CC BY
70
A
Media Literacy Education Practices
Technical university students'media literacy in social networks
Dr. Svetlana Fiialka
Associate Professor,
National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute, "
37 Prospect Peremogy, Kiev 03056, Ukraine
Abstract. Higher education has profoundly transformed due to the development of social networks such as Facebook, YouTube and Twitter. Students all over the world use social networks for communicationsand getting news.The study was conducted inNational Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" (Kyiv, Ukraine).Quantitative analysis of 10 closed ended responses, qualitative analysis of 5 open ended responses and focus group discussion experts were done. The study population included students (n=1100) of the fourth course and 10 experts (professors in the fields of engineering (5 persons), pedagogics (2 persons) and social communications (3 persons)). The survey questionnaire captured the attitudes of students about the social networks and their role in everyday life and professional development, found out what percentage of students uses social networks for educational purposes, revealedwhether the students trust to information from posts in social networks, as well as their reactions to messages.The qualitative analysis found out the reasons why students use or do not use social networks for their educational purposes, why are they joining or are not joining social networking groups that discuss political topics, why do they react or do not react on insults in social networks,why do they always (do not always) critically analyze information in social media, why do they think it is necessary (not necessary) to implement media literacy courses in the university. The focus group discussion revealed how social networks have influenced education, factors impacting social networks use for education, how the experts foresee the role of social networks in education and collected opinions about the media literacy as a part of engineering curriculum. Overall the observations found outweak spots in students' media literacy.Thus, it is necessary to implement media education in technical universities to teach studentsto become media "literate" in order to participate responsibly in the new century society, analyze media information critically and recognize misinformation.
Keywords: media literacy, social network, message, professional development.
Introduction
Modern society is a society of social networks. They provide an opportunity for all to create a profile with photos and information about themselves, exchange messages, change a status, post messages on the own and others' walls, upload photos and videos, create communities of interestand even earn real or virtual money. Social networks provide contact with virtual friends 24 hours a day 7 day a week and create understanding of the world. However, the modern people do not always think about the influence of social networks on their beliefs, decisions, deeds. They are not always critical about information in social networks and do not pay attention why certain information has been included in a message, what has notbeen included, what the key ideas are, and how such ideas affect them? Moreover,along with the emergence of social networks individuals are expected not only to consume but also produce, share and criticize digital contents [Koc, Barut, 2016, pp. 834-843; Graber, Mendoza, 2012].So, we always must understand that our messages have an impact as well as clearly articulate our thoughts to avoid misunderstanding.
To be engaged and critical media consumers, we need to develop skills and habits of media literacy.In order to participate responsibly in the new century society and navigate through an increasingly complex media landscape,it is important to begin the process of media literacy education in childhood and continue throughout life.
This study was undertaken with an aim to explore the general attitude and perceptions of students of technical specialties at the last year of bachelor program about social networks and their role in professional development. The objectives outlined are:
to understand the media literacy level of students of technical specialties;
to analyze the areas in which social networks can be used among such students;
to capture their perception regarding the need for incorporating media education in their curriculum;
to consider opinion of experts in all above-mentioned aspects.
Materials and Methods
The questionnaire based study was conducted in National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" (Kyiv, Ukraine). Study sample consists of 1100 students. 8 students aren't registered in any social network and 34 are registered but they visit networks twice a month or more rarely. So really 1058 students were polled: 925 males(87.43%) and 133 females (12.57%). They had an average age of 24.5 years, with a range of 20 to 29 years. The survey questionnaire (10 closed ended and 5 open ended items) and Focus group discussion (FGD) captured the perceptions and attitudes of students about social networks. Thinternal consistency of closed ended items were calculated. The study population was briefed about the nature and purpose of study. The survey questionnaire was sought from all the 1058 students. The students were answered the questionnaire in a lecture classes. The survey was followed by a structured FGD (n = 10). The participants of FGD were carefully selected. The selection of FGD participants were based on the representation of professors in the fields of engineering (5 persons), pedagogics (2 persons) and social communications (3 persons). The FGD, which lasted for two hours, was conducted by two members of Publishing and Printing Institute, one as a facilitator, and other who recorded the discussion verbatim. The FGD was an attempt to find out attitudes and perceptions regarding social networks and its potential role inengineering education.
