Volume 5, Issue 3 (Autumn 2022)
Iranian Journal of Educational Sociology 2022, 5(3): 154-162 |
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Olfateh S, Sarmadi M R, Mohammadi Naeini M, Jalalondi M. (2022). Design and Validation of Media Literacy Education Model in Secondary School. Iranian Journal of Educational Sociology. 5(3), 154-162. doi:10.61186/ijes.5.3.154
URL: http://iase-idje.ir/article-1-1178-en.html
URL: http://iase-idje.ir/article-1-1178-en.html
1- PhD student, Department of Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran
2- Professor, Department of Educational Sciences, Payam Noor University, Arak, Iran (Corresponding Author).
3- Assistant Professor, Department of Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran.
2- Professor, Department of Educational Sciences, Payam Noor University, Arak, Iran (Corresponding Author).
3- Assistant Professor, Department of Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran.
Abstract: (4346 Views)
Purpose: Media literacy plays an important role in teaching and learning curriculum. Therefore, the purpose of the present research was to design and validate the media literacy education model in secondary school.
Methodology: This was an applied study in terms of purpose and qualitative in terms of implementation method. The study population for designing the media literacy education model was the specialized council of the thinking and media literacy book department of the country (n=18 people) who were selected by census sampling method. Also, the study population for the validation of the media literacy education model was professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy, 20 of whom were selected as a sample using the purposeful sampling method. The data collection tool was in-depth interviews in the model design section and calculation the agreement rate in the model validation section. Data analysis was carried out by coding method in MAXQDA ver.10.
Findings: The results showed that the model of media literacy education in secondary school consisted of 40 components in 7 categories of media message creation techniques, media unknowns, audience studies, media and lifestyle, media consumption regime, harm of media literacy education and opportunity of media literacy. Also, the model of media literacy education in secondary school had an acceptable validity after calculating content validity ratio (CVR) (0.88) and content validity index (CVI) (0.91) based on the opinion of professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy.
Conclusion: Based on the results of the current research, it seems necessary to plan for the inclusion of media literacy education in secondary school curriculum through the identified components and categories.
Methodology: This was an applied study in terms of purpose and qualitative in terms of implementation method. The study population for designing the media literacy education model was the specialized council of the thinking and media literacy book department of the country (n=18 people) who were selected by census sampling method. Also, the study population for the validation of the media literacy education model was professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy, 20 of whom were selected as a sample using the purposeful sampling method. The data collection tool was in-depth interviews in the model design section and calculation the agreement rate in the model validation section. Data analysis was carried out by coding method in MAXQDA ver.10.
Findings: The results showed that the model of media literacy education in secondary school consisted of 40 components in 7 categories of media message creation techniques, media unknowns, audience studies, media and lifestyle, media consumption regime, harm of media literacy education and opportunity of media literacy. Also, the model of media literacy education in secondary school had an acceptable validity after calculating content validity ratio (CVR) (0.88) and content validity index (CVI) (0.91) based on the opinion of professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy.
Conclusion: Based on the results of the current research, it seems necessary to plan for the inclusion of media literacy education in secondary school curriculum through the identified components and categories.
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