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The Media and the commercialization of childhood - marginalization of educational values (CROSBI ID 176097)

Prilog u časopisu | prethodno priopćenje

Zloković, Jasminka ; Klapan, Anita ; Kušić, Siniša The Media and the commercialization of childhood - marginalization of educational values // Iskanja vzgoja prevzgoja, 29 (2011), 41-42; 112-126

Podaci o odgovornosti

Zloković, Jasminka ; Klapan, Anita ; Kušić, Siniša

engleski

The Media and the commercialization of childhood - marginalization of educational values

This paper discusses the global trend of marginalization of educational values and the promotion of hedonistic life concept offered by mass media to children and youth. Considering their developmental period, children and youth are a population susceptible to different influences and numerous ways of possible manipulation. Today, it is quite impossible to consider any aspects of life of children and youth outside the context of the media influence. Both printed and electronic media have a strong influence on the lives of children, especially on processes of education. Media are pushing out other factors of socialization (school, family, church…) and are influencing the formation of lifestyles. Messages and contents conveyed by media often decide the criteria for behavior, attitudes and values (general, moral and aesthetic) of children and youth. The aggressiveness of media in the presentment of contents as progressive and “without alternative” often results in the acceptance of risk behavior which is usually different from “traditional” educational values. Media contents are becoming less educational and more manipulative. Authors of this paper present the analysis of different media contents and messages used for manipulation of children and youth by trivializing values of “old fashioned” school and family, and by promoting “progressive education” offered (imposed) by modern media world. Trying to convey messages media use all “contemporary” means – commercials, magazines, reality shows and other “new progressive means of education“ with the purpose of commercialization. This way media often promote risk lifestyles, social passiveness and standardization of behavior, apparent quality of life, false idols, virtual beauty and perception of personal “individualized” value of the world. Children and youth often become the “passive” consumers of offered content. In the period of growing technologies and media sources one must pose a question: should we, and how, direct children towards the selection of media messages? Exposure to different media contents and messages is inevitable, so it is very important to be media literate. Media literacy helps children and youth develop the ability to handle media successfully and to critically select information they receive on daily basis. Simply said, media literacy is the ability to (self) critically question “what you read, hear and see”. This is why the authors are the opinion that the media literacy of children and youth is very important part of lifelong learning and should be started at a young age, but it is also important to educate their parents and teachers wherein school, as an institution for education, and contemporary educational (pedagogical) science play an important role.

media and manipulation; educational values; commercialization of childhood; media literacy; school and family

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Podaci o izdanju

29 (41-42)

2011.

112-126

objavljeno

0352-3233

Povezanost rada

Pedagogija