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Virtual Communication

The Impact of the New Informational and Communicational Technologies in Contemporary Educational Space

Ileana Rotaru

This book presents an empirical approach to virtual communication. Based on the socio-cultural arguments of the postmodern paradigm, it demonstrates the necessity of analyzing the media pedagogy concept, both epistemologically and praxiologically. The concept of media competency is made operational by creating a system of communicational and informational competencies specific to the teaching personnel. To this end, the Mixed Standard Rating Scale is elaborated to rate and assess the media competencies of the secondary education teaching personnel. We have also proposed long life training programmes in the field of media pedagogy. These might be the answers identified against the challenges of virtuality as a mediatic and informational pressure.
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Chapter III: Media Pedagogy

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By definition, the concept media literacy is almost always associated to the secondary school students’ mass communication education. Therefore, with some small exceptions, most of the studies on media literacy, most debatable controversies and most timely programmes regarding the learning of the use of new technologies refer to young people. Media literacy tends to be considered part of the process of sociality, introducing young people to what is an adults’ territory preponderantly, because the greatest part of the media content is produced by the adults, for adults and about adults. One of the significations of the concept refers to the one of mass media education (Dennis, 2004, 202).

Moreover, the concept of literacy generally means, firstly, the ability to write and read competently, and then the degree of instruction and the level of knowledge acquired in a certain domain. However, the evolution of the concept of literacy, starting from a book and reaching to digital media, always assumed a competence, if not exactly mastery, navigating with the help of the means of communication. Generally, people learn how to read and use books, newspapers, magazines. And then, they adapt their visual and auditive capacities to understand and use the radio and TV grammar and architecture. For most of the people, this imposes some technical skills besides reading, turning a page and pushing a button. For children, being introduced in the media universe means to surpass their parents, in terms of the media behaviour and consumption.

Lately, media...

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