The Education System and Media Literacy - Literature review Example

Children and the media Media literacy can be defined as the process of creating, evaluating, analysing and accessing information via a wide range of media devices, form or types. It also works on question s raised in conjunction to what one watches, reads or hears. Education on media literacy gives access to tools that assist children analyse critically messages on media platforms. It also enables them to detect bias, propaganda and censor unwanted or misleading information. This enables them to convert media into an involving and active critical process rather than a consumption only approach. They gain exposure to different methods in which the media can be used to manipulate and misrepresent and also its role in view generation and reality (Pannu and Tomar, 2010, pg. 21). However, the above definitional can be described as outdated for media literacy has evolved from just theses abilities and formats into electronic forms (Pannu and Tomar, 2010, pg. 21). Since 1970’s when information technology emerged, media and information has shown tremendous growth forming a basis for education and learning. This saw information becoming more digital, while people and countries became more networked. This has led to a complex and transformed environment filled with all kind of data and information that is easily accessed by a simple swipe or click of a button (Cohen, Schwartz and Harris, 2013 pg. 52). In the 1300’s, long before the information technological boom, Sorbonne library located in Paris had 1,338 books which made it the largest library in Europe. However, only an elite group of people had access to the tremendous amount of information contained in the library. In this century, thereis a high number of libraries containing more than eight million books. These books are lent out to millions of people across the globe (Potter, 2011, pg. 6). Media literacy has received a massive boost due to this. The creation of online libraries that store books in virtual cloud space has also attributed to easy ac cess to books. In 2007, 276,649 new book titles were produced by commercial publishers. A further addition of 134,773 book titles were produced by on demand publishers (Potter, 2011, pg. 6). Due to this tremendous amount of information being produced every day, humans have come up with ways to automatically sieve through this information and get the information required in a matter of seconds or faster. This has seen people from age groups develop skills that are essential in accessing information from anywhere and at any time. This brings out the aspect of media literacy being a continuous process. In which one’s prowess is at a particular stage depending on the amount of exposure to media. The education system has embraced media literacy that has shown more schools and their children interact more via media. This makes it possible to have virtual lessons where a teacher must not be available but can remotely reach students. Student on the other hand can remotely access information relevant to their course work via the same platforms. Such plat forms include kindle fire OS,Windows phone 8 for both phone and computers, android platform,video game platforms such as Microsoft Xbox, SonyPlayStation, NintendoWii and mac OS. All these platforms are accessible to children of all ages (Donohue, 2014, pg. 57). In the year 2007, the first ever children apps were introduced. However, they were limited to small screens and function. The release of the iPad in 2010 by apple, created a larger screen and longer battery life improved the situation for children content. From as low as 10,000 children media, the number has risen to over 1 million apps all accessible to children by the year 2013 (Donohue, 2014, pg. 57). In the recent past, according to Heider and Jalongo, in order for electronic portfolios developed to be effective, they should allow a seven level type of interaction. The initial level is that of the interaction between the teacher and the portfolio. This should be followed by the second level that is that of the interaction of the portfolio and the student. In the third level, the portfolio is to allow the interaction between the teacher and the student. The fourth level should allow the student to interact with other students and use the contents alongside the interaction. The final level should allow interaction between the student with the parents, between the parent and the teacher and vice versa, and between the program evaluator to the teacher (Heider and Jalongo, 2014, pg. 139). Integration of media technology in early childhood programs in classrooms include the use of software applications, digital cameras and computers. This becomes a full integrationif the use of the media becomes transparent and routine by the child. The integration must also support the goals set in a classroom environment by the educators.Theintegration should appear as normal as possible to prevent the child from not familiarizing with the environment. This might lead to longer time taken by the child to pick up on learning. Media technology target is to provide more ways of self-expression by the child. In Hong Kong, use of media to teach via web 2.0 platform was shown to involve more children in participation. The children also were seen to interact more among themselves and their teachers. Learning was also made to be fun by raising the creativity levels of the students in exploration and discovery of their day to day experiences (De Abreu,2014, pg. 91). De Abreu (2014) further explains that: ‘The ultimate goal of media education program is to guide students to achieve critical reflexibility. It means that apart from mastering critical media analytical skill, youngsters need to be reflective on their motives of consuming and producing media content.’ (2014,pg. 91) Media learning has enabled children to become multimodal learners. This according to Heider and Jalongo (2014), claims that interactions with many new and different types of social, physical , cognitive and emotional events brings out various events where the child is always learning. This is also in light of how the new information curriculum are designed in the early years of learning (Heider and Jalongo, 2014, pg. 154). In the United States, use of developmentally appropriate software has been allowed in early childhood activities. This has been allowed in support of the existing study material. (Heider and Jalongo, 2014, pg. 154). Heider and Jalongo also show that five year old children who can manipulate icons on a computer and learn how to use a mouse have a higher chance in advancing their comprehension of the symbols and actions. This is based on the fact that children will use technology to research, access more information and put their ideas in a chronological manner. This comes evident as children play with imaginary technological props, use technology to view images to try and make sense of their surrounding environment(Heider and Jalongo, 2014, pg. 155). Multimodal learning further improves the child ability to use semiotic resources. The child is able to connect and construct understanding on their own while using soft wares. Exposure to new technologies expounds the child’s cultural diversity and introduces new modality methods that exposes them to a new cluster of knowledge and opportunities. Playful use of new technologies has shown significant difference when compared to traditional paly forms. Children playing with