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Lecturer(s)
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Vala Jaroslav, doc. Mgr. Ph.D.
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Kopecký Kamil, prof. Mgr. Ph.D.
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Adámková Jana, Mgr. Ph.D.
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Kříž Michal, Mgr. Ph.D.
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Course content
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The subject of Media Communication in Theory and Practice is based on the basic requirements of the Framework Educational Program for Basic Education within the cross-cutting theme of Media Education. The course focuses on both the perceptual component (receiving information - eg mass media, internet media, social media) as well as the production folder (creation of own media content). The course focuses on the development of media literacy and critical thinking of future teachers. 1. Media education as part of education. Media literacy. Concepts of media education. 2. Public and commercial media, alternative media, media ownership 3. Media and commercial messages (advertising, product placement). Advertising or what they want to sell me; strategies for influencing customers; types of advertising and its objectives. 4. Critical reading and perception of media messages: 4.1 Messages across the media spectrum (chronicle): using concrete examples, distinguish the basic functions of media messages: inform, educate, attract, entertain. Understanding the text and analysing the differences. 4.2 What messages are important? Gatekeeping: distinguish between informative and artistic content. What is important to really (!) know? 4.3 Lies and half-truths in the media: what is dangerous? How the media lie, how people lie to the media. What to watch out for. 4.4 Relevance of links on the web: independent use of the internet for information seeking and communication. 5. Disinformation, fake news and hoaxes in historical context. 6. Hoaxes and their typology. 7. How to verify information on the Internet. 8. Topics in the field of media education for primary school.
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Learning activities and teaching methods
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Lecture, Activating (Simulations, Games, Dramatization), Group work
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Learning outcomes
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Student will be able to: - Explain the role of public service media in a democratic society. - Recognize and verify the truthfulness of messages in the online environment (if possible). - Give examples of serious and so-called alternative media (with regard to truthfulness of information). - Design appropriate tasks / exercises to enhance media literacy of pupils. - Recognize media stereotype and prototype. - Recognize the techniques of media manipulation.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Analyssis of the Student's Portfolio
Written outputs for credit: 1. A mind map focusing on individual topics in media education appropriate for the first grade of elementary school. 2. A worksheet or preparation oriented to the topic contained in the mind map. Total number of outputs submitted for credit (electronically or in printed form): 1 + 1. For ISP: requirements for credit (see above) + on an individual basis the development of a series of materials useful in teaching with a focus on media education.
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Recommended literature
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Rámcový vzdělávací program pro základní vzdělávání.
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BĚLOHLAVÁ, E. a kol. (2013). Mediální výchova (učebnice). Fraus.
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BURTON, G., JIRÁK, J. (2001). Úvod do studia médií. Barrister & Principal, Brno.
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KROUŽELOVÁ, D. a kol. (2010). Příručka mediální výchovy. Koalice nevládek Pardubicka, o. s.
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McLUHAN, M. (1991). Jak rozumět médiím: Extenze člověka.. Odeon, Praha.
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McQUAIL, D. (1999). Úvod do teorie masové komunikace.. Praha: Portál.
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MIČIENKA, M., JIRÁK, J. a kol. (2007). Základy mediální výchovy. Portál, s. r. o., Praha.
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REIFOVÁ, I. a kol. (2004). Slovník mediální komunikace. Portál, s. r. o., Praha.
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