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  3. Investigating the impact of media literacy of education teachers on the development of reflective thinking model

Investigating the impact of media literacy of education teachers on the development of reflective thinking model

Number of pages: 313 File Format: word File Code: 30022
Year: 2012 University Degree: Master's degree Category: Social Sciences - Sociology
Tags/Keywords: Education - Education teachers - Media literacy - Reflective thinking
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  • Summary of Investigating the impact of media literacy of education teachers on the development of reflective thinking model

    Master's Thesis

    Major Social Communication Sciences (M.A)

    Introduction:

    Now that the information and communication revolution has crossed geographical boundaries and created tremendous developments in the field of globalization, a large amount of information and new knowledge is easily available to everyone through information networks and it seems that a "global village" is taking shape. Among these, an important issue is how to deal with the rapid and stunning developments of information and communication technology and their use in various aspects of life. As a useful tool, the media can help contemporary people to live a desired, ideal and fruitful life by using the latest scientific phenomena; In addition, if this tool is used incorrectly or with malicious intent, it can act as a destructive and disastrous force. In order to be able to have an audience that can protect themselves from the challenges and destructive consequences of these media in addition to the conscious and active use of these media, a new "literacy" must be created. So first, we need a broader definition of "literacy" and increase its conceptual space, which no longer means the ability to read and write, a concept that is referred to as "media literacy[2]". "Media literacy" or "media education [3]" in addition to the remarkable ability in traditional literacy, which is the ability to read and write, creates the ability to analyze and evaluate messages and the ability to transmit information to others in different formats and with different tools. Also, by empowering people to understand the working methods of the media, it makes them resistant.

    "Media literacy" is an attractive topic in communication that tries to teach the audience to read the unwritten lines of written media, watch plans that have not been shown or listen to sounds that have not been broadcast from electronic media. changes and teaches them how to use the media by making the audience aware. Citizens who are media literate increase their level of awareness and ability to receive information through the media, and with this ability, they move towards strengthening the critical spirit and turn a one-way and passive relationship into a two-way and active flow. (Rasakh Mohammadi, 1385: 7) The importance of media literacy and its necessity have been noticed for years in advanced countries, and government and civil institutions are trying to educate and spread it among different sections of society. For example, the topic of "media literacy" has been discussed in Canada for a long time and it has its own place in the public education system of this country. In Japan, the idea of ??media literacy has spread rapidly and they have thought about media education and production on a large level, and based on the studies conducted in other countries and using their experiences, they determined the goals and approaches of media literacy according to the needs of the society and encouraged its education. For this purpose, educational, civic, trade and media institutions should help in this matter, and in the meantime, mass media, especially radio and television, have a great role in teaching media literacy to their audiences, considering the wide range of audiences. The importance of the educational function of the means of mass communication in contemporary societies is such that some sociologists assign the role of "parallel education" or "permanent education" to the media (Motamanjad, 2011: 13). The education provided by the media is non-abstract and multidimensional. Studies have proven that the active use of the five senses in media education makes learning easy and doubles the interest of education. Media literacy is also a category that can be effectively taught to the audience through radio and television.

    The role of teachers in this field is perhaps to try to find a way to find out how to help students understand the multiple cultural and social roles of mass media in society and the extent of the media's influence, without directly putting them on a specific path. Although media aesthetics may fit well with traditional curricula, the broader social, economic, and political aspects of media should also be explored.Whether this leads to consumer activism or not depends equally on the participants and the teacher, and this is if a suitable combination of free discovery and unbiased evaluation has been created.

