| Summary: | 碩士 === 崑山科技大學 === 媒體藝術研究所 === 107 === Increasing network usage and using media in daily life bring significant effects. With more and more misinformation and disinformation nowadays, implementations of media literacy for teenagers need to be dealt with immediately. In fact, everyone needs the abilities of understanding media, using media well, interpreting media, criticizing and supervising media. Policy White Paper on Media Literacy Education, from Ministry of Education 2002, proposed that teachers should develop and compile teaching material for media literacy and integrated instruction to assist teenagers to become good audiences with media literacy. Besides, media literacy and information ethics are added to learning contents of science and technology field at the curriculum guidelines review meeting. Distinctions between facts and fiction or improper distribution of information on the Internet should be emphasized in the learning contents. The importance of media literacy education can not be ignored.
The study aims to explore the implementation of media literacy education and integrated instruction by teachers in junior high schools in Tainan City. In addition to understanding the predicaments and limits, the study can be served as reference to teaching material designed by junior high school teachers and development of media literacy education in junior high schools in the future.
The research adopted Questionnaire to collect and analyze data, and the participants are teachers in junior high schools in Tainan City. Four hundred fifteen questionnaires were distributed. 415 questionnaires were collected, 414 of which were valid with 98.5 % response rate. The data were compiled and analyzed with Software SPSS, which revealed the following results:
1. Teachers in junior high schools in Tainan City have an upper-intermediate level of media literacy awareness, with “media access” being the most understood, and “appraising media representation” being less understood.
2. Teachers generally are able to integrate media literacy into their teaching, especially in designing “teaching material”. The implementation of instruction evaluation is more difficult for teachers.
3. There is significant relation between teachers’ awarenesses of media literacy and integrated instruction. The higher the teachers’ awareness, the higher the teachers’ implementation. Teachers with higher implementation encountered less difficulties.
4. There are significant differences in teachers’ media literacy with different genders, durations of service, fields of teaching, and participation in related workshops.
5. There are significant differences in teachers’ integrated instruction with different genders, fields of teaching, sizes of schools, participation in related workshops and understanding of Policy White Paper on Media Literacy Education.
Based on the results, some suggestions were proposed for teachers in junior highschools, school administration departments, education administration departments, and future researchers
|
|---|
