The Media Literacy Training Model for Teachers (Based on the Foundation's Data Approach)

Document Type : Original Article

Authors

1 Faculty of Education and Psychology, University of Isfahan, Iran

2 Faculty of the Department of Education, University of Isfahan

3 Department of Journalism, Faculty of Communication, Allameh Tabataba'i University, Tehran.

4 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan

Abstract

This study seeks to provide a model for teaching media literacy for teachers. This research was conducted qualitatively with the data method of the foundation. To collect the data, 28 semi-structured interviews were conducted with communication science specialists, educational sciences and media activists. To this aim, the purposeful sampling continued until theoretical saturation was achieved. The data obtained from interviews were analyzed based on data theory coding. The results showed that due to job requirements, social developments and media risks (causal factors), media literacy in the dimensions of knowledge, attitude and skills (pivotal phenomenon) should be provided to teachers in the form of primary and secondary education (strategies). Policymaking, program development, and funding (platforms) along with motivational factors, teacher competence, content, and equipment (intervening factors) affect program success and have individual, occupational, and social consequences. The developed model could facilitate planning for teacher literacy education in Farhangian University and education in the form of a scientific framework.
 

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Main Subjects

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Journal of Curriculum Studies
Volume 17, Issue 67 - Serial Number 67
February 2023
Pages 139-170

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History

  • Receive Date: 13 August 2021
  • Revise Date: 15 August 2021
  • Accept Date: 07 February 2022

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