Document Type : Research Paper
Authors
1 Allameh tabatabae university
2 Educational Technology Department, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University
3 Professor, Department of Educational Technology, Allameh Tabataba'i University, Tehran, Iran;
4 Professor, Department of Assessment and Measurement, Allameh Tabataba'i University, Tehran, Iran
Abstract
Media literacy does not occur spontaneously in people and is possible with a coherent educational system. Based on this, the aim of the present study was to identify the components of media literacy education in the second course of elementary. The method of this mixed research was used. In the qualitative part, inductive content analysis was used to obtain the model of educational design, and in the quantitative part, for internal validation from the experts' point of view, a questionnaire survey method was used. In the qualitative part, the statistical population included written documents and resources, and in the quantitative part, there were experts in the field of media, educational design, and primary education experts. The selection of samples in both sections was purposeful. In the qualitative section of the text analysis, among the 419, 67 items that were the most suitable for the purpose of this research were analyzed, and in the quantitative section, 12 experts were selected. They were in the field of media and educational technology in different universities and institutions. five main categories were identified and the conceptual model of media literacy education was formulated. These categories include: areas of media literacy, the community of inquiry, presence factor, media literacy skills and educational evaluation. The results of internal validation based on the opinion of experts have shown that the provided model of media literacy education has good internal validity and has the necessary effectiveness for teaching the students of the second score of elementary school.
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