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This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education.
This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education.
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Pierre Fastrez is Senior Research Associate at the Belgian National Fund for Scientific Research and Professor of Information and Communication at the Université catholique de Louvain (Belgium). His main research interests concern the definition of media literacy competence and media literacy assessment methods. Normand Landry is Professor at TÉLUQ University and Canada Research Chair in Media Education and Human Rights. His work focuses on communication rights, media education, social movement theory, law, and democratic communications.
Inhaltsangabe
Introduction: Navigating the Field of Media Education and Media Literacy through its Research Methods: Media Practices, Educational Initiatives, and Prescriptive Discourses Part 1: Media Practices Chapter One: Documenting Media Practices to Define Media Literacy Competence: A Qualitative Approach Chapter Two: Studying the Media Education Practices of Young Children at Home: Methodological Lessons from a Cross-national Qualitative Study on Digital Activities at Home Chapter Three: Participatory Action Research and Media Literacy: Towards Engaged, Accountable, and Collaborative Knowledge Production with Marginalized Communities Chapter Four: Observing Literacy Practices in the "Third Space": Research Methods Chapter Five: Researching Media Literacy Practices Using Both Critical and Posthuman Inquiry Part 2: Educational Initiatives Chapter Six: Methodological Considerations in Researching Teachers' Views and Practices of Media Literacy Chapter Seven: A Research Methodology Aimed at Analyzing Teaching Practices in Relation to the Development of Digital Skills in a University Setting Chapter Eight: Design-based Research into the Co-creation of Teaching Activities for the Theoretical Refinement of a Multimodal Media Literacy Competency Model Chapter Nine: Quantitative Methods for Assessing Media Literacy in Evaluations of Health Promotion Intervention Programs Using Media Literacy Education Chapter Ten: Issues of Pedagogy, Alignment, and Context in Assessing Measures of Media Literacy Part 3: Prescriptive Discourses Chapter Eleven: Analyzing Public Policies on Media Education: From Modalization to Modeling of Official Discourses Chapter Twelve: Analyzing School Curricula, Training Programs, and Learning Material: A Method in Media Education Chapter Thirteen: Quick-Scan Analysis as a Method to Analyze and Compare Media Literacy Frameworks Chapter Fourteen: Critical Discourse Studies for Research on Media and Information Literacy Projects: An Illustrated Discussion of Seven Methodological Considerations Chapter Fifteen: Rethinking Media Education Policy Research and Advocacy: A Deliberative Approach
Introduction: Navigating the Field of Media Education and Media Literacy through its Research Methods: Media Practices, Educational Initiatives, and Prescriptive Discourses Part 1: Media Practices Chapter One: Documenting Media Practices to Define Media Literacy Competence: A Qualitative Approach Chapter Two: Studying the Media Education Practices of Young Children at Home: Methodological Lessons from a Cross-national Qualitative Study on Digital Activities at Home Chapter Three: Participatory Action Research and Media Literacy: Towards Engaged, Accountable, and Collaborative Knowledge Production with Marginalized Communities Chapter Four: Observing Literacy Practices in the "Third Space": Research Methods Chapter Five: Researching Media Literacy Practices Using Both Critical and Posthuman Inquiry Part 2: Educational Initiatives Chapter Six: Methodological Considerations in Researching Teachers' Views and Practices of Media Literacy Chapter Seven: A Research Methodology Aimed at Analyzing Teaching Practices in Relation to the Development of Digital Skills in a University Setting Chapter Eight: Design-based Research into the Co-creation of Teaching Activities for the Theoretical Refinement of a Multimodal Media Literacy Competency Model Chapter Nine: Quantitative Methods for Assessing Media Literacy in Evaluations of Health Promotion Intervention Programs Using Media Literacy Education Chapter Ten: Issues of Pedagogy, Alignment, and Context in Assessing Measures of Media Literacy Part 3: Prescriptive Discourses Chapter Eleven: Analyzing Public Policies on Media Education: From Modalization to Modeling of Official Discourses Chapter Twelve: Analyzing School Curricula, Training Programs, and Learning Material: A Method in Media Education Chapter Thirteen: Quick-Scan Analysis as a Method to Analyze and Compare Media Literacy Frameworks Chapter Fourteen: Critical Discourse Studies for Research on Media and Information Literacy Projects: An Illustrated Discussion of Seven Methodological Considerations Chapter Fifteen: Rethinking Media Education Policy Research and Advocacy: A Deliberative Approach
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