Media Literacy and Media Education Research Methods
A Handbook
Herausgeber: Fastrez, Pierre; Landry, Normand
Media Literacy and Media Education Research Methods
A Handbook
Herausgeber: Fastrez, Pierre; Landry, Normand
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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.
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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.
Produktdetails
- Produktdetails
- Routledge Research in Media Literacy and Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 332
- Erscheinungstermin: 27. November 2023
- Englisch
- Abmessung: 234mm x 156mm x 21mm
- Gewicht: 642g
- ISBN-13: 9780367492649
- ISBN-10: 0367492644
- Artikelnr.: 69115592
- Routledge Research in Media Literacy and Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 332
- Erscheinungstermin: 27. November 2023
- Englisch
- Abmessung: 234mm x 156mm x 21mm
- Gewicht: 642g
- ISBN-13: 9780367492649
- ISBN-10: 0367492644
- Artikelnr.: 69115592
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.
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
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
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