Quantitative data was analyzed by percentage distribution and Qualitative data by categorization. The transcripts of the focus group were collated and categorized.
Discussion
For centuries, literacy has referred to the ability to read and write. A definition of media literacy comes from the 1992: "Media Literacy is the ability to access, analyze, evaluate and create media in a variety of forms" [Aufderheide, Firestone, 1993]. These skills include being able to access media on a basic level, to analyze it in a critical way, to evaluate it based on that analysis and, finally, to produce media oneself. It helps peopleconsciously use media, distinguish and evaluate media content, critically examine media types, investigate media effects, and develop alternative media content [Kellner, Share, 2007, pp. 59-69; Chen et al., 2011, pp. 84-88] describe media literacy as two continua from consuming to prosuming literacy and from functional to critical literacy. The "consuming" literacy was defined as the ability to analyze and evaluate media content for critical understanding, while "presuming" literacy as ability to create media content and understand its social impact.
Media literacy has crucial influence on all levels of education, including higher education. The last one, "once a bastion for traditional instruction, has begun a transition to media-based teaching" [Enhancing the twenty-first-century classroom, 2017].
To become media literateresponsible citizen, students needmedia education, namely developing expertise with the increasingly sophisticated information, affecting the way they think, feel, and behave. According to G. Gerbner [Gerbner, 1995], the goal of media education is the formation of a broad coalition to enhance the freedom and diversity of communication, to develop a critical understanding of the media as a new approach to liberal education. A. Fedorov considers media education to be "a process of personal development with the help and on the material of mass media (media) in order to form a culture of communication with the media, creative, communicative abilities, critical thinking, the ability to fully perceive, interpret, analyze and evaluate media texts, learning different forms of expression with the help of media technology, but at the same time he stresses that there is no single and only theory of media education in the world." [Fedorov, 2010]. Being media educated requires critical thinking skills from future professional that empower them make socially responsible decisions in workplace [European Commission, 2009].
J. Share [Share, 2002] has categorized the different approaches to media education to fit into four different areas. These are the protectionist approach, media arts education, media literacy movement, and critical media literacy. The protectionist approach views audiences of mass media as dupes of the media, vulnerable to cultural, ideological or moral influences, and needing protection by education. The media arts education approach focuses on creative production of different media forms by learners. The media literacy movement is an attempt to bring traditional aspects of literacy from the educational sphere and apply it to media. Critical media literacy is defined as an educational response that expands the notion of literacy to include different forms of mass communication, popular culture, and new technologies. It deepens the potential of literacy education to critically analyze relationships between media and audiences, information, and power. Along with this mainstream analysis, alternative media production empowers students to create their own messages that can challenge media texts and narratives [Kellner, Share, 2007, pp. 59-69].
H. Jenkins et al. [Jenkins et al., 2006] suggest that the media literacy skills required for participation in this new world are all essentially social skills, including: play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, and negotiation.
Media literacy on the level of higher education includes the ability to notice propaganda or recognize fake, bias, spin, misinformation, the ability to seek information in various sources and types of media, synthesize it, reflex, knowledge of how media messages shape our culture and society, mechanisms of destructive media information influence, theory of reasoning, understanding how Internet and mobile technologies affect personality; understanding the functioning of the media space, knowledge of media owners.
Social networking sites such as Facebook, Twitter, image and video sharing sites (e.g., Facebook, YouTube, Instagram), promote proactive participation and contribution, and diverse interactions [McLoughlin, Lee, 2007]. But Stanford's report summary states, that "our 'digital natives' may be able to flit between Facebook and Twitter while simultaneously uploading a selfie to Instagram and texting a friend. But when it comes to evaluating information that flows through social media channels, they are easily duped" [Brook, 2016]. As M. Lynch, a philosopher who studies technological change, observed the Internet as "both the world's best fact-checker and the world's best bias confirmer - often at the same time" [Lynch, 2016].The luck of media literacy may widen existing society divides whiele creating new barriers which impede engagement with and participation in society [Issues in information and media literacy, 2009, p. 42].
