Investigating the Knowledge Conversion of Socialization Process of Adults' Media Literacy Courses: A Case Study of a Community University

• Main Authors: Ko-Hsin Tang, 唐可歆
• Other Authors: Mei-Ying Tsai
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/90993081671468703033

碩士 === 世新大學 === 廣播電視電影學研究所(含碩專班) === 98 === The purpose of the study is first to investigate the characteristic for teacher-student interaction in the media literacy courses of the community university, and analyze causes for the behaviors and the effects of knowledge conversion. On the Basis of the theory of Frame, proposed by Nonaka & Takeuchi (1995), it tried to find out the lack of necessary conditions for energizing the knowledge-creating process. The results indicate that three elements influence the knowledge conversion of socialization in the media literacy courses of the community university. First, students’ behavior in the classroom is affected by the desire for performance and the myth of authority. Second, teachers’ behavior in the classroom is affected by their values and judgments. Third, alienation among students, between teacher and students hinders the dynamic knowledge-creating process. Furthermore, the classroom as a “Ba” is not the ideal shared context. Members think carefully before they say something, and they hardly gain access to practice and supports from the others. Teachers couldn’t provide a clear knowledge vision which would induce students to refuse to put in their passion and energy in class. Unclear intentions confused students which cause the learning to pieces. On the other hands, teachers timely introduce creative chaos into class which exactly makes some students to reconsider their fundamental thinking and perspectives, but unpredictable effect is due to the individuality. Finally, love, care, trust and commitment amongst the class are too weak that results in alienated class and isolated individual. In the situation of the class, it is hard to diffuse personal tacit knowledge in the class and facilitate knowledge-creating.