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"This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. It further reveals the diversity of this research field and organizes this diversity by using three categories of investigation: media practices, educational initiatives, and prescriptive discourses. The book offers valuable reference points and tools for exploring the range of research methods used to study media literacy and media education, and how these methods connect to epistemological stances, theoretical frameworks and research questions. It serves as a guide for researchers who wish to position themselves, reflect on the methods they use or are considering using, and compare and contrast them against alternative or complementary approaches. After reading this book, readers will be better able to identify and define the objects of study in media literacy and media education research, the preferred ways of conducting investigations, the phenomena, issues, and dimensions that these are likely to bring to light, and the knowledge that they generate. This comprehensive and up to date overview of the field of media literacy education research methods will be of great interest to scholars and students of education studies, media studies, media literacy, cognitive science, and communication studies"--

Communication sciences generally analyse media either as texts, or from the standpoint of their production and reception contexts. Experimental methods are of little use in these cases. Instead, the study of educational communication in a semio-cognitive perspective needs appropriate methods to investigate interactions between the semiotic formats used by the media and their users' cognitive operations. This article considers the contributions and limitations of the experimental method in this context. We conclude on the necessary articulation of methods in communication sciences, depending on the research questions being examined.

Cadre de la recherche : Le mot « cyberintimidation » désigne toute situation où une personne ou un groupe communique un contenu à l'aide des technologies socionumériques, dans le but de nuire au bien-être d'une tierce personne. Cette recherche porte sur les ressources numériques d'information (RNI) offertes aux parents belges et canadiens francophones, en réponse à ce problème social.
Objectifs : S'appuyant sur la théorie de l'analyse critique du discours, notre recherche vise à décrire les manières d'agir et les manières d'être les plus souvent proposées aux parents belges et canadiens francophones, puis à les évaluer au regard de ce que la recherche scientifique juge souhaitable dans ce domaine.
Méthodologie : Une analyse du discours de 17 RNI belges et de 35 RNI canadiennes a été réalisée. Toutes les propositions traduisant des manières d'agir et les manières d'être dans ces documents ont été classées dans des catégories d'analyse tirées de la documentation scientifique.
Résultats : Le discours des RNI belges prescrit des modes d'intervention en situation de cyberintimidation qui sont proactifs ; des actions préventives misant sur la promotion du respect d'autrui ; une éducation aux médias prescriptive de bons usages ; l'exercice d'une parentalité démocratique à tendance autoritaire. Le discours des RNI canadiennes prescrit des modes d'intervention en situation de cyberintimidation axés sur le bien-être de l'enfant-victime ; des actions préventives portées sur la compréhension de l'univers sociomédiatique des jeunes ; une éducation aux médias misant sur l'accompagnement et le dialogue ouvert ; l'exercice d'une parentalité démocratique à tendance permissive.
Conclusions : Les deux pays se distinguent sur plusieurs plans en matière de manières d'agir et de manières d'être promues dans les discours des RNI. Nos observations rejoignent les conclusions d'enquêtes montrant que l'exercice de la parentalité en Europe latine se fait selon un modèle plus autoritaire que celui qui est en vogue au Canada.
Contribution : Notre recherche confirme le postulat de la théorie de l'analyse critique du discours selon lequel les discours sont orientés par des connaissances de sens commun (croyances, normes, valeurs) géographiquement et culturellement situées.

Research Framework: Cyberbullying means any situation where a person or group communicates content using socionumeric technologies, with the aim of harming the well-being of a third person. This research focuses on the digital information resources (RNI) offered to Belgian and Canadian French-speaking parents in response to this social problem. Objectives: Based on the theory of critical speech analysis, our research aims to describe how to act and how to be most often offered to Belgian and Canadian French-speaking parents, and then to assess them against what scientific research considers desirable in this area. Methodology: An analysis of the speech of 17 Belgian and 35 Canadian NIRs was carried out. All proposals reflecting ways of acting and how to be in these documents have been classified in categories of analysis drawn from scientific literature. Results: Belgian NNI speeches proactively engage in cyberbullying interventions; preventive measures aimed at promoting respect for others; prescriptive media literacy of good practice; the exercise of democratic parenthood with authoritarian tendencies. The Canadian NNI discourse prescribes cyberbullying modes of intervention focused on the well-being of the child victim; preventive measures aimed at understanding the sociomedical world of young people; media literacy focusing on coaching and open dialogue; democratic parenthood with permissive tendencies. Conclusions: The two countries differ in different ways in terms of how to act and how to be promoted in NNI speeches. Our observations are in line with the findings of surveys showing that the exercise of parenthood in Latin Europe follows a more authoritarian model than the one in Canada. Contribution: Our research confirms the theory of critical analysis of discourse that speeches are guided by knowledge of common sense (beliefs, norms, values) geographically and culturally. ; Research Framework : The term "cyberbullying" refers to any situation where a person or group communicates content using ...

