SLOBODA, Zdeněk. Considering Historical (Dis) Continuities of Media (Literacy) Education in the Czech Republic for the Future Approach. Communication Today. Trnava: FMK UCM v Trnave, roč. 9, č. 1, s. 4 - 19. ISSN 1338-130X. 2018.
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Základní údaje
Originální název Considering Historical (Dis) Continuities of Media (Literacy) Education in the Czech Republic for the Future Approach
Autoři SLOBODA, Zdeněk.
Vydání Communication Today, Trnava, FMK UCM v Trnave, 2018, 1338-130X.
Další údaje
Originální jazyk angličtina
Typ výsledku Článek v odborném periodiku
Obor 50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele Slovensko
Utajení není předmětem státního či obchodního tajemství
WWW fulltext na stránce časopisu
Organizační jednotka Vysoká škola finanční a správní
Klíčová slova česky Komenský, vývoj mediální výchovy, filmová výchova, mediální výchova, mediální gramotnost
Klíčová slova anglicky Comenius, the Czech Republic, development of media education, film education, Media Education, media literacy education
Štítky dedikace_Olomouc, nehodnoceno_afiliace_není_k_VŠFS
Příznaky Recenzováno
Změnil Změnila: Ing. Dominika Moravcová, učo 21787. Změněno: 24. 1. 2019 08:01.
Anotace
Nowadays mediatised society, with significant grow of popularity of so-called new media, calls for a new or at least innovated media (literacy) education. In this study I challenge this assumption and critically approach the current state. In my text, I review the current discussion in the Czech Republic, as well as historical mediaeducational moments, which I consider crucial and exemplary in order to showcase the fragmentation of the whole field. I point out the elementary educational principles and their more or less explicit inclusion of media, as already formulated by Comenius in the 17th century. Further in the text I focus on the didactical use of film at schools and the aesthetically framed film education of both the 1960s and 2010 (when it was introduced to the school curricula). This leads me to a critical analysis of the curricular Media Education as it has been introduced to the whole Czech system of formal education since 2006. By discussing these three fragments, I create a momentum of continuity within the field; a continuity that provides a rich body of theoretical framing(s), terminological and practical experience and tools. This enables me to advocate for an integrated, historically rooted approach to media (literacy) education which will be not only suitable for the current situation of traditional and new media, but will also be capable to adjust educational actions with less effort and less fragmentation to the future development of media.
Anotace česky
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