The Implementation of Media Literacy in English Language
Teaching: Learning to Think Critically in the Web 2.0 Age

k 2014

The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age

HELÁN, Robert a Pavel SEDLÁČEK

Základní údaje

Originální název

The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age

Autoři

HELÁN, Robert a Pavel SEDLÁČEK

Vydání

13th Conference of the European Confederation of Language Centres in Higher Education, Fribourg, Switzerland, 2014

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

Písemnictví, masmedia, audiovize

Stát vydavatele

Švýcarsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14640/14:00076375

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

media literacy; Web 2.0; manifest; latent; cumulative messages; connotation; denotation

Změněno: 30. 3. 2015 15:09, PaedDr. Marta Holasová, Ph.D.

Anotace

V originále

The paper discusses the merits of employing media literacy strategies (via analyzing e.g. manifest, latent, and cumulative messages contained in the media) in the context of teaching English as a foreign language (TEFL). These strategies help students acquire the ability to distinguish mediated from real images of people, places, and cultures. Specifically, it reports on an interdisciplinary collaboration between a language instructor and media specialist in organizing a content- and language-integrated course for MA students called Theory and Methods of Genre Analysis, held at Masaryk University, Faculty of Social Studies. The theoretical part of the paper deals with the definition of the concepts of media literacy and Web 2.0 in relation to TEFL. The practical part illustrates the ways media literacy can be used for the development of students’ critical thinking skills in the Web 2.0 age as an important part of language education. It is argued, in line with Quinlisk (2003), that by helping our students become more media literate we simultaneously help them become more successful as language learners.

Návaznosti

CZ.1.07/2.2.00/28.0233, interní kód MU

Název: Inovace, metodika a kvalita jazykového vzdělávání a odborného vzdělávání v cizích jazycích v terciární sféře v ČR (Akronym: IMPACT)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Inovace, metodika a kvalita jazykového vzdělávání a odborného vzdělávání v cizích jazycích v terciární sféře v ČR, 2.2 Vysokoškolské vzdělávání

Citovat

HELÁN, Robert a Pavel SEDLÁČEK. The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age. In 13th Conference of the European Confederation of Language Centres in Higher Education, Fribourg, Switzerland. 2014.

@proceedings{1197078,
   author = {Helán, Robert and Sedláček, Pavel},
   booktitle = {13th Conference of the European Confederation of Language Centres in Higher Education, Fribourg, Switzerland},
   keywords = {media literacy; Web 2.0; manifest; latent; cumulative messages; connotation; denotation},
   language = {eng},
   title = {The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age},
   url = {http://www.cercles2014.org/index.php/en/},
   year = {2014}
}

TY  - CONF
ID  - 1197078
AU  - Helán, Robert - Sedláček, Pavel
PY  - 2014
TI  - The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age
KW  - media literacy
KW  - Web 2.0
KW  - manifest
KW  - latent
KW  - cumulative messages
KW  - connotation
KW  - denotation
UR  - http://www.cercles2014.org/index.php/en/
L2  - http://www.cercles2014.org/index.php/en/
N2  - The paper discusses the merits of employing media literacy strategies (via analyzing e.g. manifest, latent, and cumulative messages contained in the media) in the context of teaching English as a foreign language (TEFL). These strategies help students acquire the ability to distinguish mediated from real images of people, places, and cultures. Specifically, it reports on an interdisciplinary collaboration between a language instructor and media specialist in organizing a content- and language-integrated course for MA students called Theory and Methods of Genre Analysis, held at Masaryk University, Faculty of Social Studies. The theoretical part of the paper deals with the definition of the concepts of media literacy and Web 2.0 in relation to TEFL. The practical part illustrates the ways media literacy can be used for the development of students’ critical thinking skills in the Web 2.0 age as an important part of language education. It is argued, in line with Quinlisk (2003), that by helping our students become more media literate we simultaneously help them become more successful as language learners.
ER  -

HELÁN, Robert a Pavel SEDLÁČEK. The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age. In \textit{13th Conference of the European Confederation of Language Centres in Higher Education, Fribourg, Switzerland}. 2014.

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