In recent years and decades the world has successively become more digital. The digitalisation rapidly captured the life of the people and our daily life is unthinkable without digitial devices or the internet. The increasing innovations and revolutionary development of technology created a complete different landscape for media and communication: the Web 2.0. Nowadays people almost all over the world have the possibility to access internet and communicate with each other. Besides, the world has become much more visual as TV, ads etc. were taken into a new level by the technological development. The developments inevitably influence the society and especially the new generations who grow up with the internet and are confronted daily with a visualized environment. Particularly the influence of the internet is so strong that scientists are already talking about “digital natives“. Even being neglected for a couple of years the education system has noticed the influence of the internet and visual aspects on the youth. Since then, media competency has become an important educational objective. Some scientists even consider media competency as the fourth Kulturtechnik alongside reading, writing and calculating.
Table of Contents
Introduction
Theoretical Part
1. Media competency
2. Online-Communication
3. Learner Autonomy
4. Intercultural Competence
Practical Part
5. Teaching Unit – American Dream
6. Conclusion
Research Objectives and Core Themes
This academic work explores the integration of media competency development within English as a Foreign Language (EFL) classrooms. The primary research focus is to investigate how students can enhance their critical media skills—specifically film analysis and online communication—through structured teaching units that utilize modern digital platforms for collaborative critique and reflection.
- Theoretical foundations of media, visual, and film literacy in education.
- The impact of Web 2.0 and online communication on student discourse.
- Strategies for fostering learner autonomy through digital media usage.
- Development of intercultural competence via critical media analysis.
- Practical implementation of media-based teaching units in high school settings.
Excerpt from the Book
1. Media competency
The new media presence induced by the technological development in the last couple of years accentuated the challenge for younger people to learn to deal with all the media presence they are confronted with in their daily lifes (cf. Bachmair 2005: 255). Therefore, media competency has been established as an educational objective in recent years (cf. Seidl 2007: 2). This is insofar important as media serve as kind of a mediator between human and his environment (cf. de Witt and Czerwionka 2007: 47). To enable them to come terms with media presence we have to teach them media competencies. There are many different concepts for media competency. For example, Dieter Baacke (1996)³ presents a concept for media competency which includes four different dimensions: crtical approach, media usage, media arrangement and media knowledge (cf. Hugger 2008: 94). As this concepts is commonly accepted it is worth to look at it in more detail. But before going into more detail about the four dimensions we have to define media comptency first. According to Kai-Uwe Hugger media competency describes self-organisation abilities with the media which means that everyone should at least aim to use the media in a self-determined and organized, reflexive and creative way (cf. Hugger 2008: 94).
Summary of Chapters
Introduction: Provides an overview of the increasing digitalization of daily life and outlines the motivation to teach media competency by analyzing films and online communication.
Theoretical Part: Establishes the framework for media, visual, and film literacy, alongside the concepts of online communication, learner autonomy, and intercultural competence.
Practical Part: Details a four-lesson teaching unit focused on the "American Dream," where students analyze film scenes and engage in critical discussion on online platforms.
Conclusion: Summarizes the findings, confirming the high potential of media competency training to help students navigate and critically evaluate modern media environments.
Keywords
Media competency, Media literacy, Visual literacy, Film literacy, Online communication, Learner autonomy, Intercultural competence, Web 2.0, EFL classroom, American Dream, Digital natives, Critical thinking, Digital pedagogy, Media education, Collaborative learning.
Frequently Asked Questions
What is the fundamental purpose of this work?
The work aims to integrate media competency into the EFL classroom to help students effectively navigate, analyze, and produce media content in a digital age.
What are the central themes discussed in the publication?
The core themes include film and visual literacy, the role of online communication in education, the promotion of learner autonomy, and the development of intercultural competence.
What is the primary research goal?
The goal is to demonstrate how teaching media competency through specific film-based analysis and online collaborative tasks can empower students to become more critical and self-determined media consumers.
Which scientific methodologies are employed?
The paper utilizes a literature-based theoretical analysis followed by the design and description of a practical teaching unit as a qualitative approach to pedagogical implementation.
What aspects are covered in the main section?
The main section covers the theoretical definitions of media-related literacies, the dynamics of online discourse, and a step-by-step practical lesson plan regarding the "American Dream."
Which keywords define this work?
Key terms include media competency, digital literacy, EFL education, Web 2.0, learner autonomy, and film analysis.
Why is film literacy considered essential in this teaching unit?
Film is identified as an efficient tool for conveying complex meanings, and film literacy helps students overcome consumer passivity and resist manipulative influences.
How does the author propose to use the platform Reddit?
Reddit is used as a secure, online space for students to post their film analyses, provide honest critique to peers, and engage in reflective discussions outside of classroom hours.
What role does the teacher take during the film analysis sessions?
The teacher assumes a more passive role during the actual viewing phase to allow students the space for autonomous reflection and analysis.
- Citar trabajo
- Altay Siakiroglou (Autor), 2016, Teaching Media Competency, Múnich, GRIN Verlag, https://www.grin.com/document/424911
