Media Literacy and the Effect of Socialization 3030563596, 9783030563592

Table of contents :
Acknowledgements
Contents
List of Figures
List of Tables
Chapter 1: Introduction: On the Multiple Facets of Media Literacy
Part I: Social and Individual Aspects of Media Activity
Chapter 2: The Significance of Media for Processes of Socialization
2.1 Perspectives on Socialization
2.1.1 Sociological Foundations
2.1.1.1 Life-World and the Conduct of Everyday Life
2.1.1.2 The `New´ Sociology of Childhood
2.1.1.3 Media Ecology, Social Ecology and the Appropriation of the World
2.1.2 Psychological Foundations
2.1.2.1 Classic Models of the Stages of Child Development
2.1.2.2 The Developmental Tasks Model
2.1.2.3 Media Effects
2.1.3 Communication Studies Foundations
2.1.3.1 Reasons for Media Use
2.1.3.2 Cultural Dimensions of the Appropriation and Use of Media
2.2 Identity Work, Relationship Management and Orientation in the World with the Help of Media
2.3 Experiences of Socialization and Media Use
2.3.1 Media Repertoires and Modes of Communication
2.3.2 Media Generations
2.4 Preliminary Summary: Media and Socialization
Chapter 3: `Distinctions´ in Media Activity
3.1 Social Space, Habitus and Distinction in the Work of Pierre Bourdieu
3.1.1 On the Relationship Between Different Forms of Capital
3.1.2 Education as a Social Field
3.2 Bourdieu´s Contribution to the Explanation of Media Activity
3.2.1 Bourdieu´s Approach in the Context of Communication Studies Discourses
3.2.2 Discourses on Media Habitus Within Media Education Studies
3.3 Preliminary Summary: Media Activity in the Light of Bourdieu´s Theory of Social Practice
Part II: Competence, Performance and Media Literacy
Chapter 4: Theoretical Approach to the Concepts of Competence and Performance
4.1 On the Relationship Between Competence and Performance
4.1.1 Performance
4.1.1.1 Performance in Literary Theory
4.1.1.2 From Linguistic to Cultural Theories
4.1.1.3 Discussions of the Concept of Performance in Art Theory
4.1.2 Competence
4.1.2.1 The Relationship Between Competence and Performance from the Point of View of Linguistics
4.1.2.2 Discussions of Competence and Performance in Communication Theory
4.1.2.3 Competence from the Perspective of Developmental Psychology and Cognitive Science
4.2 Competence and Education
4.2.1 Competence as an Educational Concept
4.2.2 Key Qualifications and Key Competencies
4.2.3 Criticism of the Functionalization of an Educational Concept of Competence
4.3 Preliminary Summary: Understanding Competence and Performance
Chapter 5: Competence and Literacy in Relation to Media
5.1 Media Competence
5.1.1 Theoretical Roots and Definition
5.1.2 Current Discourses and Attempts at Operationalization
5.2 Media Literacy
5.2.1 Theoretical Roots and Definition
5.2.1.1 Information-Based Literacies
Library Literacy
Computer Literacy
Network Literacy
Technology Literacy
Information Literacy
5.2.1.2 Media-Based Literacies
Television Literacy
Visual Literacy
Digital Literacy
Media Literacy
5.2.1.3 Comprehensive Multimedia Literacies
Multimodal Literacy
Multiliteracies and Multimedia Literacy
Media and Information Literacy
5.2.1.4 Attempts at Classification Systems
5.2.2 Current Discourses and Developments
5.2.2.1 Media Literacy for the Promotion of Human Rights and Children´s Rights
5.2.2.2 International Comparative Research
5.2.2.3 Fundamental Concepts and Values in Europe
5.3 Preliminary Summary: Opportunities for Cross-Fertilization of Approaches to Media Competence and Media Literacy
Part III: Empirical Perspectives
Chapter 6: Researching Media Literacy and the Appropriation of Media
6.1 Example: Social Distinction and Cultural Fit in Dealing with Top Model Shows
6.2 Preliminary Summary
Chapter 7: Media Competence and Media Performance in Using the Social Web
7.1 Methodological Approach
7.1.1 Quantitative Study
7.1.2 Qualitative Study
7.1.2.1 Participant Observation
7.1.2.2 Thinking Aloud
7.1.2.3 Semi-structured Interview
7.1.2.4 Process of Qualitative Data Collection
7.1.2.5 Data Analysis
7.1.2.6 Qualitative Typification
7.2 Main Results of the Quantitative Survey
7.2.1 General Findings
7.2.2 Age-Specific Differences
7.2.3 Differences Relating to Gender and Formal Education
7.3 Media in the Light of Life-World Contexts: A Cross-Case Perspective
7.3.1 General Approach to and Evaluation of Media
7.3.2 Media Education
7.3.3 Abilities, Skills and Individual Action Strategies
7.4 Typical Media Activity from the Perspective of Individual Action Strategies
7.4.1 Defining Milieu and Life-World Orientation
7.4.2 Media Activity Types
7.4.2.1 Type 1: Conformists (4 Girls, 4 Boys)
7.4.2.2 Type 2: Intuitive Technicians (2 Girls, 3 Boys)
7.4.2.3 Type 3: Experts (2 Girls, 3 Boys)
7.4.2.4 Type 4: Insecure Users
7.4.2.5 Type 4a: Younger Insecure Users (4 Girls, 9 Boys, Aged 11-13)
7.4.2.6 Type 4b: Older Insecure Users (6 Girls, 5 Boys, Aged 14-16)
7.4.2.7 Type 5: Reflective Users (5 Girls, 3 Boys)
7.4.3 Noteworthy Findings
7.4.4 Individual Factors Influence Media Activity
Chapter 8: Conclusion: Sensitivity and Open-Mindedness Are Needed
Appendix
Questionnaire: The Social Web in the Everyday Life of Children, Adolescents and Young Adults
Research Instruments for the Qualitative Substudy
Thinking Aloud
Interview
Qualities of an Ideal Friend
Observation Sheet
Instruments for Data Analysis
Code Tree for MAXQDA
Matrix for Presentation of Individual Cases
References

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