Media Learning in Primary School Classroom : Following the Teacher's Pedagogy and the Child's Experience

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Media Learning in Primary School Classroom : Following the Teacher's Pedagogy and the Child's Experience

Popis výsledku v původním jazyce

This paper argues that each utterance of media should be seen as in dialogue with each other utterance, and that children, being the phenomenological hub to their lived media experience, should be recognised as engaging with media holistically. Argumentdraws upon two recent qualitative studies with children between six and eleven years of age. These studies, although separate, shared certain phenomenology orientated conceptual underpinnings and arrived at relatable findings. Notably that participatingchildren tended to address media in a platform agnostic manner and offered little sense that they saw the media platform itself as being of overriding significance to their holistic media engagement. Ultimately, if children's lived media engagement is dialogic and holistic, then focusing on only one discreet media utterance (like television for example) can be said to become deeply problematic to those within children's media practice, education and research.

Název v anglickém jazyce

Media Learning in Primary School Classroom : Following the Teacher's Pedagogy and the Child's Experience

Popis výsledku anglicky

This paper argues that each utterance of media should be seen as in dialogue with each other utterance, and that children, being the phenomenological hub to their lived media experience, should be recognised as engaging with media holistically. Argumentdraws upon two recent qualitative studies with children between six and eleven years of age. These studies, although separate, shared certain phenomenology orientated conceptual underpinnings and arrived at relatable findings. Notably that participatingchildren tended to address media in a platform agnostic manner and offered little sense that they saw the media platform itself as being of overriding significance to their holistic media engagement. Ultimately, if children's lived media engagement is dialogic and holistic, then focusing on only one discreet media utterance (like television for example) can be said to become deeply problematic to those within children's media practice, education and research.

Druh

D - Stať ve sborníku

CEP obor

AJ - Písemnictví, mas–media, audiovize

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Reflections on Media Education Futures.

ISBN

978-91-87957-16-1

ISSN

1651-6028

e-ISSN

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Počet stran výsledku

11

Strana od-do

159-169

Název nakladatele

Nordicom

Místo vydání

Göteborg

Místo konání akce

Tampere, Finland

Datum konání akce

8. 5. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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