Media literacy learning schema for Thai generation Y
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2015
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2558
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eng
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304 leaves
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b190148
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Nudee Nupairoj (2015). Media literacy learning schema for Thai generation Y. Retrieved from: http://repository.nida.ac.th/handle/662723737/4420.
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Media literacy learning schema for Thai generation Y
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Abstract
The purpose of this study to is to construct a media literacy learning schema for
Generation Y based on characteristics and competencies that exist within the Thai
context. A needs assessment was conducted to evaluate Generation Y’s level of media
literacy skills in three key areas, namely, people’s ability to access, evaluate, and create
media content and information, as conceptualized in UNESCO Media and Information
Literacy (MIL) framework. The needs assessment has enabled the identification of Thai
Generation Y’s weaknesses and strengths in media literacy skills and competencies.
Through surveys and focus group discussion, the research identified the level of media
literacy skills and competencies of Generation Y in Thailand. The findings of this study
led to the conceptualization and construction of a media literacy learning schema; one
that has been verified through in-depth interviews with media literacy experts and
practitioners.
The findings that resulted from the needs assessment showed that Generation Y is most proficient in evaluation skills, followed by the ability to access and create media and information. While research shows that Thai Generation Y is savvy in using technological devices and applications, major weaknesses resulted in the lack of awareness of the existence of diverse tools to access media and information, compare multiple sources of information, and Generation Y’s inability to recognize the nature of online media, privacy, and copyrights issues, among others. The findings of this research study and the body of theory on media education, media literacy, and Generation Y led to the construction of a media literacy learning schema, which, after its verification, resulted in the Ecosystem of Media Literacy; a way to operate the media literacy learning schema systematically and successfully. Thus, major findings of this research include new Thai media literacy components (for example, the ability to reflect) that differ from those identified in UNESCO MIL Framework, and the existence of the Ecosystem of Media Literacy, one that posits that the learning schema works in an environment that supports media literacy and where each component operates interdependently and in parallel with one another. This research also suggests a pedagogic Model of Media Literacy Outreach for Generation Y in which visual media literacy messages are being sent to a Smart Hub where facilitators and advocates can interact and reach Generation Y through social media and Internet channels. An action plan for the implementation of media literacy and its Ecosystem has also been suggested.
The findings that resulted from the needs assessment showed that Generation Y is most proficient in evaluation skills, followed by the ability to access and create media and information. While research shows that Thai Generation Y is savvy in using technological devices and applications, major weaknesses resulted in the lack of awareness of the existence of diverse tools to access media and information, compare multiple sources of information, and Generation Y’s inability to recognize the nature of online media, privacy, and copyrights issues, among others. The findings of this research study and the body of theory on media education, media literacy, and Generation Y led to the construction of a media literacy learning schema, which, after its verification, resulted in the Ecosystem of Media Literacy; a way to operate the media literacy learning schema systematically and successfully. Thus, major findings of this research include new Thai media literacy components (for example, the ability to reflect) that differ from those identified in UNESCO MIL Framework, and the existence of the Ecosystem of Media Literacy, one that posits that the learning schema works in an environment that supports media literacy and where each component operates interdependently and in parallel with one another. This research also suggests a pedagogic Model of Media Literacy Outreach for Generation Y in which visual media literacy messages are being sent to a Smart Hub where facilitators and advocates can interact and reach Generation Y through social media and Internet channels. An action plan for the implementation of media literacy and its Ecosystem has also been suggested.
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Dissertation (Ph.D.(Communication Arts and Innovation))--National Institute of Development Administration, 2015