Action-oriented media education

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As action-oriented media education a method of mediation is of media literacy refers to the objective of ensuring that recipients media to deal with the everyday world and to shape the life of the world can use. A justification for action-oriented media education is the assumption, following Ernst Cassirer's symbol theory , that thinking and acting take place in interactions. Action-oriented media education therefore does not focus on direct instruction , but primarily on interactive actions and activities. People are understood as subjects who determine themselves and who can confidently shape their use of media based on their communicative competence. Therefore, the self-determined use of media and the sovereign design of media in the living environment are the focus of action-oriented media education. The method is used in media-pedagogical practice with different target groups (e.g. with children, adolescents, adults, older people) and with different media (e.g. radio, video, newspaper).

The active engagement with the media is mainly realized in the media pedagogical project work and the active media work. Dieter Baacke , for example, describes projects as the "royal road" for promoting media skills.

Individual evidence

  1. ↑ Bernd Schorb: Action-oriented media education. In: Bernd Schorb, Anja Hartung-Griemberg, Christine Dallmann (Eds.): Basic concepts of media education. Munich: KoPaed, 2017, ISBN 3-86736-390-0 , pp. 134–140.
  2. ↑ Horst Niesyto: Action-oriented media work. In: Ralf Vollbrecht, Claudia Wegener (Hrsg.): Handbook Media Socialization. Wiesbaden, VS - Verlag, 2010, ISBN 978-3-531-15912-6 , pp. 396-403.
  3. ↑ Dieter Baacke: Communication and Competence: Foundation of a didactic of communication and its media. Weinheim / Munich, Juventa, 1973, ISBN 978-3-7799-0009-2 .
  4. ↑ Dieter Baacke: What is media literacy? In: Jürgen Lauffer, Renate Röllecke (Eds.): Dieter Baacke Prize - Handbook 8. Actively and creatively countering media risks - media pedagogical concepts and perspectives . Kopäd, Munich 2013, ISBN 978-3-86736-218-4 , pp. 159-160.