Learning objectives
The course aims to achieve the following objectives, aligned to the "Dublin descriptors":
1. To know the basic terminology and concepts of media pedagogy and media literacy education, as well as their historical development.
2.1. To critically analyze and elaborate the concepts studied, linking themes, authors and trends.
2.2. To connect the theories to typical cases of media-educational work, analyzed and understood with the conceptual tools of the discipline.
3. To critically analyze mainstream media texts, and the processes/products of media literacy education activities.
4. To communicate in oral and multimedia format their own thoughts on the studied issues.
Prerequisites
The course requires the prior knowledge of terms, concepts and theories of theory of education, social pedagogy, teaching methods and educational design.
Course unit content
The course aims to reconstruct the essential lines of the theoretical profile of media ( media education, and then to concentrate on the issue of 'media production' that takes place in educational contexts. Examples will be drawn primarily from two contexts: that of the video game education and the production of short films. On the latter, in addition to the analysis of current practices, it will also propose workshops on the practices of the past (from the 60s to the 80s, through the analysis of teachers guides, documentation of experiences and children's books.
Full programme
The course is divided into three parts:
- In the first, it will present media education, with its theories (inoculatory approach, media literacy and media competence in particular) and the most common practices;
- In the second, the focus will be on methods, techniques and meanings of media production in education, with examples taken from video game education and contemporary film making;
- In the third, we will explore the origins of the film making in schools.
Bibliography
The program differs for participating and non-participating students.
A. Participating students will prepare four books, plus the online materials available on https://didattica.unipr.it/course/view.php?id=403 :
Compulsory texts:
1. D. Buckingham, Media education. Alfabetizzazione, apprendimento e cultura contemporanea, Trento, Erickson, 2006.
2. S. Goodman, Teaching Youth Media. A Critical Guide to Literacy, Video Production, and Social Change, New York, Teachers College Press, 2003.
3. D. Felini e R. Trinchero (a cura di), Progettare la media education, Milano, FrancoAngeli, in corso di pubblicazione: uscita prevista per fine marzo 2015.
4. materiali didattici caricati nel corso online (in particolare, tutti quelli presenti nelle sezioni 6, 7, 8 e 11).
One book to be chosen among:
• D. Boyd, It's Complicated. La vita sociale degli adolescenti sul web, Roma, Castelvecchi, 2014.
• M. Gui, A dieta di media. Comunicazione e qualità della vita, Bologna, Il Mulino, 2014.
• G. Riva, Nativi digitali. Crescere e apprendere nel mondo dei nuovi media, Bologna, Il Mulino, 2014.
• D. Felini (a cura di), Video game education, Milano, Unicopli, 2012.
• K. Laybourne, P. Cianciolo (a cura di), Doing the Media. A Portfolio of Activities, Ideas and Resources, Chicago, American Library Association, 1978 (una copia è disponibile nello studio del Docente).
• A. Burn, Making New Media. Creative Production and Digital Literacies, New York, Peter Lang, 2009.
• F. Pagnotta (a cura di), L'età di internet. Umanità, cultura, educazione, Milano, Le Monnier Università, 2013.
• M. Hoechsmann – S.R. Poyntz, Media Literacies. A Critical Introduction, Malden – Oxford, Wiley-Blackwell Publ., 2012.
B. Non-Participating students will prepare four books, as indicated below:
Mandatory texts:
1. D. Buckingham, Media education. Alfabetizzazione, apprendimento e cultura contemporanea, Trento, Erickson, 2006.
2. S. Goodman, Teaching Youth Media. A Critical Guide to Literacy, Video Production, and Social Change, New York, Teachers College Press, 2003.
3. D. Felini e R. Trinchero (a cura di), Progettare la media education, Milano, FrancoAngeli, in corso di pubblicazione: uscita prevista per fine marzo 2015.
One book to be chosen among:
• D. Boyd, It's Complicated. La vita sociale degli adolescenti sul web, Roma, Castelvecchi, 2014.
• G. Riva, Nativi digitali. Crescere e apprendere nel mondo dei nuovi media, Bologna, Il Mulino, 2014.
• D. Felini (a cura di), Video game education, Milano, Unicopli, 2012.
• L. Di Mele, A. Rosa e G. Cappello (a cura di), Video education: guida teorico-pratica per la produzione di video in ambito educativo, Trento, Erickson, 2008.
• R. Laporta, Cinema ed età evolutiva, Firenze, La Nuova Italia, 1957.
• P. Baldelli e E. Tarroni, Educazione e cinema, Torino, Loescher, 1970.
• M. Valeri e C. Betti, I mass media e l'educazione. Per una interpretazione alternativa dei messaggi dei media, Firenze, Le Monnier, 1976.
• K. Laybourne, P. Cianciolo (a cura di), Doing the Media. A Portfolio of Activities, Ideas and Resources, Chicago, American Library Association, 1978 (una copia è disponibile nello studio del Docente).
• N. Postman, Ecologia dei media, Roma, Armando, 1981.
Teaching methods
Oral lesson, group discussion, project work, online collaborative work.
Assessment methods and criteria
The final evaluation will take place through an oral examination, which also considers the term papers carried out by the students.
The questions concern the concepts of media literacy education, the connection between terms, concepts, theories, and trends, and the link between theories and typical media literacy education experiences in different contexts and with different audiences.
The examination which shows, with proper language and terminology, the understanding of the basic concepts is considered sufficient. The appropriate reference to authors and trends, the connection or comparison between theories, and the application of theory to practice (and vice versa) are elements that concur to determine a grade above satisfactory.
