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Assessing Media Literacy in Teacher Education

Assessing Media Literacy in Teacher Education
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Author(s): Vitor Tomé (Algarve University, Portugal)
Copyright: 2018
Pages: 19
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch004

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Abstract

The twenty-first century citizens must develop their media literacy competence at several levels such as technique, reflective and creative, auto-regulation, social participation and pedagogical. Even though the citizens' empowerment is a general society responsibility, school plays a crucial role, especially if school is able to respond to a set of challenges, namely breaking the traditional resistance to change, integrating formal and informal learning, educating for the media beyond the technical dimension, overcoming the digital divides, protecting citizens' data, and training teachers. This chapter focuses on this last challenge, presenting three research projects which involved in-service teacher training (2007-2011; 2012-2015; 2016-2018). Results showed that K-12 teachers are able to develop media literacy activities with their pupils, using traditional and/or digital technologies, during in-service teacher training courses. As such, they are also able to overcome the lack of technologies in their classrooms by using their own devices or pupils' devices.

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