Cadre de la recherche : Le mot « cyberintimidation » désigne toute situation où une personne ou un groupe communique un contenu à l'aide des technologies socionumériques, dans le but de nuire au bien-être d'une tierce personne. Cette recherche porte sur les ressources numériques d'information (RNI) offertes aux parents belges et canadiens francophones, en réponse à ce problème social. Objectifs : S'appuyant sur la théorie de l'analyse critique du discours, notre recherche vise à décrire les manières d'agir et les manières d'être les plus souvent proposées aux parents belges et canadiens francophones, puis à les évaluer au regard de ce que la recherche scientifique juge souhaitable dans ce domaine. Méthodologie : Une analyse du discours de 17 RNI belges et de 35 RNI canadiennes a été réalisée. Toutes les propositions traduisant des manières d'agir et les manières d'être dans ces documents ont été classées dans des catégories d'analyse tirées de la documentation scientifique. Résultats : Le discours des RNI belges prescrit des modes d'intervention en situation de cyberintimidation qui sont proactifs ; des actions préventives misant sur la promotion du respect d'autrui ; une éducation aux médias prescriptive de bons usages ; l'exercice d'une parentalité démocratique à tendance autoritaire. Le discours des RNI canadiennes prescrit des modes d'intervention en situation de cyberintimidation axés sur le bien-être de l'enfant-victime ; des actions préventives portées sur la compréhension de l'univers sociomédiatique des jeunes ; une éducation aux médias misant sur l'accompagnement et le dialogue ouvert ; l'exercice d'une parentalité démocratique à tendance permissive. Conclusions : Les deux pays se distinguent sur plusieurs plans en matière de manières d'agir et de manières d'être promues dans les discours des RNI. Nos observations rejoignent les conclusions d'enquêtes montrant que l'exercice de la parentalité en Europe latine se fait selon un modèle plus autoritaire que celui qui est en vogue au Canada. Contribution : Notre recherche confirme le postulat de la théorie de l'analyse critique du discours selon lequel les discours sont orientés par des connaissances de sens commun (croyances, normes, valeurs) géographiquement et culturellement situées. ; Research Framework : The term "cyberbullying" refers to any situation where a person or group communicates content using social-digital technologies in order to harm the well-being of a third person. This research focuses on digital information resources (DIR) addressed to French-speaking parents in Belgium and Canada, in response to this social problem. Objectives : Based on the theory of critical discourse analysis, our research aims to describe the "ways of acting" and the "ways of being" most often proposed to French-speaking parents in Belgium and Canada, then to evaluate them in terms of what scientific research judges appropriate in this area. Methodology : An analysis of the discourse of 17 Belgian DIRs and 35 Canadian DIRs was conducted. All the propositions presenting "ways of acting" and "ways of being" in these documents have been classified in analytical categories taken from the scientific documentation. Results : The discourse of the Belgian DIR prescribes modalities of intervention in the situation of cyberbullying which are proactive ; preventive actions focusing on the promotion of respect for others ; a media education prescribing good uses ; the exercise of a democratic parenting with an authoritarian tendency. The discourse of Canadian DIR prescribes modes of intervention in cyberbullying that focus on the well-being of the child-victim ; preventive actions aimed at understanding the socio-media universe of young people ; media education based on support and open dialogue ; the exercise of a democratic parenting with a permissive tendency. Conclusions : The two countries are different in terms of "ways of acting" and "ways of being" promoted in the discourses of the DIR. Our observations are consistent with the findings of surveys showing that parenting in Latin Europe is conducted in a more authoritarian way than in Canada. Contribution : Our research confirms the postulate of the critical discourse analysis theory to which discourses are oriented by common sense knowledge (beliefs, norms, values) geographically and culturally located.

Based on the analyses conducted in the LITME@WORK project we will now turn to the question of how digital media literacy (DML) can be further integrated in team and distance work structures and practices in order to support effective, stimulating and meaningful ways of working. In this chapter, we therefore provide a range of recommendations for policy and practice. The recommendations formulated here are in the first instance meant for those who seek to foster DML at work – no matter whether they inscribe themselves in a classic celebratory NWOW discourse or not. These recommendations are: 1) treat competences as abilities to perform particular practices rather than abstract values; 2) use the DML matrix in a reflexive way; 3) (re)consider the organizational design of teams as a strategic factor for organizations; 4) acknowledge the value of articulation work in hiring and career development; 5) focus the team leader's role on facilitating a shared understanding of teamwork and supporting distributed articulation work; 6) re-design training and evaluation initiatives beyond individual practices, operational skills and digital tools; 7) integrate the development of DML in a more balanced discourse about organizational change. ; info:eu-repo/semantics/published