LITERACY, SKILLS AND PERCEPTION OF YOUNG CHILDREN ON MEDIA MATTERS
| العنوان: | LITERACY, SKILLS AND PERCEPTION OF YOUNG CHILDREN ON MEDIA MATTERS |
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| المؤلفون: | Mohammed Zin Nordin, Shanthi Balraj, Ambigapathy Pandian, N. V. Prasad |
| المصدر: | Researchers World : Journal of Arts, Science and Commerce. 7:62-73 |
| بيانات النشر: | ERM Publications, 2016. |
| سنة النشر: | 2016 |
| مصطلحات موضوعية: | Social network, business.industry, media_common.quotation_subject, Lifelong learning, Media studies, General Medicine, Literacy, New media, Digital media, Interpersonal ties, Media literacy, Digital divide, business, Psychology, Social psychology, media_common |
| الوصف: | INTRODUCTION:Digital media and online communication have become an integral part of the everyday lives of children today. Social network sites, online games, video-sharing sites and gadgets such as iPods and mobile phones are deemed as important fixtures of children's contemporary cultures (Boyd, 2007). These fixtures offer new, varied and interactive ways to communicate, learn and play and form connections with other individuals with whom they can relate and share current experiences.(Boyd, 2008a). Livingstone (2002) notes that the lives of children have become so media- saturated. She argues that children establish different forms of relationships, exhibiting and publishing content, such as texts and images in cyberspace environments. Her study reveals that children register voices and expressions of uncertainty, ambivalence and anxiety regarding social networking and yet at the same time, children also seek pleasure in experiencing a sense of freedom and control when playing video or social games in their social and leisure activities.The ever -evolving new media technologies clearly demand that we re-examine the practices of literacy in schools to enable children to engage with learning activities in creative and productive ways. (Acquisti and Gross, 2006; Buckingham, 2002; Boyd, 2008b). The new opportunities, risks and challenges that come into view with children's engagement with new media are numerous and the domain of literacy comes under close scrutiny where schools will have to engage students with extensive knowledge of the world, multi -modal skills and lifelong learning outlooks for this new learning context (Osgerby, 2004; Ofcom, 2007; Ito et al, 2009).Like many other countries, Malaysia experiences turbulent moments and changes in literacy practices that demand schools to rethink the nature of their work and pedagogical practices that will contribute to successful teaching and learning as well as constructive connections between children's lifeworlds and schools. This paper presents insights of a study that delves into media use practices and beliefs in the home and in the school that are manifested in the lifeworlds of children aged 10. The paper asserts that the use of media technologies do not necessarily mean that children as users are media literate and competent. By way of conclusion, this paper argues for media literacy which is crucial for achieving critical and creative thinking in this digital era.PROJECT FRAMEWORK AND DESIGN:The popularity of new media among children has drawn a lot of attention as it allows them to construct online profiles or personal homepages, and develop an online social network. The profile page functions as the user's own webpage and includes profile information on the date of bir th, gender, religion, lifestyles, favourite food, films, celebrities and what they like doing in their everyday lives. In addition to profile information, children design the appearance of their page, and add content such as photos, video clips and music f iles (Boyd, 2008b). They also appear to create a network of connections and social ties that they can exhibit as a list of friends (Buckingham, 2002). There is a growing public discourse (both hopeful and fearful) declaring that children's use of digital media and communication technologies defines a generational identity distinct from that of their elders. In addition to this generational divide, these new technology practices are also tied to what David Buckingham (2007:96) has described as a -?digital divide' between in-school and out-of-school use." He sees this as -symptomatic of a much broader phenomenon-a widening gap between children's everyday ?life worlds' outside of school and the emphases of many educational systems."Following the above works, this project work is guided by two key analytic themes in relation to literacy: media practices in the home and media practices in the school. The primary descriptive research question is: How are new media practices being taken up by children and how are these experiences connected to school-worlds? … |
| تدمد: | 2229-4686 2231-4172 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_________::8f89dc4e2d00f06baf9234c5243d3096Test https://doi.org/10.18843/rwjasc/v7i1Test(1)/07 |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi...........8f89dc4e2d00f06baf9234c5243d3096 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 22294686 22314172 |
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