Results
Quantitative data analysis.
The questionnaire had ten closed ended items, which dealt with the regular use of social networks among the sample population (n = 1058) (table 1).
Table 1. Percentage of responses to closed ended items
No Item Strongly Disagree Disagree Neutral Agree Strongly Agree Not Respond ed
1 Do you use social networks for your educational purposes? 8.60 8.22 9.74 62.29 9.64 1.51
2 Are you joining social networking groups that have to do with the direction of your training? 23.25 10.30 19.19 19.09 27.98 0.19
3 Is it fun to read posts about technic in social networks? 9.28 11.72 13.43 44.56 21.01 0
4 Are you joining social networking groups that discuss political topics? 19.84 31.07 17.34 23.75 7.19 0.81
5 Is it fun to argue with social networks members? 34.17 24.02 21.58 34.09 5.32 0,82
6 Do you react on insults in social networks? 26.71 17.59 5.01 37.93 12.76 0
7 Do you always critically analyze information in social networks? 0 4.60 18.04 49.85 27.51 0
8 Do you tend to share not verified information? 38.75 15.68 19.76 18.14 6.16 1.51
9 Do you always trust citations? 12.04 14.97 13.45 46.13 8.98 4.43
10 Do you think it is necessary to implement media literacy courses in your university? 15.75 16.45 12.87 39.99 13.34 1.60
The results of the survey indicate that 71.93% of the students use social networks for their educational purposes. At the same time, 16.82% does not do this. Only 47.07 % students are enrolled in social networking groups that have to do with the direction of their training, although 65.57% of the respondents likes to read posts about technic in social networks.Meanwhile only 30.94% of students are joining social networking groups that discuss political topics. 39.41% of the respondents are sure that it fun to argue with social networks members, 50.69% of the students usually react on insults in social networks. 77.36% of the respondents suppose that they always critically analyze information in social networks. But 24.30% responded they tend to share not verified information, and 55.11% of the students always trust citations. Thus, although nearly 80% believe that they critically evaluate information on the social networks, it is alarming that more than half of the students respond to insults in social networks, almost a quarter of students share unverified information, and more than 55% are accustomed to trusting quotes without thinking about their authenticity.
Qualitative data analysis.
Categorization of responses to open ended item "Why do you use or do not use social networks for your educational purposes?"
71.93% of the students use social networks for their educational purposes. The reasons put forth are categorized into: (1) social networks are user friendly, (2) information is relevant and interesting, (3) vast information available, (4) information being interactive and personalized, (5) the opportunity to discussprofessional information and share it,(6) the opportunity to connect with their lecturer, (7) the opportunity to join a group on professional interests. However,16.82% students did not support the idea to use social networks for their educational purposesand
emphasized that social networks: (1) do not always give reliable and authentic information,
(2)distract from learning, (3) give simplified and not verified information, (4) give biased information, (5) offer repetitive information, (6) offer unsuitable information, (7)give unsystematized information.
Categorization of responses and their percentage distribution to open ended item "Why are you joining or are not joining social networking groups that discuss political topics?"
30.94% of students are joining social networking groups that discuss political topics. The reasons are following: (1) enjoy the criticism of authorities, (2) believe that they can influence political processes by expressing their opinion, (3) get information about the political situation in the country, (4) unite around political forces,which they sympathize with, (5) leave angry comments.But 50.91% of the respondents are not joining social networking groups that discuss political topics. The reasons were following: (1) I do not want to, (2) I would like to, but do not have the time, (3) I am irritated by any policy.
Categorization of responses to open ended item "Why do I react or do not react on insults in social networks?"
