国語科でメディア・リテラシーを教えることについての一考察 : 2000年以降の実践事例の整理から

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タイトル別名
  • Some Consideration on Teaching Media Literacy in Japanese Class : Through classifying the practice examples after 2000
  • コクゴカ デ メディア リテラシー オ オシエル コトニ ツイテ ノ イチ コウサツ 2000ネン イコウ ノ ジッセン ジレイ ノ セイリ カラ

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抄録

In this report, I collected the practice examples of media literacy in Japanese language education from 2000 to the present as far as possible. Then, I identified specific characteristics of each example as classified in the following nine categories: 1. Multiple understanding of writing and image by using textbooks, 2. Study the content that text communicates, 3. Reading or writing the side as "products" of commercial or an advertisement, 4. Rousing words from the picture, 5. Reading representation of the different texts, 6. The simulation activities by using a scenario, 7. Collecting and examining data by using computer(internet), 8. Study the lyrics of popular music, 9. Deepen self problem or reflect self. The contents which I showed in each category item are not elements constituting practice with that alone, and, actually, the practice puts the characteristic of some categories together. Through this study, the necessity for future media literacy education I pointed out are (A) allowing for the social context (B) clearly articulating the relations of the media and words, (C) Development of the practices from the viewpoint of digital literacy.

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