Evaluating Online Media Literacy in Higher Education: Validity and Reliability of the Digital Online Media Literacy Assessment (DOMLA)
and media production
digital natives and digital immigrants.
Broadcast and Video Studies
Communication Technology and New Media
Curriculum and Instruction
Social and Behavioral Sciences
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AbstractWhile new technology continues to develop and become increasingly affordable, and students have increased access to digital media, one might wonder if requiring such technology in the classroom is akin to throwing the car keys to a teen-ager who has not completed a driver’s education course. The purpose of this study was to develop a valid and reliable quantitative survey providing accurate data about the digital online media literacy of university-level students in order to better understand how digital online media can and should be used within a teaching/learning environment at a university. This study identifies core constructs of media literacy as recognized by noted researchers including ethical awareness, media access, media awareness, media evaluation, and media production. Because of the familiarity with media technology by today’s traditional higher education students and the expectation to incorporate these tools in the classroom, the digital divide that once was separated by socio-economic status may be shifting instead to divide generations. While this study is confined to the creation of the instrument, the survey – in the future – is intended to measure digital media literacy levels in both university students and faculty to determine if differences exist between those two groups and to better understand how digital media can and should be used within a teaching/learning environment at a university. Using a 12-step process, the study resulted in a 50-item instrument allowing a quantitative measurement of digital online media literacy. Results repeatedly showed a reliable instrument when viewed as a whole, with individual constructs indicating varying degrees of reliability on their own. The instrument was found to be reliable with a .919 overall coefficient.
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The Global Plankton Database: an inventory and data from the former Soviet Union expeditionsSherbatenko, P; Manzhos, Ludmila; Karakash, A I; Konovalov, Sergey S; Goubanova, A D; Tamoikin, I Yu; Piontkovski, Sergey; Baldina, E P; Nikolaev, Vladimir M; Elmuratov, A E; et al. (PANGAEA, 2009-02-10)Core international projects dealing with the ocean, as well as the UNEP Biodiversity and Climate Change Program, have emphasized an urgent need for information on the impact of climate change on species diversity and on the development of efforts to deal with this impact. In order to assess this impact, a global database of historical data sets is needed. For instance, there is a lack of knowledge on the interannual climate-related variability of zooplankton communities of the tropical Atlantic, central Mediterranean Sea, Caspian Sea, Aral Sea, and Arabian Sea due to the absence of appropriate databases. The general goal was to develop a plankton database of the Former Soviet Union expeditions (carried out by the academic research vessels), available for the international scientific community. This database contains 41 expeditions to the Atlantic Ocean and over 30 expeditions to the enclosed seas of the Atlantic Ocean, including over 30 years of sampling in the Mediterranean Sea, the Black Sea, the Caspian Sea, the Aral Sea, and 14 expeditions to the Indian Ocean. Basic approach to the proposed research involved: Development of co-operation between experts and data holders in Ukraine, Russia, Kazakhstan, Azerbaijan, UK, and USA to rescue and compile the oceanographic data sets and release them on CD-ROM (this is the online version of the CD as archived in Pangaea in 2008). The organization and compilation of a database based on FSU cruises to the above regions. The analysis of the basin-scale interannual variability of the zooplankton species abundance, biomass, and species diversity. The Database was created with the assistance of the following institutions: Institute of Biology of the Southern Seas, Ukrainain National Academy of Sciences, Sevastopol, Ukraine Marine Hydrophysical Institute, Ukrainain National Academy of Sciences, Sevastopol, Ukraine Caspian Biological Station, Institute of Zoology of Azerbaijan Academy of Sciences, Baku, Azerbaijan Institute of Zoology and NGO "Tethys", Almaty, Kazakhstan Marine Sciences Research Center, Stony Brook University, Stony Brook, USA Plymouth Marine Laboratory, Plymouth, United Kingdom
A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingCurriculum, Teaching and Learning; Miller, John; Megan, Boler; Stasko, Carly (2009-12-14)This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
Media w wychowaniu : (ujęcie aksjologiczne)Tytko, Marek Mariusz (2008)Tekst jest poświęcony filozofii wychowania do mediów. Artykuł opiera się m.in. na koncepcji poznania Kazimierza Jerzego Adolfa Twardowskiego.