    If teachers have proper media literacy, they can teach students things such as critical thinking and looking at the media, appropriate socialization, and how to properly deal with the media in their approach and teaching. be placed at a higher level. This issue prompted the researcher to try to travel a part of the winding path of the expansion and development of the concept of media literacy and media education. 1-1 statement of the problem:

    Researchers and researchers consider the field of media literacy to include "research, analysis, education and awareness of the effects of media such as radio, television, movies, newspapers, magazines, books and the Internet on people and human societies". (Kamalipour, 2015, online) based on this definition, media literacy seeks to teach a person the necessary ability to use the media so that a person can distinguish positive, useful and constructive messages and programs from negative and meaningless messages while understanding and analyzing and evaluating the messages of different media. It means that a person should consciously face the media and find the ability to access the desired messages from among the multitude of messages, analyze and analyze them, evaluate and send messages in different types. The history of this thought, which is based on an urgent educational need, goes back to the year 1960 and follows the popularization of television, radio and Hollywood movies. In the meantime, television stole the lead from other media so that most people preferred to watch rather than study. One of the consequences of this social and educational change was the decrease in students' desire to read and books, and researchers state the stagnation of students' intellectual concentration in the classroom as a complication of this social change. Therefore, due to the negative effects that indiscriminate use of media, especially television, internet and satellite can have on people, especially children, the need to control and how to use the media was firstly noticed by researchers. In the meantime, the researchers announced that people, especially children, should be careful when using the media and vaccinate themselves in the face of countless messages, that is, they should become aware of their media consumption regime and strengthen their ability to recognize and understand the messages of the media. do Therefore, the subject of media literacy was considered as one of the concerns of communication science scientists.

    "Dewey" considers reflective thinking to be careful, active, and continuous attention to information and the contexts that support it and considering the results and consequences of that information. By actively participating in this type of thinking, learners can be aware of their learning and control it.

    In general, the meaning of reflective thinking is that the student provides an estimate of what he knows and what he does not know with the necessary care and thought. In this way, in the face of media education, he can estimate what the media teaches him, how he is guided by the media, what points he knows in this case, what he should know and how to recognize and adjust and complete the gap between these situations.

    Learning media literacy requires the active involvement of students during this type of education and the presence and activity of teachers with a higher level of media literacy play a significant role in this process. In this way, strengthening students' thinking and cultivating students' thoughts in the way of reflective thinking is one of the structures that lead to students' deep thinking about media.

    In modern education and training, learning does not mean collecting information. Rather, it means active or active participation in acquiring experiences and giving meaning to those experiences. In this concept, thinking has a special place.

  • Contents & References of Investigating the impact of media literacy of education teachers on the development of reflective thinking model

    List:

