Suchergebnisse

Medienkritik ist ein Grundbegriff der Medienpädagogik. Die Förderung von Medienkritik ist eine wesentliche Aufgabe der Medienpädagogik in allen pädagogischen Handlungsfeldern. Seit Bestehen der Medienpädagogik als wissenschaftliche Teildisziplin der Erziehungswissenschaft gibt es Definitionsangebote zum Begriff Medienkritik und Vorschläge zur Weiterentwicklung und Ausdifferenzierung des Begriffs. Im Unterschied hierzu entstanden nur relativ wenige empirische Studien, die die Untersuchung von Prozessen zur Förderung von Medienkritik in medienpädagogischen Handlungsfeldern zum Gegenstand hatten. Auch in der Theoriebildung gibt es Desiderata, insbesondere im Kontext der Digitalisierung und damit verbundenen Veränderungen in der gesellschaftlichen Kommunikation, der Sozialisation, der Bildung und Erziehung. Der folgende Beitrag bietet im ersten Teil einen Überblick zu bisherigen begrifflich-theoretischen Überlegungen, zu Praxisbeispielen und zu forschungsbezogenen Studien einer pädagogisch motivierten Medienkritik. Der zweite Teil greift ausgewählte Themen aus der aktuellen Fachdiskussion auf: die Notwendigkeit einer kritischen Medien- und Gesellschaftsanalyse, die Auseinandersetzung mit normativen Fragen und dem Subjektverständnis in der Medienpädagogik. Der Beitrag plädiert dafür, Medienkritik vor allem im Kontext einer politisch-kulturellen Medienbildung alltags- und praxisnah zu entwickeln. ; Media criticism is a basic concept of media education. The promotion of media criticism is an essential task of media education in all pedagogical fields of practice. Since media education was established as a scientific sub-discipline of educational science, there have been offers for definitions of the term media criticism and suggestions for the further development and differentiation of the term. In contrast, relatively few research studies investigated processes for the promotion of media criticism in media educational fields of practice. Nevertheless, there are also desiderata in the field of theory, especially in the context of digitalization and associated changes in the areas of social communication, socialization, and education. In the first part, the following article provides an overview of previous conceptual-theoretical considerations, practical examples and research-related studies of a pedagogically motivated media criticism. The second part takes up selected topics from the current expert discussion: the necessity of a critical media and social analysis, the reflection of normative questions and the understanding of the subject in media education. The article argues in favour of developing media criticism in a practical way and close to everyday life, especially in the context of political-cultural media education.

This paper asserts that truly activist media must be dually committed to critical education and to political action. Whereas my previous work has focused on the need for activist media to challenge media power from within, it is my goal here to build a model of activist media characterized by direct action through engagement in critical education and activism in both content and production. Such a model will provide insight both into the limitations of previous research on the oppositional potential of alternative media and into the challenge facing alternative media scholars and practitioners alike – that of rising above the noise of the dominant media of the cultural industry in order to communicate for radical social change.

"This book describes the lifecycle of media in the context of the media ecology, presenting a general theoretical framework and a series of methodological procedures to support the construction of an eco-evolutionary approach to media change. Focusing on a series of processes - emergence, competition, dominance, hybridization, adaptation, extinction - this book goes beyond a chronological approach to propose a reticulated and multi-layered conception of media evolution. If media evolution is a network, what are the relationships between "media species" like? What happens when a new media emerges into the media ecology? How do new media influence the old ones? Can media become extinct? How do media adapt when the social and economic context changes? How can media evolution be analysed? What kinds of quantitative and qualitative techniques can be applied in media evolution research? By presenting an innovative research approach and theoretical framework to media studies, this book will be of keen interest to scholars and graduate students of new media, media history and theory, philosophy of technology, mass communication, and organisational studies"--

The author tends to analyze the man-media as the latest media (in the author's opinion) in the field of current media, a phenomenon that does not (in the author's view) belong to civic nor participative journalism, nor can its media activity be subsumed under UGC (user generated content). The question of whether the man-media in reality is a media and its role in the public sphere, are the focus points of consideration of man as media. The man-media is considered an informative-oriented individual, interested in public matters and its own active engagement in public affairs, independently producing and placing the media content: news, information, reports, comments, stories, analytical articles. The author uses the same name for a group or multitude of individuals with the same goals, taking both journalism as a craft and the media as an institution, and uniting them in their own, individual and autonomous activity. The man-media emerges due to the fact that the existing media do not perform their primary functions in a manner that satisfies the citizens' needs, and thanks to the modern technology providing numerous opportunities for an individual to collect information, create media content and distribute them independently, in a faster and easier manner.Key words: man, media, democracy, internet, information, public sphere.

Abstract
The article deals with the rise of populism in connection with the functioning of the media and the role of media literacy in the receptivity of citizens to populist messages. The assumption is that the media play a dual role in this context: on the one hand, they make people susceptible to populist messages, and on the other hand, they can train them to become resistant to them. The quality of media communication affects the level of media literacy, i.e. the ability of people to understand and reflect on messages that are being disseminated by mass media, both traditional and online ones. The author claims that media literacy is the main protection against negative media phenomena such as disinformation and fake news. At the same time, it makes citizens resilient to those political messages that contain these elements on which populist politics is often based.