MEDIA LITERACY AND TEACHING LANGUAGES: FROM THEORY TO PRACTICE

Course Information
TitleΓΡΑΜΜΑΤΣΜΟΣ ΣΤΑ ΜΕΣΑ ΚΑΙ ΓΛΩΣΣΙΚΗ ΔΙΔΑΣΚΑΛΙΑ: ΑΠΟ ΤΗ ΘΕΩΡΙΑ ΣΤΗΝ ΠΡΑΞΗ / MEDIA LITERACY AND TEACHING LANGUAGES: FROM THEORY TO PRACTICE
CodeΥΕΜΠ6
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorFoteini Papadimitriou
CommonNo
StatusActive
Course ID600017544

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSYPOCΗREŌTIKO KATEPILOGĪN PRAKTIKĪS 845

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
600205326
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
• To make creative use of the Media as sources of information and knowledge for the teaching of language. • To analyze, evaluate and critically reflect on the various structures and forms of Media as sources of information. • To understand the content of the messages of Media as well as the broader institutional, economic and social context which determines and influences the way in which they are produced. • To understand the ways in which the messages of Media are addressed, received and interpreted by the students. • To develop a critical and exploratory attitude towards the Media. • To cultivate basic communication skills and develop expressive-creative skills. • To understand the different types of mass communication, their characteristics, conventions and their expressive/rhetorical means as well as the way in which they contribute to the transmission of specific political-socio-ideological perceptions/stereotypes. • To develop personal, social and political perception. • To explore the ways in which communities are connected to local media. • To acquire experience in real conditions in a Greek-language arts teaching classroom in an Elementary school.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The module focuses on the following thematic areas: Thematic Area 1: Introduction – Concepts • The historical, social and economic context of media literacy. • The history of the evolution of media literacy. • Interaction with other literacies (information literacy, digital literacy). Thematic Area 2: Contemporary Educational Policy Guidelines for Media Literacy • UNESCO MIL curriculum for teachers. • The critical media literacy perspective. Thematic Area 3: News Critical investigation of principles, values and rules governing the configuration of news discourse in press and television (selection and prioritization of issues, ways of presentation and commentary of them, what is excluded and why, who are speaking or who are not and why, the function of the image and the role of 'experts', the impact of all these on child psychology, the political and social perception of the audience). • Comparative examination of different news media (print and TV), so as the ability for evaluating them to be developed. • Examination of the regulatory and ethical framework governing news discourse: issues of censorship and self-censorship, journalistic ethics and freedom of expression. • Production of alternative news discourse (e.g., making/constructing a front-page, writing/composing an online newspaper or a TV bulletin, conducting research and interviews aiming at producing a news reporting on a student's choice theme). Thematic Area 4: Advertising • Advertising as a composite genre, which combines image and speech/text, information and fiction, expressive brevity and meaningfulness, pragmatism and aesthetics, platitude (e.g., stereotypes) and innovation. • Advertising as a complex/composite cultural text: values, attitudes, social relations and roles, ethics and control issues. • Production of alternative advertising discourse, in the context of which the students explore/investigate issues such as the definition/determination of the target audience, communication strategy options, composition and aesthetics issues. Thematic Area 5: Cinema - Fiction Films • Cinema as a means for investigating, recording and interpreting the social