What Kind of Expertise is Required of Media Competence Teachers.
- The paper is an answer to the question "what kind of expertise is required of teachers of media competence", question asked by the organizers of the conference. The author starts his paper by proposing a guiding definition of media education,the definition according to which media education is about teaching critical skills for writing and reading the media. He goes on to suggest that erotetics, the logic of questions and answers,provides a methodological framework that inquiry-based media teachers can exploit to support their pedagogical practice. He then analyzes the socio-normative context of that practice: because competent users of media are not disembodied and autonomous individuals but situated persons trying to make sense of the media, their erotetic activities involve communication at two levels. At the first level the students of media competence learn how to negotiate with various social norms, including perceptual, behavioral, cognitive and evaluative norms. At the second level the students become co-media meaning makers of their teachers who can engage them in a true dialogue. The author concludes that the role of media competence teachers is to empower media competence students by awakening them to their situatedness and by coaching them on how to navigate different negotiation steps.
|Document Type:||Konferenzveröffentlichung (Vortragstext/Aufsatz)|
|Date of Publication (online):||2010/04/12|
communication; erotetics; intellectual predicament; media competence; media education
|GND Keyword:||Kommunikation; Kompetenz; Verhandlung|
|Themes:||Bibliothekarische Dienstleistungen, Bibliotheks-Benutzung|
|Deutsche Bibliothekartage:||99. Deutscher Bibliothekartag in Leipzig 2010 = 4. Leipziger Kongress für Information und Bibliothek|