Last update: Mgr. Markéta Supa, M.A., Ph.D. (25.10.2019)
This truly interdisciplinary unit touches upon philosophy, history, art, education, anthropology, psychology, sociology, biology, law, human rights, economy, politology, linguistics, as well as religious, cultural, childhood, literacy and media studies, when on a quest towards understanding the contemporary child's media experience. Mirroring the inconclusive debates about children, media, and technology, the collective beliefs and public myths will be put into question and in-depth evaluation. By the end of semester students will acquire valuable self-reflexive methodological approaches for the inquiry of, and conceptual frameworks for thinking critically and reflectively about, the issues related to children and media as well as their current and potential role within these and related fields.
Course completion requirements
Last update: prof. MgA. Martin Štoll, Ph.D. (29.10.2019)
Evaluation:
Active participation in the sessions as well as a completion of an independent small-scale research submitted as a research poster are required in order to pass the unit and earn the credits. The research project-based evaluation will ask the students to demonstrate their creative, critical and reflective thinking rather than their knowledge and skills of research theory and practice. The students will be encouraged to explore a part of children’s media experience, which they themselves choose, without prejudice and subsequently share with their fellow colleagues what they have discovered through designing and exhibiting a research poster.
The research posters will be evaluated A-F.
The examples of posters are available here: https://www.dropbox.com/sh/4qpdvgbuopkt1j3/AACMcLYDMhhodA-M7SUNdiWra?dl=0
Literature
Last update: prof. MgA. Martin Štoll, Ph.D. (14.01.2020)
Recommended literature:
BERGER, R. - ZEZULKOVA, M. A remaking pedagogy: Adaptation and archetypes in the child’s multimodal reading and writing. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 2016 DOI: 10.1080/03004279.2016.1178316
BUCKINGAM, D. Moving images: Understanding children’s emotional responses to television. Manchester: Manchester University Press, 1996
BUCKINGAM, D. ‘Creative’ visual methods in media research: possibilities, problems and proposals. In Media, Culture and Society, 31(4), 2009, p. 633-652
BURN, A. - RICHARDS, C. Children's Games in the New Media Age. Surrey: Ashgate Studies in Childhood, 1700 to the Present, 2014
DAHLGREND, P. Young citizens and new media: Learning for democratic participation. New York: Routledge, 2010
HOBBS, R. Exploring the Roots of Digital and Media Literacy through Personal Narrative. California: Temple University Press 2016
JENKINS, H. Convergence Culture: Where old and new media collide. New York: New York University Press - Chapter 5: Why Heather can write: Media literacy and the Harry Potter wars (p.175-216), 2006
JIRÁK, J. - MIČENKA, M. a kol. Základy mediální výchovy: Rozumět médiím. Praha: Portál, 2007
LIVINGSTONE, S. -SEFTON-GREEN, J. The Class: Living and Learning in the Digital Age, 2016
McDOUGALL, J. - BERGER, R. - FRASER, P. - ZEZULKOVÁ, M. Media literacy, education & (civic) capability: A transferable methodology. Journal of Media Literacy Education, 7(1), 4 -17., 2015
LEMISH, D. - GOTZ, M. (eds.) Children and media in times of war and conflict. Cresskill: Hampton Press, 2007
MARES, M. L., PAN, Z. Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. In Journal of Applied Developmental Psychology, 34(3), 2013, 140-151
MARSH, J. Changing Play: Play, media and commercial culture from the 1950s to the present day. Berkshire: Open University Press, 2014
MORRISON, B. As If. London: Granta Books, 2011
SUNSTEIN, S. R., The World According to Star Wars. California: HarperCollins 2016
WOODFALL, A. - ZEZULKOVA, M. What ‘children’ experience and ‘adults’ may overlook: phenomenological approaches to media practice, education and research. Journal of Children & Media; 10(1), 2016, p. 98-106.
ZEZULKOVA, M. Media learning in primary school classroom: Following teachers' beliefs and children's interests. In: Kotilainen, S., and Kupiainen, R., eds. Reflections on Media Education Futures, 2015, p. 159-169.
Requirements to the exam
Last update: PhDr. Petr Bednařík, Ph.D. (19.01.2020)
Evaluation:
Active participation in the sessions as well as a completion of an independent small-scale research submitted as a research poster are required in order to pass the unit and earn the credits. The research project-based evaluation will ask the students to demonstrate their creative, critical and reflective thinking rather than their knowledge and skills of research theory and practice. The students will be encouraged to explore a part of children’s media experience, which they themselves choose, without prejudice and subsequently share with their fellow colleagues what they have discovered through designing and exhibiting a research poster.
The research posters will be evaluated A-F.
The examples of posters are available here: https://www.dropbox.com/sh/4qpdvgbuopkt1j3/AACMcLYDMhhodA-M7SUNdiWra?dl=0
Syllabus
Last update: prof. MgA. Martin Štoll, Ph.D. (29.10.2019)
Unit content and organisation:
The eighty-minute sessions are organised as seminars with a great emphasis on active participation. The discussions are being fuelled by cross-cultural academic and industry research examples, as well as by the students’ own experience and discovery.
The draft outline of the unit content includes themes such as:
* Interdisciplinary construction of ‘child’, ‘childhood’, and ‘media’ * Sociocultural role and media play in children’s lives * Children’s emotional involvement with media and their fantasy worlds * Relevance of children’s cognitive and physical development to media experience * Children as media producers * Being and becoming a citizen in mediated worlds * Learning with, from, and in media * Media literacy and media education