50.69% of the students react on the insults in social networks. The reasons put forth are categorized into: (1)I cannot restrain myself; (2) I want to win the dispute, (3) I want to punish the offender, (4) I like to insult people on the Internet.But 44.30% of the respondents do not react on insults in social networks. The reasons were following: (1) everyone has the right to their opinion, (2) I know that, responding to insults, I provoke trolls, (3) I do not read any comments.
Categorization of responses to open ended item "Why do I always (do not always)critically analyzeinformation in social metworks?"
77.36% of the students suppose that they always critically analyze information in social networks. The reasons: (1) I do not want to be deceived, (2) I like to unmask the authors of the posts, (3) I am an educated person and should perceive information responsibly.Only 4.60% of the student accept they do not always critically analyze information in social media. The reasons were following: (1) I have no time, (2) I am sure that my friends share only verified information,
(3) I have no clue how to analyze information critically, (4) I think, it is not important.
Categorization of responses to open ended item "Do you think it is necessary (not necessary) to implement media literacy courses in your university?"
53.33% of the students suppose it is necessary to implement media literacy courses in university. The reasons put forth are categorized into: (1) it will help me to identify false information, (2) I do not have enough information on how to behave in social networks, (3) it is important how to use social networks in the right way, (4)it is important for my career.But 32.2% of the students think it is not necessary to implement media literacy courses, because: (1) I have enough knowledge, (2) media literacy is required only for journalists,(3)these knowledges will not help me in professional activity, (4) media literacy is a pseudoscience.
Focus Group Discussion supported the hypothesis of increasing role of media literacy in engineering curriculum (table 2).
Table 2. Focus Group Discussion excerpts
How do social networks has Factors impacting How do they foresee Media literacy as a part
influenced engineering education? social networks use for the role of social of engineering
education networks in curriculum
engineering
education
• "tremendously" • "most of them • "has already • "should be
• "brand-new technical usesocial networks transformed the way incorporated"
information is available on social entertainment purpose" of teaching, learning • "yes, it will
networks" • "they follow and evaluation at all help"
• "an opportunity to watch their teachers...if you levels of education" • "students
videos with presentations of share professional • "faculties already are much aware
technical innovations" information, they will should know how to "
• "students cannot live definitely read and use social networks • "is a must"
without social networks at all" sometimes they will effectively, so that • "depends on
• "there are links on e- discuss the topic" they can understand the faculty"
books, quizzes on social networks, • "they are students better" • "not really
so many references,etc." inspired by the • "a great needed"
• "we are using, images, achievements of peers platform for • "at least they
videos from social networks to from other countries" professional will become aware how
teach and make lectures • "they need discussions and to verify information"
interesting.. .the influence is huge!" moderators of solving complex • "I feel that I
• "social networks are information flows with problems" should go through a
crucial in scientific professional • "high formal training about
communications" information" potential for the how to optimally use
• "the benefits of using the • "they need formation of social networks"
social network as a platform for popular scientific environmental • "with
learning: an opportunity for information from responsibility" increased opportunities
distance communication, possibility related specialties to • "danger of for people to influence
of joint work; presence of a forum, form an integral system copyright people through social
"wall", chat; ability to trace the of knowledgeand infringement" networks, students
activity of participants" increase interest in must learn more
science" rigorous settings about
the content they create,
and not just about what
they consume"
Based on the results of the survey, focus group discussion and own teaching of the theory of mass communication, we summarized the basic media competencies that students need while working on the social networks (table 3).
Table 3. Basic media competencies while working on a social network
Understanding messages (how they work and influence on individuals and society) Using social networks (in professional activities and achieving own goals) Communication (interaction)
1. How do they affect my personal well-being and well-being of my country? 2. How do they strengthen or weaken society's democratic structures? 3. How do I decode massages I get? 4. What actions do I get impelled by the messages? 1. How true and reliable information is? 2. Do not I look at message from just one perspective? 3. Can I identify facts versus opinions? 4. How much do I control the level of access to personal information? 5. Do not I violate the law of intellectual property? 1. Do I need this information? 2. Do other people need information that I share? 3. How might other people understand or interpret this message differently from me? 4. What arguments do I use to support my opinion? 5. Am I polite in social network? 6. How do I react to hate speech in social networks? 7. Do I know a foreign language at a level sufficient for communication? 8. What values and lifestyle do I promote? 9. What feedback do I expect from an audience?
