescents is increasingly mediated by information and communication technologies. Yet, the trajectory for literacy education in U.S. schools continues to prioritize print literacy. As a result, students often lack the knowledge, skills, and expertise needed to ‘read and write’ in the digital world of the twenty-first century. Concerned by the influence of media to empower or exploit young people, educators at many levels are discovering media literacy as an augmentation to traditional literacy. The purpose of this research was to investigate how teachers implemented media literacy in practice. The following subquestions were also examined: (1) How do teachers define 'media literacy'? (2) Why do teachers teach media literacy? (3) What are the outcomes of media literacy teaching? (4) What are the challenges, limitations, and opportunities teachers experience when implementing media literacy? To answer these questions, a case study was conducted of three teachers as they collaborated in implementing a media literacy curriculum at the middle level. The results suggest that teachers who implement media literacy were motivated by awareness and knowledge of childhood and adolescent development, particularly related to increases in media use and the extent to which media shape the choices of children and teens. Media literacy practice was constructivist, embodying a student-centered approach where teachers served to guide students' media literacy learning, facilitating active learning, co-viewing , critical inquiry and reflection in a classroom climate where students' analysis and interpretations of media messages were respected and valued. Teachers worked to preserve students' enjoyment of media, acknowledging popular media as a valuable part of adolescent culture and identity, while encouraging critical inquiry. Media literacy activities consisted of viewing, labeling, and discussing commercial media that was relevant, accessible, and meaningful for students . Learning outcomes included: (a) increased awareness of all media messages as constructed; (b) the development of vocabulary to analyze and deconstruct media messages; (c) skill building in critical inquiry; and (d) empowerment via video production as assessment. Despite findings related to effective teaching practices, the results also indicate that curricular placement for media literacy continues to be a challenge for interested teachers and administrators.
2031-01-02
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Watkins, Sean Edward. "Media Literacy and the Digital Age." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242223666.

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Chang, Xue. "An analysis of relations between media literacy and media participation." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2120007.

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Books on the topic "Media literacy in Slovakia"

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Media law in Slovakia. Alphen aan den Rijn: Kluwer Law International, 2011.

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Školkay, Andrej. Media law in Slovakia. Alphen aan den Rijn, The Netherlands: Kluwer Law International, 2013.

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Potter, W. James. Media literacy. 4th ed. Los Angeles: Sage Publications, 2008.

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Potter, W. James. Media literacy. 4th ed. Los Angeles: Sage Publications, 2008.

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Potter, W. James. Media literacy. 2nd ed. Thousand Oaks, Calif: Sage, 2001.

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Media literacy. 6th ed. Thousand Oaks, Calif: Sage Publications, 2012.

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Potter, W. James. Media literacy. 5th ed. Thousand Oaks: SAGE Publications, 2011.

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Media literacy. 3rd ed. Thousand Oaks, CA: Sage, 2004.

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Media literacy. 5th ed. Thousand Oaks: SAGE Publications, 2010.

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Media literacy. Thousand Oaks: Sage Publications, 1998.

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Book chapters on the topic "Media literacy in Slovakia"

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Školkay, Andrej. "Slovakia." In The European Handbook of Media Accountability, 225–34. Abingdon, Oxon; New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315616353-28.

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Morrell, Ernest. "Media Literacy." In Encyclopedia of Cross-Cultural School Psychology, 601–2. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_243.

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Weninger, Csilla. "Media literacy." In From Language Skills to Literacy, 34–52. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781315223100-3.

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Grummell, Bernie. "Media Literacy." In Encyclopedia of Quality of Life and Well-Being Research, 3960–63. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1769.

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Fang, Wei-Ta. "Outreach Media." In Envisioning Environmental Literacy, 299–331. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7006-3_12.

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Kashani, Tony. "Critical Media Literacy." In The SAGE Handbook of Critical Pedagogies, 1115–25. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n101.

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Livingstone, Sonia. "Media Literacy and Media Policy." In Medienbildung in neuen Kulturräumen, 33–44. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92133-4_2.

