The course aims to achieve the following objectives, aligned to the "Dublin descriptors":
1.1. To know the main features of nowadays digital media, especially in reference to children’s and teens’ lives.
1.2. To know the basic terminology and concepts of media pedagogy and media literacy education, as well as their historical development.
2.1. To design media education activities, aimed at specific targets.
2.2. To critically analyze and elaborate the concepts studied, linking themes, authors and trends.
2.3. To connect the theories to typical cases of media-educational work, analyzed and understood with the conceptual tools of the discipline.
3. To critically analyze mainstream media texts, and the processes/products of media literacy education activities.
4. To communicate in oral and multimedia format their own thoughts on the studied issues.
The course requires the prior knowledge of terms, concepts, and theories of Theory of education, social pedagogy, teaching methods, educational design, docimology, and history of education.
Course contents summary
The course aims to reconstruct the essential lines of the theoretical profile of media education, and then focus on the methods of media messages analysis, media consumption analysis and media messages production. Secondly, students will be introduced to methods of educational design in the field of media education. Finally, some issues of history of film and audio-visual education theories, approaches, and experiences devoted at children, adolescents, and adults, in formal and non-formal contexts, will be presented.
See on the Italian version of this page.
Lessons will be offered online, through Teams and Elly.
Further information on the Italian version of this page.
Assessment methods and criteria
The final evaluation will take place through an oral examination, which also considers the term papers carried out by the students.
The questions concern the concepts of media literacy education, the connection between terms, concepts, theories, and trends, and the link between theories and typical media literacy education experiences in different contexts and with different audiences.
The examination which shows, with proper language and terminology, the understanding of the basic concepts is considered sufficient. The appropriate reference to authors and trends, the connection or comparison between theories, and the application of theory to practice (and vice versa) are elements that concur to determine a grade above satisfactory.