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, 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 method of media messages analysis. 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.
Bibliography
Il programma è il medesimo per studenti frequentanti e non frequentanti.
Compulsory texts:
- R. Eugeni, La condizione postmediale, Brescia, La Scuola, 2015.
- D. Buckingham, Media education. Alfabetizzazione, apprendimento e cultura contemporanea, Trento, Erickson, 2006.
- 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 nel corso online di Pedagogia dei media su http://elly.dusic.unipr.it/).
- 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.
- materiali didattici caricati nel corso online di Pedagogia dei media su http://elly.dusic.unipr.it/ (in particolare, quelli presenti nelle sezioni 1, 3, 4, 5, 10).
One book to be chosen among:
- C. Di Bari, Educare l’infanzia nel mondo dei media. Il ruolo dell’adulto in famiglia e nei contesti educativi, Roma, Anicia, 2016.
- 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.
- G. Riva, Selfie. Narcisismo e identità, Bologna, Il Mulino, 2016.
- F. Colombo, Il paese leggero. Gli italiani e i media tra contestazione e riflusso, Roma-Bari, Laterza, 2012.
- F. Ceretti, M. Padula, Umanità mediale. Teoria sociale e prospettive educative, Pisa, Ets, 2016.
- M. Ranieri, S. Manca, I social network nell'educazione. Basi teoriche, modelli applicativi e linee guida, Trento, Erickson, 2013.
- D. Boyd, It's Complicated. La vita sociale degli adolescenti sul web, Roma, Castelvecchi, 2014.
- 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.
Teaching methods
Oral lesson, role-playing, group discussion, project work, online collaborative work on http://elly.alef.unipr.it.
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.