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Powell, Pamela, and Jennifer Prior. "Language and Literacy." In Media Rich Instruction, 69–82. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_5.

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Cohen, James, and Thomas Kenny. "Web Literacy." In Producing New and Digital Media, 71–103. Second edition. | London ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429201226-3.

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Školkay, Andrej, and Mária Ondruchová-Hong. "Slovakia: Reinventing Media Policy Without a Practical Perspective." In Understanding Media Policies, 182–97. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137035288_12.

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Conference papers on the topic "Media literacy in Slovakia"

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Vrabec, Norbert. "THE LEVEL OF MEDIA LITERACY OF CHILDREN AND ADOLESCENTS IN SLOVAKIA." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/41/s16.033.

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Brijaková, Annamária. "Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.69.

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The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).
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Velsic, Marian. "Digital literacy in Slovakia 2011." In 2011 IEEE 9th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2011. http://dx.doi.org/10.1109/iceta.2011.6112568.

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Kazachonak, Viktar, and Alexander Rusakov. "Media Literacy and Media Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482592.

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Kvetanová, Zuzana. "REFLECTION OF THE CURRENT STATE OF PUBLICISTIC JOURNALISM GENRES IN THE SLOVAK MEDIA ENVIRONMENT." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/17.

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The submitted study addresses the topic of the current state of the opinion journalism and its genres in the Slovak periodical press. The author draws attention to the question of classification of the opinion journalism of a rational and emotional type from the genre categorization point of view and, simultaneously, reflects on its application in the present journalistic practice. This brings a certain rate of confrontation between the defined theoretical premises and their subsequent practical (non-)implementation. The main objective of the study is to clarify the presence of genres of analytical and literary opinion journalism stated by media theory in the environment of the Slovak periodicals. Presentation of the basic terminological axis and the related explication of journalism genres included in the opinion journalism constitute the secondary objectives of the paper. For the purposes of achieving the set objectives, the author uses methods of logical analysis of text in combination with discourse analysis. Similarly, she predicts the evident presence of the phenomenon of hybridization in the Slovak journalistic practice.
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Wasana, Wasana, H. Hidayat, E. Meigalia, and R. Almos. "Comic as Literacy Media." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284885.

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Ciochina, Ingrid Cezarina-Elena, and Daniel Mara. "MEDIA LITERACY – ROMANIAN EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0930.

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Bárcziová, Žofia, and Gizela Tóthová. "BACKGROUND AND CURRENT SITUATION OF LITERACY OF ROMA PEOPLE IN SLOVAKIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1500.

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Escoda, Ana Pérez. "Introducing media literacy at school." In the First International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536628.

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Velasquez, Andrea, Catalina Mier, Diana Rivera, and Isidro Marin-Gutierrez. "Media consumption and media literacy in university students." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975777.

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Reports on the topic "Media literacy in Slovakia"

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Vesga Pérez, O. Media literacy, through audiovisual production: three Colombian experiences. Revista Latina de Comunicación Social, September 2019. http://dx.doi.org/10.4185/rlcs-2019-1393en.

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Neira Cruz, XA. Literacy media and social integration of the elderly prison population. Revista Latina de Comunicación Social, February 2016. http://dx.doi.org/10.4185/rlcs-2016-1091en.

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de la Fuente Prieto, J., P. Lacasa Díaz, and R. Martínez-Borda. Adolescents, social networks and transmedia universes: media literacy in participatory contexts. Revista Latina de Comunicación Social, January 2019. http://dx.doi.org/10.4185/rlcs-2019-1326en.

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Tucho, F., A. Fernández-Planells, M. Lozano, and M. Figueras-Maz. Media Literacy, unfinished business in the training of journalists, advertisers and audiovisual communicators. Revista Latina de Comunicación Social, November 2015. http://dx.doi.org/10.4185/rlcs-2015-1066en.

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Arévalo-Martínez, RI, R. Del Prado-Flores, and RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, September 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

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Science literacy programs for K-12 teachers, public officials, news media and the public. Final report, 1994--1997. Office of Scientific and Technical Information (OSTI), March 1997. http://dx.doi.org/10.2172/531129.

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