environment. By using thematically appropriate movies, we analyze:  the way of narration (types of frames, visual angle and association with the scenes and their meaningful effects),  the way in which the heroes/characters are represented,  the ideological/interpretative view of the director,  the connection of the plot/topic to the social experience of the students. Thematic Area 6: Images of Reality – Photography, Documentary • The power and pitfalls of photographic/cinematographic testimony/ documentation, by using photojournalism (as it is found in the press, in news magazines as well as to relevant special editions) and documentaries (TV and or film) as the main types of study. The main axes of reflection that is needed to be developed here are the following:  Criticism of the 'naive' realism cultivated by both the plausibility of photographic technology and the rhetoric of the construction of documentaries.  Emergence of the role of ideological-interpretive perspective and photographic/cinematographic technique in the construction and the naturalness of photojournalism/documentary. References to the phenomena of propaganda and falsification of photographic evidence.  Examining the ability of the photojournalism/documentary to explore the historical and social reality and to emerge, reveal/uncover, denounce crucial issues/problems. Thematic Area 7: Internet • Basic concepts (Internet, World Wide Web, search engines) • Internet history and its commercialization • Personalized information and implications for education
Keywords
media literacy, critical literacy, linguistic literacy
Educational Material Types
  • Notes
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures782.6
Laboratory Work120.4
Reading Assigment150.5
Written assigments301
Other / Others150.5
Total1505
Student Assessment
Student Assessment methods
  • Written Assignment (Summative)
  • Labortatory Assignment (Summative)
  • Oral presentation (Formative)
Bibliography
Course Bibliography (Eudoxus)
• Σμυρναίος, Ν. (2018). Το Ολιγοπώλιο του Διαδικτύου: Πώς οι Google, Apple, Facebook, Amazon και Microsoft πήραν τον έλεγχο της ψηφιακής μας ζωής. Αθήνα: Μεταμεσονύκτιες Εκδόσεις.
Additional bibliography for study
• Buckingham, D., & (2008). Εκπαίδευση στα ΜΜΕ: Αλφαβητισμός, μάθηση και σύγχρονη κουλτούρα, Ε. Κούρτη (Επιμέλεια). Αθήνα: Ελληνικά Γράμματα. • Curran, J. (2005). Μέσα επικοινωνίας και εξουσία. Αθήνα: Καστανιώτης. • Γαλάνη, Ά., & Κυρίδης, Α. (2005). Από τη μεγάλη οθόνη στα παιδικά όνειρα: Οι απόψεις των παιδιών για τον παιδικό κινηματογράφο. Σύγχρονη Εκπαίδευση: Τρίμηνη Επιθεώρηση Εκπαιδευτικών Θεμάτων [Διαδικτυακά], 0.142 (2005): 83-94. • Graddol, D., Boyd-Barrett, O., & (2001). Κείμενα των ΜΜΕ: Συγγραφείς και αναγνώστες, Ι. Φ. Βλαχόπουλος (Επιμ.). Πάτρα: Ελληνικό Ανοικτό Πανεπιστήμιο. • Καμαριανός, Ι. Χ. (2005). Εξουσία, ΜΜΕ και εκπαίδευση (1η εκδ.). Αθήνα: Δαρδανός. • Κυρίδης, Α., & Κασίδου, Σ. (2001). Η εκπαίδευση για τα Μέσα Μαζικής Επικοινωνίας: Το παράδειγμα της τηλεόρασης. Νέα Παιδεία • Λέανδρος, Ν. (2008). Επιχειρηματικές στρατηγικές στη βιομηχανία των μέσων (1η εκδ.). Αθήνα: Καστανιώτης. • Macedo, D. & Steinberg, S. (2007). Media literacy: Α reader. New York: Peter Lang. • Μπαλτζάκη, Ε. Π. (2010). Κριτική προσέγγιση τηλεοπτικής εκπομπής οικολογικού περιεχομένου από τη σκοπιά της περιβαλλοντικής εκπαίδευσης. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Σχολή Δασολογίας και Φυσικού Περιβάλλοντος. • Τσιτσανούδη-Μαλλίδη, Ν. (2011). Η γλώσσα των ΜΜΕ στο σχολείο: Μια γλωσσολογική προσέγγιση για την (προ)σχολική εκπαιδευτική διαδικασία. Αθήνα: Εκδοτικός Οργανισμός Λιβάνη. • Χαραμής, Π. (Επιμ.), (2001). Η Αξιοποίηση των ΜΜΕ στο σχολείο: Δυνατότητες - όρια - προοπτικές. Αθήνα: Εκδόσεις της Σχολής Ι.Μ. Παναγιωτόπουλος. • Χατζησαββίδης, Σ. Α. (1999). Ελληνική γλώσσα και δημοσιογραφικός λόγος: Θεωρητικές και ερευνητικές προσεγγίσεις. Αθήνα: Gutenberg. • Σημειώσεις σε ηλεκτρονική μορφή.
Last Update
21-02-2022