    Contents

    Introduction: 11

    1-1 statement of the problem: 13

    1-2 importance and necessity of research: 15

    1-3 research objectives: 16

    1-3-1 main objective: 16

    1-3-2 secondary objectives: 16

    1-4 research questions: 17

    1-4-1 main question: 17

    1-4-2 sub-questions: 17

    1-5 research hypotheses: 17

    1-5-1 main hypothesis: 17

    1-5-2 sub-hypotheses: 17

    1-6 definition Concepts 18

    1-6-1 Literacy: 18

    1-6-2 Media literacy: 18

    1-6-3 Critical thinking: 18

    1-6-4 Reflective thinking: 19

    1-6-5 Sociability: 19

    1-6-6 Facing the media: 20

    1-6-7 Smart school: 22

    1-7 Research method: 22

    1-8 Statistical population: 22

    1-9 Sampling method: 22

    1-10 Information collection and analysis method: 23

    Second chapter: 24

    Theoretical foundations of research 24

    2-1-1 literacy: 25

    2-1-2 types of literacy: 26

    2-1-2-1 digital literacy: 26

    2-1-2-2 information literacy: 27

    2-1-3 media literacy: 28

    2-1-4 history of media literacy in the world: 34

    2-1-5 History of media literacy in Iran: 38

    2-1-6 Necessity of media literacy: 40

    2-1-7 Principles of media literacy: 44

    2-1-8 Levels of media literacy: 45

    2-1-9 Goals of media literacy: 47

    2-1-10 Steps to acquire media literacy: 51

    2-1-11 media literacy; Critical thinking: 52

    2-1-12 Features of media literacy projects: 53

    2-1-12-1 Individual exploration and discovery 53

    2-1-12-2 Pluralism in the topics covered 55

    2-1-12 - 3 Response to the media: the role of active response 56

    2-1-12-4 Joint responsibility of media and consumers 57

    2-1-12-5 Necessity of inclusive participation in educational structures: 58

    2-1-12-6 Content of media literacy training: 59

    2-1-12-6 The role of research and evaluation: 60

    2-1-12-7 Structure, format and teaching aids: 60

    2-1-12-8 Resources for individuals, parents, teachers and organizations: 61

    2-1-13 Reasons for learning media literacy: 61

    1-13-1-2 Having full knowledge about the use of media: 63

    2-13-1-2 Critically dealing with media content: 63

    3-13-1-2 Analyzing the cultural, social, economic and promotional contexts of the media environment 64

    4-13-1-2 The media replace values ??and views 64

    5-13-1-2 The perception of different people from a single media message is different. 65

    6-13-1-2 Healthy social communication through information and knowledge 66

    2-1-14 What is media education?  67

    2-1-15 Media training, why?  68

    2-1-17 Subject patterns in media education: 74

    2-1-18 Why is media literacy education so important?  76

    2-1-19 The benefits of media literacy education for the audience: 77

    2-1-20 Reasons for media literacy education from Barry Duncan's point of view: 78

    2-1-21 18 principles governing media education (media literacy): 79

    2-1-22 The five-level model of critical media literacy: 81

    2-1-23 Leading countries in media literacy education: 85

    2-2-1 History of critical thinking and creative thinking: 97

    2-2-3 "Robert Stranberg" theory and teaching creative thinking: 104

    2-2-4 Explanation of the five principles of critical thinking based on Watson-Glaser's views: 107

    2-2-5 some scientific solutions for teaching creativity: 110

    2-2-6 Teaching thinking Creative through the horizontal thinking method: 111

    2-2-7 Mindfulness method; a creative method for teaching critical thinking: 112

    2-2-8 The influence of great thinkers and thinkers in promoting critical and creative thinking: 113

    2-2-9 Characteristics of critical thinkers: 114

    2-2-10 stages of thinking development Critical: 115

    2-2-11 Why should critical thinking be a part of all lessons?  116

    2-2-12 Critical thinking, against the traditional method of education: 119

    2-2-13 Teaching critical thinking: 121

    2-2-14 The necessities and principles of education: 122

    2-2-15 The importance of media education for children and teenagers: 123

    2-2-16 The presence of media in65

    6-13-1-2 Healthy social communication through information and knowledge 66

    2-1-14 What is media education?  67

    2-1-15 Media training, why?  68

    2-1-17 Subject patterns in media education: 74

    2-1-18 Why is media literacy education so important?  76

    2-1-19 The benefits of media literacy education for the audience: 77

    2-1-20 Reasons for media literacy education from Barry Duncan's point of view: 78

    2-1-21 18 principles governing media education (media literacy): 79

    2-1-22 The five-level model of critical media literacy: 81

    2-1-23 Leading countries in media literacy education: 85

    2-2-1 History of critical thinking and creative thinking: 97

    2-2-3 Robert Stranberg's theory and teaching creative thinking: 104

    2-2-4 Explanation of the five principles of critical thinking based on Watson-Glaser's views: 107

    2-2-5 some scientific solutions for teaching creativity: 110

    2-2-6 Teaching thinking Creative through the horizontal thinking method: 111

    2-2-7 Mindfulness method; a creative method for teaching critical thinking: 112

    2-2-8 The influence of great thinkers and thinkers in promoting critical and creative thinking: 113

    2-2-9 Characteristics of critical thinkers: 114

    2-2-10 stages of thinking development Critical: 115

    2-2-11 Why should critical thinking be a part of all lessons?  116

    2-2-12 Critical thinking, against the traditional method of education: 119

    2-2-13 Teaching critical thinking: 121

    2-2-14 The necessities and principles of education: 122

    2-2-15 The importance of media education for children and teenagers: 123

    2-2-16 The presence of media in Life of children and teenagers: 124

    2-2-17 Processing of media information by children and teenagers 126

    2-2-18 Evaluation of media programs and content by children and teenagers 129

    2-2-19 Different functions and roles of media about children and teenagers 130

    2-2-20 10 principles and some effective methods to reduce the effects Destructive media 134