Conclusion
This study was conducted to analyze the attitude about role of social networksamong technical students and estimate the need social networks media literacy in their curriculum.
The present study revealed that students are aware of the disadvantages attached to social networks as a reference source in terms of vulnerability to misuse and unreliability resource of information.
The Focus group discussion experts further the assumption that students are getting more and more influenced by social networks as a ready source of information. The teachers support the idea of incorporating its basic training in curriculum. The faculties themselves understood that they should receive a formal training about how to optimally use social networks for better teaching activities.
Due to gathered qualitative data, we can safely determine that social networks use amongst engineering students is a part of their daily routine. Most of the students actually depend on it for retrieval of information.We can conclude that students tend to overestimate the influence of social networks on beliefs and behavior of others and underestimate their influence on themselves. Modern youth needs higher education with solid media education backgrounds combined with professional training. We propose not so much to offer a specific course on media literacy, but to democratize the technical schools themselves and to form critical thinking through the whole educational process. Because critical thinking cannot be taught through one course. There should be a systematic approach.
We hope that our study contributes to emerging national and international attention for students' media literacy by displaying the challenges that are faced regarding the conceptual and theoretical framework of media literacy, when it comes to evaluating information that flows through social networks.
References
Aufderheide, P., Firestone, C. (1993). Media literacy: A report of the national leadership conference on media literacy. Queenstown, MD: Aspen Media Literacy Leadership Institute.
Brook, D. (2016). Stanford researchers find students have trouble judging the credibility of information online. fromhttps://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online Chen, D.-T., Wu, J., & Wang, Y.-M. (2011). Unpacking new media literacy. Journal on Systemics, Cybernetics and Informatics, 9(2), 84-88.
European Commission (2009). Commission Recommendation on Media Literacy in the Digital Environment for a More
Competitive Audiovisual and Content Industry and an Inclusive Knowledge Society. fromhttp://eur-
lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:32009H0625&from=EN.European Commission 2009.
Fedorov, A. (2010). Dictionary of terms for media education, media pedagogy, media literacy, media competence. Taganrog. 64
p.
Gerbner, G. (1995). Educators Activists Organize to Promote Media Literacy in U.S. The New Citizen, 2(2).
Graber, D., Mendoza, K. (2012). New Media Literacy Education (NMLE): A Developmental Approach. Journal of Media
Literacy Education, 4(1), 82-92.
Jenkins, H., Purushotma, R, Clinton, K. Weigel, M., Robinson, A. (2006). Confronting the Challenges of Participatory Culture:
Media Education for the 21st Century. http://newmedialiteracies.org/
Leaning M. (2009). Issues in information and media literacy. Santa Rosa, 244 p.
Kellner, S., Douglas, J. (2007).Critical media literacy is not an option. Learning Inquiry,1(1), 59-69.
Koc M., Barut, E. (2016). Development and validation of New Media Literacy Scale (NMLS) for university students. Computers in Human Behavior, 63, 834-843.
Lynch, M. (2016). Googling is Believing: Trumping the Informed Citizen. New York Times, March 9. http://opinionator.blogs.nytimes.com/2016/03/09/googling-is-believing-trumping-the-informed-citizen/
McLoughlin, C., Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Paper presented at the ASCILITE, Singapore.
Share J. (2002). Media Literacy is Elementary: Teaching Youth to Critically Read and Create Media (Rethinking Childhood). New York: Peter Lang. 345 p.
Strawser, M. (Ed.). (2017). Enhancing the twenty-first-century classroom. London. 184 p.
