Media education

obligatory courses

The aim of this course is to familiarise students with matters related to the development of media competences of the society, that is both the knowledge and skills necessary for mature, critical usage of the media.

The aim of this course is to familiarise students with matters related to the development of media competences of the society, that is both the knowledge and skills necessary for mature, critical usage of the media.

The aim of this lecture is to familiarise students with matters related to the development of media competences of the society, that is both the knowledge and skills necessary for mature, critical usage of the media.

Particular issues:

1. Different meanings of media education

2. Media competence models

3. Media education in Poland - current state (public school, other public institutions, non-governmental organizations, commercial entities)

4. Digital footprint - protection of personal data

5. Media pluralism, concentration and competition

6. Fact checking - how and where to find information

7. Fact and opinion in media communication

8. Financial accounting of media enterprises active on the television market

9. Generation Z and the media - the state of young Poles’ knowledge about the mass media communication in the light of media contests and tournaments

10. Linguistic asymmetries in the media and beyond them

11. Language in the contemporary media

* Drzewiecki Piotr, 2010, Media aktywni. Dlaczego i jak uczyć edukacji medialnej?, Otwock – Warszawa.

* Fundacja Nowoczesna Polska, 2014, Katalog kompetencji medialnych, informacyjnych i cyfrowych [na:] https://edukacjamedialna.edu.pl/kompetencje/

* GIODO, 2012, Postrzeganie zagadnień związanych z ochroną danych i prywatnością przez dzieci i młodzież — raport GIODO [na:] http://www.giodo.gov.pl/560/id_art/4699/j/pl

* Karwatowska Małgorzata, Szpyra-Kozłowska Jolanta, 2005, Lingwistyka płci, Lublin.

* Karwatowska Małgorzata, red., 2014, O płci, ciele i seksualności w języku i mediach, Lublin.

* Kaszewski Krzysztof, 2017, Wiedza o mediach jako składowa kompetencji medialnych młodego pokolenia Polaków – rekonesans [w:] „Studia Medioznawcze” 2/2017, s. 75-90.

* Kowalski Tadeusz, 2013, Zarządzanie w mediach, Warszawa.

* KRRiT, Różnorodność treści informacyjnych w Polsce z perspektywy użytkownika [na:] http://www.krrit.gov.pl/Data/Files/_public/Portals/0/publikacje/analizy/roznorodnosc-tresci-informacyjnych-w-polsce.pdf

* Media Pluralism Monitor [na:] http://cmpf.eui.eu/media-pluralism-monitor/

* Skowronek Bogusław, Horyń Ewa, Walecka-Rynduch Agnieszka, red., 2016, Język a media. Zjawiska językowe we współczesnych mediach, Kraków.

* Pisarek Walery, 2007, O mediach i języku, Kraków.

* Stanuch Stanisław M., 2016, Fakty o fact-checkingu [w:] „Press” 12/2016.

* Vogel Harold L., 2015, Entertainment Industry Economics. A Guide for Financial Analysis.

* strony internetowe wybranych instytucji związanych z edukacją medialną: https://edukacjamedialna.edu.pl/; https://nowoczesnapolska.org.pl/; https://centrumcyfrowe.pl/; http://www.filmotekaszkolna.pl/; http://ninateka.pl/; http://www.fundacjanowemedia.org/; http://www.krrit.gov.pl/drogowskaz-medialny/; www.owm.uw.edu.pl; www.olimpiada-medialna.edu.pl; www.olimpiadacyfrowa.pl; www.fn.org.pl

After completing the course, students:

KNOWLEDGE:

- know various concepts of media education and media competence models

- are aware of the usefulness of the media in the learning process

- recognize which institutions regulate the media market in Poland

- know the strengths and weaknesses of the Generation Z in terms of knowledge about mass media

- know the good and bad sides of the economics of language

- understand the differences between information, opinion, persuasion and manipulation, and are able to indicate main features of these types of media coverages

- know how to avoid the digital "filter bubble"

- know what types of media contests and tournaments are there in Poland

- understand the importance of purchasing licenses for specific television programs for the total value of the medium considered, among others, in terms of viewing ranges achieved thanks to purchasing TV formats

- are able to list examples of contemporary activities related to media education in Poland

- can list media companies and present their portfolio: magazines, TV and radio stations as well as websites

SKILLS:

- describe their digital footprints

- explain what personal data and sensitive data are and can indicate them

- are able to indicate symptoms of linguistic asymmetry

- discern and name linguistic phenomena typical for the contemporary media

- know how to distinguish truth from falsehood in media coverages

OTHER COMPETENCES:

- are aware of the magnitude of false information on the Internet and the threats resulting from them

- notices the scarcity of literature and educational activities in many areas related to the media (e.g. media as a part of economic life; awareness of the background of media production, which result is an economic good in the form of information)

final written test

Lack of