    2-2-21 The extent of media influence on the family 134

    Part three: Smart school 142

    3-2-1 What is meant by smart schools?  142

    3-2-2 Definition of a smart school: 145

    3-2-3 Background of school smartening 146

    3-2-3-1 Background of school smartening in the world: 146

    3-2-3-2 Background of school smartening in Iran 147

    3-2-4 Looking at some information technology indicators and educational communication: 148

    3-2-5 Comparison of FAVA indicators of some countries in the field of education: 149

    3-2-6 Benefits of implementing the smart schools plan: 151

    3-2-7 The most important goals of smart schools: 152

    3-2-7 The most important reasons for establishing smart schools: 153

    3-2-9 Continuity of the learning process of students Outside the school: 158

    3-9-10 Supporting documents of the smart school: 161

    3-2-11 The macro goals of smartening schools: 163

    3-2-12 The macro strategies of smartening schools in Iran: 164

    3-2-13 Implementation mechanism of smartening schools: 167

    3-2-14 The organizational structure of the smart school: 169

    3-2-15 The main components and pillars of smart schools: 170

    3-2-15 Assessment and evaluation in smart schools: 172

    3-2-16 Ranking according to Fawa's approach in the fundamental transformation plan: 174

    3-2-16 Performance Smartening schools in the academic year 90-91: 176

    Part IV; Theories: 179

    4-2-1 Social theory of media literacy: 179

    4-2-2 Highlighting: 180

    4-2-3 Theory of use and gratification: 181

    4-2-4 Magic bullet theory: 183

    4-2-5 Theory of strength or limited effect: 183

    4-2-6 Planting theory 183

    Review of the researches done: 185

    Chapter three: 191

    Research method 191

    3-1 Research method 192

    3-2 Statistical community 194

    3-3 Sampling method 195

    3-4 Sample size 196

    3-5 analysis unit 196

    3-6 selection criteria of the study subjects 196

    3-7 research tools 197

    3-8 merits of the questionnaire: 197

    3-9 theoretical definitions of research variables 197

    3-9-1 dependent variable: media literacy 197

    3-2 independent variables: 198

    3-10-1 socialization 198

    3-10-2 critical thinking 199

    3-10-3 how to communicate with the media 200

    3-11 validity of the research tool 201

    3-12 reliability of the research tool 202

    3-13 data collection procedure 203

    3-14 data analysis techniques 204

    Chapter four: 205

    Research findings 205

    Chapter five: 271

    Conclusion and suggestions 271

    1-5 Summary and conclusions from the descriptive findings 276

    5-2 summary and conclusion from the explanatory findings 288

    5-3 suggestions: 297

    5-3-1 main proposal of the research: 297

    5-3-2 secondary proposal of the research: 297

    5-4 limitations of the research: 297

    Sources and reference 298

    Source:

    Articles:

    Arasteh, Hamidreza (1381). "Virtual University, Higher Education Research and Planning Institute". Rehiyaft Magazine, No. 28, Winter.

    Abtahi, Seydabrahim (1376). "Internet medicine: textual construction or scene, technology of information highways in Persian language" collection of articles [November], Tehran: Ministry of Agriculture Planning and Support. Antonio Garcia Corre A. UNESCO message. Number 356. 1379

    Bebran, Siddiqa, 1382, media literacy in dealing with media violence, Iran newspaper, 23 Mehr month, number 2609.

    Badiei, Maryam, 1384, media knowledge, Hamshahri newspaper, 19 August, number 3770

    Brown, James. 1368. Approaches to media literacy. Translated by Pirouz Yazidi. 17th year

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