Learning objectives
The course aims to achieve the following objectives, aligned to the "Dublin descriptors":
1.1. To know the main features of nowadays digital media, especially in reference to children’s and teens’ lives.
1.2. To know the basic terminology and concepts of media pedagogy and media literacy education, as well as their historical development.
2.1. To design media education activities, aimed at specific targets.
2.2. To critically analyze and elaborate the concepts studied, linking themes, authors and trends.
2.3. 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, educational design, docimology, and history of education.
Course unit content
The course aims to reconstruct the essential lines of the theoretical profile of media education, and then focus on the methods of media messages analysis, media consumption analysis and media messages production. In the second part of the course, we will study some issues on the history of film and audio-visual education, meeting theories, approaches, and experiences devoted at children, adolescents, and adults, in formal and non-formal contexts.
The course is completed with a daily workshop on media education through photography.
Bibliography
Il programma è il medesimo per studenti frequentanti e non frequentanti.
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Testi obbligatori:
1. V. Codeluppi, Il tramonto della realtà, Roma, Carocci, 2018.
2. D. Buckingham, Media education. Alfabetizzazione, apprendimento e cultura contemporanea, Trento, Erickson, 2006.
3. D. Felini, Crossing the Bridge: Literacy between School Education and Contemporary Cultures, in J. Flood, S. Brice Heath e D. Lapp (a cura di), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, New York-London, Erlbaum, 2008, pp. 19-26 (disponibile su Elly).
4. D. Felini (a cura di), Educare al cinema: le origini. Riflessioni ed esperienze di pedagogia dei media fino agli anni della contestazione, Milano, Guerini, 2015.
5. altri materiali didattici caricati su Elly.
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Un libro a scelta tra i seguenti:
- C. Di Bari, A. Mariani (a cura di), Media education 0-6. Le tecnologie digitali nella prima infanzia tra critica e creatività, Roma, Anicia, 2018.
- G. Bonaiuti, A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Roma, Carocci, 2017.
- D. Felini (a cura di), Video game education. Studi e percorsi di formazione, Milano, Unicopli, 2012.
- M. Gui (a cura di), Benessere digitale a scuola e a casa. Un percorso di educazione ai media nella connessione permanente, Milano, Mondadori education, 2020.
- G. Riva, Nativi digitali. Crescere e apprendere nel mondo dei nuovi media, Bologna, Il Mulino, 2019, seconda edizione.
- C. Riva, C.M. Scarcelli (a cura di), Giovani e media. Temi, prospettive, strumenti, Mc Graw Hill, Milano, 2016.
- F. Colombo, Il paese leggero. Gli italiani e i media tra contestazione e riflusso, Roma-Bari, Laterza, 2012.
- S. Goodman, Teaching Youth Media. A Critical Guide to Literacy, Video Production, and Social Change, New York, Teachers College Press, 2003.
- R. Hobbs, Digital and media literacy, Thousand Oaks (California), Corwin Press, 2011.
- D. Walker (a cura di), A Pedagogy of Powerful Communication. Youth Radio and Radio Arts in the Multilingual Classroom, New York, Peter Lang, 2014.
- tutti gli articoli caricati nel corso online di Pedagogia dei media su Elly (https://elly.dusic.unipr.it/2019/), all’interno dell’Argomento 1, nella cartella “Articoli di approfondimento su media e tecnologie oggi, tratti da ‘Aggiornamenti Sociali’” (l'insieme di tutti questi articoli può sostituire un libro dei precedenti).
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Sugli aspetti metodologici di progettazione, monitoraggio, valutazione e fund raising, si segnala:
- D. Felini, R. Trinchero (a cura di), Progettare la media education, Milano, FrancoAngeli, 2015.
Teaching methods
Lecture, project work, simulation, group discussion, online cooperative work, workshop.
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.
