Media education

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Media education, as a sub-area of media education, deals with practical educational work in the field of media .

Related areas are media didactics and media studies .

Firstly, the term is used to identify an area within media educational practice, i.e. as a specific form of media educational activity. It is characteristic of this action that the person acting in each case wants to achieve the imparting of knowledge and skills that are necessary for an enlightened and therefore competent use of the media. Anyone who has media competence in this sense is characterized by an active, critical, conscious, selective and productive use of the media. In this sense, media should be experienced as a tool for developing knowledge of a culture and in its ability to articulate itself. This makes it clear that the media are increasingly to be understood “as a tool for opening up and participating in the knowledge society ” (Kerres). The acquisition of knowledge about mass media , media analysis and media design are the classic subject areas of school media education. Media education is stipulated in the curricula of several federal states as a compulsory part of the curriculum . However, it is not assigned to a specific subject, but rather the subject of teaching in a number of subjects.

Secondly, the term media education is used to denote academic engagement with the media pedagogical practice outlined above. As a scientific activity, media education describes the prerequisites, forms and effects of media educational practice and their social environment (especially popular media educational discourses such as the discussion about so-called killer games), it criticizes this practice on the basis of educational theory and educational policy guidelines and it researches methodological alternatives to the given practice.

tasks and goals

The tasks and goals of media education include, among other things, imparting skills in order to achieve a subject-specific teaching goal through the use of media and to present concrete teaching contexts using new technologies. The use of the media should make teaching more effective and learning more efficient (target-means ratio). These serve as a means of promoting communication, which should lead to a more student-oriented function. Media education has set itself the task of encouraging students to engage more actively with their learning environment.

In addition, dealing with new media at an early stage should motivate the students to always keep themselves informed about the latest technology in order not to fall behind. The correct use of new media is of great importance for every professional branch, be it to prepare presentations or to create tables on the computer or just to write the application. Responsible use of the media is an important prerequisite; sources of information must be able to be critically evaluated. The development of media skills must therefore also be a concern of media education (Kron / Sofos 2003, p. 38/57).

Literature (selection)

  • Brezinka, Wolfgang (1995): The subject of educational science and the task of educational research. In: Brezinka, Wolfgang: educational goals, educational means, educational success. Contributions to a system of educational science. Munich: Reinhardt (Gesammelte Schriften / Wolfgang Brezinka, 5), pp. 15–42.
  • Sabine Eder, Susanne Roboom (eds.): Video, Compi & Co. About the use of media in daycare. GMK office, Bielefeld 2004, ISBN 3-929685-32-9
  • Leufen, Stefan / Tulodziecki, Gerhard: Discussion of the curriculum. Results of the research. In: Bertelsmann / Nixdorf Foundation (ed.): New media in schools. Projects-Concepts-Competencies , Gütersloh 1996
  • Divina Frau-Meigs (Ed.): Media Education: A Kit for Teachers, Students, Parents and Professionals (PDF; 1.62 MB, 185 pages), UNESCO - 2006
  • Norbert Neuss, Carola Michaelis: New media in kindergarten. Play and study with the computer. Gabal, Offenbach 2002, ISBN 3-89749-246-6
  • Britta Nielen: Media in kindergarten. In: K. Zimmermann-Kogel, N. Kühne: Praxisbuch Sozialpädagogik , Volume 4, pp. 162–199, Troisdorf, Bildungsverlag EINS, 2007; ISBN 978-3-427-75412-1
  • Eike Rösch, Kathrin Demmler, Elisabeth Jäcklein-Kreis, Tobias Abers-Heinemann (eds.): Media pedagogy practice manual. Basics, suggestions and concepts for active media work , Munich 2012 ( ISBN 978-3-86736-279-5 )
  • Hans-Jürgen Tast (Ed.): Media Competence. Options for action for children and young people , Schellerten 1996 ( ISBN 3-88842-022-9 ).
  • Hans-Jürgen Tast (Ed.): Youth media meeting. Paths to media competence , Schellerten 1998 ( ISBN 3-88842-023-7 ).
  • Dieter Spanhel, Horst Dichanz: media education . Upbringing and educational tasks in the media society. Stuttgart 2006 (Handbook of Media Education, Vol. 3).
  • Gerhard Tulodziecki: media education. In: Uwe Sander, Friederike von Gross, Kai-Uwe Hugger: Handbook of Media Education. Wiesbaden 2008, pp. 110-115.

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