Making in Media Education: An Activity-Oriented Approach to Digital Literacy

Autor/in	Knaus, Thomas
Titel	Making in Media Education: An Activity-Oriented Approach to Digital Literacy
Quelle	In: Journal of Media Literacy Education, 14 (2022) 3, S.53-65 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Media Education; Digital Literacy; Learning Activities; 21st Century Skills; Media Literacy; Technology Uses in Education; Man Machine Systems; Design; Teaching Methods; Elementary Secondary Education; Higher Education; Shared Resources and Services + Suchen Sie Ihr Suchwort? Medienerziehung; Medienpädagogik; Lernaktivität; Media skills; Medie competence; Medienkompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mensch-Maschine-System; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gemeinwirtschaft
Abstract	Why is maker education a suitable approach for giving learners the 21st century skills they need to cope with the digital transformation? This article provides an answer and represents a defense of maker education in the field of educational science. Taking a human-media-machine interaction model as the basis for discussion, this article highlights the growing importance of digital technology as well as technological principles for human communication and interaction. Communication technology and the influence of technology on culture and society require a broad understanding of media literacy in the sense of digital literacy. By broadening the theoretical basis of media literacy education, "making," "coding" and "tinkering" qualify as approaches for achieving these goals. The discussion uses the four classic dimensions of media literacy and action theory to argue in favor of these approaches. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01