10.-12. klašu skolēnu medijpratība
Date
2018
Authors
Armanoviča, Vivita
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Abstract
Apjomīgais informācijas daudzums, neierobežotās piekļuves un izmantošanas iespējas, tehnoloģiju attīstība un mediju vides pārmaiņas liek nepārtraukti attīstīt savas kompetences pilnvērtīgam darbam ar medijos pieejamo saturu. Pētījuma mērķis izpētīt Jelgavas 10. - 12. klašu vidusskolēnu medijpratības kompetences un noskaidrot izglītības iestāžu pedagogu viedokli par medijpratību, tās nozīmi. Teorētisko bāzi veido Alberta Banduras sociāli kognitīvā teorija, Ērika Eriksona personības attīstības psihosociālā teorija un UNESCO mediju un informācijpratības kompetenču matrica. Darbā izmantotās datu ieguves metodes – aptauja un ekspertu intervijas. Pēc pētījuma rezultātiem var secināt, ka jaunieši pilnībā neapzinās vairākas medijpratības kompetences, pedagogi izprot medijpratības nozīmi, bet kā vieniem, tā otriem nepieciešama papildus zināšanu apguve.
The tremendous amount of information, unlimited access and exploitation opportunities, technological advances and changes in the media environment make it necessary to continuously develop its competences for the full work with the media content. The study aims to study the Jelgava City 10 - 12 secondary school students' media literacy skills and to clarify the views of educators on the importance of media literacy. The theoretical framework is made up of Albert Bandura's Social Cognitive Theory, Erik Erikson's Personality Development Theory and UNESCO Media and Information Literacy Competency Matrix. Quantitative and qualitative research methods – surveys and expert interviews – were used to obtain the data. The results of the research show that young people are not fully aware of several media literacy competences; educators understand the importance of media literacy, but both of them need for additional knowledge acquisition.
The tremendous amount of information, unlimited access and exploitation opportunities, technological advances and changes in the media environment make it necessary to continuously develop its competences for the full work with the media content. The study aims to study the Jelgava City 10 - 12 secondary school students' media literacy skills and to clarify the views of educators on the importance of media literacy. The theoretical framework is made up of Albert Bandura's Social Cognitive Theory, Erik Erikson's Personality Development Theory and UNESCO Media and Information Literacy Competency Matrix. Quantitative and qualitative research methods – surveys and expert interviews – were used to obtain the data. The results of the research show that young people are not fully aware of several media literacy competences; educators understand the importance of media literacy, but both of them need for additional knowledge acquisition.
Description
Keywords
Bibliotēkzinātne , jauniešu medijpratība , medijpratības kompetences , kritiskā domāšana , young people's media literacy , media literacy skills