Volume 5, Issue 3 (Autumn 2022)                   Iranian Journal of Educational Sociology 2022, 5(3): 0-0 | Back to browse issues page

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Olfateh S, Sarmadi M R, Mohammadi Naeini M, Jalalondi M. Design and Validation of Media Literacy Education Model in High School. Iranian Journal of Educational Sociology 2022; 5 (3)
URL: http://iase-idje.ir/article-1-1178-en.html
1- PhD student in Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran
2- Professor, Department of Educational Sciences, Payame Noor University (Corresponding Author)
3- Assistant Professor, Department of Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran
Abstract:   (326 Views)
Purpose: The aim of this study is to design a model of media literacy education in high school.
Methodology: Since this research seeks to design a model or theory derived from the heart of data, so the data theorizing method of the foundation was chosen. To achieve this goal, with the opinion of the specialized council of the Book of Thought and Media Literacy, a practical case study was considered. In order to collect data, in addition to the in-depth interview method, a library survey has been used to facilitate access to research objectives and fill in the gaps in the interviews to achieve the desired pattern. The study population includes three groups of experts and specialists: 1- Professors and researchers in the field of communication 2- Specialists and experts in the field of education and 3- Teachers with experience in the field of media literacy. The sampling method was theoretical and 18 people were selected for interview by slow census method. Data analysis was performed by grounded theory method using Maxqda 10 software.
Findings: According to the research results, the book Media Literacy is useful but has weaknesses that need to be addressed.
Conclusion: The biggest factor is the lack of book content and the lack of continuous and purposeful education in the lower grades.
Type of Study: Research Article | Subject: Special
Received: 2022/03/17 | Accepted: 2021/09/23 | Published: 2022/10/2

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