| CODE | LHL5001 | ||||||||||||||||||||
| TITLE | Introduction to Pedagogical Studies in Media Literacy | ||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||||||||||
| DESCRIPTION | The study-unit is designed to give a general grounding of the principles and definitions in media literacy education. The study-unit arms students with the necessary teaching skills for vocational teaching. This study-unit addresses the gaps of students coming from the various fields of media education by bridging the various disciplines of undergraduate media education. Study-Unit Aims: The study-unit aims to initially give a general grounding of media literacy vocational education. After this initial stage, this introductory study-unit intends to move on by presenting various theoretical definitions of media literacy. Linking theory and practice, this study-unit will also present and discuss pedagogical methods and approaches used in contemporary media literacy learning contexts. Moreover, as a final stage, this study-unit will give prospective teachers a direction on how to put media literacy education theory into practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Evaluate various media literacy vocational education theories. These include predominant theories such as behaviourism and socio-constructivist learning approaches; - Apply the various media literacy vocational theories that fit with the everchanging learning demands of particular educational landscapes; - Interpret the use and applications of particular learning theories into various media literacy vocational contexts; - Explore various pedagogies applied when delivering hands-on media literacy pedagogical activities. 2. Skills: By the end of the study-unit the student will be able to: - Apply appropriate practical skills and a variety of pedagogical resources that one can use in media literacy vocational education; - Formulate and prepare suitable lesson materials and assessment methods which one can use in different media literacy educational contexts; - Learn how to involve other participants in assessment techniques such as peer review and other formative assessment methods. Main Text/s and any supplementary readings: Main Texts: - Bandura, A., (1995). Self-efficacy in Changing Societies. Cambridge University Press. - Buckingham, D. (2003). Media education. literacy, learning and contemporary culture. Cambridge: Polity. - Borg, J., & Lauri, M. A. (2011). A Comparative comparative Studies study of EU Documents documents on Media media Literacy. In Media Education Research Journal., Vol 2. No. (1), 30 - 42. - Frau Meigs, D. (2006) Media Education. A Kit for Teachers, Students, Parents and Professionals. Paris: UNESCO. - Gauntlett, D. (2011). Making is connecting. Cambridge, UK: Polity Press. - Jewitt, C. (Ed.) (2008), Multi-modal Discourse Across the Curriculum (2nd ed.). New York: Springer-Verlag. - Jewitt, C. (2009). 'An introduction to multimodality'. In C. Jewitt (Ed.), The Routledge handbook of Multimodal Analysis. - Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge. - Lauri, M.A.,Borg, J., Gunnel, T., and Gillum, R. (2010). Attitudes of a sample of English, Maltese and German teachers towards media education. European Journal of Teacher Educ. - Malta Ministry of Education and Employment, (2014). A NATIONAL LITERACY STRATEGY FOR ALL IN MALTA AND GOZO. - Pink, S., (2009). Doing sensory ethnography. Los Angeles: SAGE. - Pink, S., (2012). Situating everyday life. Los Angeles: SAGE. - Vygotsky, L., in Gauvin & Cole (Eds.), (1978). Interaction Between Learning and Development. New York: Scientific American Books. |
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| STUDY-UNIT TYPE | Independent Online Learning, Lecture and Practicum | ||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Clint Gerald Attard Ian Paul Attard George Cremona |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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