digital devices are able to make informed decisions and use their experiences to paint a picture of how they view the world through their eyes. Early exposure of personalized technology such as tablets and software development tools to children see them able to interact and navigate different types of technologies among websites and applications by the time they are enrolling in kindergarten. This also encompasses the use graphical rich technologies such as 3D collaborative games. The use of this technology which is developmentally appropriate improves a child learning methods when integrated in early childhood environments. This assists a child developmental progression by focusing on mastery of a concept rather than exploration then moves along to functional use of tools available to them. However, a child uses more time to learn the functionality of technology at hand before enhancing their ability to use the tools for other functions such as communication (Gatrell, 2014, pg.491). Use of media assistive technology has played a huge role to children with special needs. This technology bears a lot of benefits to these children who face challenges developmentally and in a learning environment. It can be used to reduce distraction or augment sensory input to special needs children who face focusing challenges. This technology can also be used for cognitive support and memory enhancement in the classroom setting. This technology provides an array of gadgets that these children interact with to make more sense to their surrounding environment as the child develops (Gartrell, 2013, pg. 495). When thoughtfully used, this technology according to Gartrell(2013), can provide empowerment to these children. This allows them to increase their independency thus they are able to be in classes either physically or virtually. Use of assistive technology will allow educators assist more fully. This translates to increased development of learning,movement, communication and creative abilities (Gartrell,2013, pg. 495). Use of media technology by educators has enabled them to locate and use linguistically and culturally appropriate music, games activities and stories relevant to every child in a classroom scenario. This technology also supports active learning. Active learning is essential in study and learning of a language. Learning a language involves four domains which are reading,writing,listening and speaking. Thus through active learning, technology will provide the child with resources relevant to a particular language. The child can also converse,listen,read and write by the help of applications present in digital devices such as tablets. This applications provide accurate pronunciation in which both the teacher and child can listen to and practise. On the other hand, if a teacher doesnot speak the language of the child, they can record the child for translation or use the device to translate conversations. This allows new children to assimilate easily in new school environments. This can be use3d to record the child’s lingual progress. Digital media technology can be used by the teachers also to view or recreate an environment of a particular culture. This will enable the child to familiarize with new environments without having actually to visit the area. The area might be a continent away. The technology also provides an easier way for teachers to communicate with a child’s guardian or parents who might be in a different geographical location. Media provides an instant, safe, responsible and ethical way for the benefit of the child. This enables both the teachers and parents to digitally keep up with the developmental status of a child. This possible by applications that connect a child’s profile or media device to that of a parent. Developing of media by educators is the most critical role in media technology. Educators themselves must be knowledgeable and have the ability to meet and select the social, cognitive, emotional and linguistic needs of children. This also includes the ability of the teachers to be able to respond to parents questions regarding the media in use. They also need to provide empowering and effective learning experiences that produce highly effective children in a classroom setting. According Gartrell (2014), research based development of curricular is one of the better ways to control media devices used in classrooms for young children. Up to date research is required to keep in touch with the fast developing and changing devices. The research body should further inform both parents and teachers about the effects of the use of these digital devices. This research will also encompass the tools that a most required and how they will be introduced and integrated in a classroom (Gartrell, 2014, pg. 498). Inorder for creation of children friendly media, according to Davies (2010), digital media should present the child’s perspective of view in literature. A child’s perspective views literature, in a first person form of narration unlike that of an adult that involves comparison (Davies,2010,pg. 27). This also involves the creation of new ideas and making improvements to the existing material. Media content development should also start by the educator’s evaluation of children. This begins by first determining the child’s age. This is to be provided by the guardians or parents. The second step is to determine whether the child has any special needs that require special attention. This can be followed by determination at which development stage the child is. This will give light to the mental capability of the child and reduce the risk of interfering with any cognitive features. When all the assessment is completed, the teacher can use the information to determine which teaching curricular to introduce alongside which digital devices and software to the children. Media evolution and involvement in both the educational and developmental stages of children is has huge benefits in growing children’s cognitive abilities and expanding their imaginative abilities. This is has also improved the level of media literacy and use of digital media in learning institutions in different countries worldwide. References Bus, A. and Neuman, S. (2009). Multimedia and literacy development. New York, NY: Routledge. Calvert, S. and Wilson, B. (2011). The handbook of children, media, and development. Chichester: Wiley-Blackwell. Calvert, S. and Wilson, B. (2011). The handbook of children, media, and development. Chichester: Wiley-Blackwell. Cohen, S., Schwartz, M. and Harris, H. (2013). Ethics, values and civil society. Bingley, U.K.: Emerald. Davies, M. (2010). Children, media and culture. Maidenhead: New York. De Abreu, B. (2014). Media Literacy Education in Action: Theoretical & Pedagogical Perspectives. New York: Routledge. Donohue, C. (2014). Technology and Digital Media in the Early Years. Hoboken: Taylor and Francis. Drotner, K. and Schrøder, K. (2010). Digital content creation. New York: Peter Lang. Gartrell, D. (2013). A Guidance Approach for the Encouraging Classroom. Belmont, CA: Wadsworth Cengage Learning. Heider, K. and Jalongo, M. (2014). Young children and families in the information age. Hobbs, R. (2011). Digital and media literacy. Thousand Oaks, Calif.: Corwin Press. Jordan, A. (2012). Media and the well-being of children and adolescents. Pannu, P. and Tomar, Y. (2010). ICT4D information communication technology for development. New Delhi: I.K. International Pub. House. Potter, W. (2011). Media literacy. Los Angeles: SAGE. Read More