La compétence médiatique: du concept à la mesure
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Présentation donnée avec Thierry De Smedt et Thibault Philippette au séminaire de recherche de l'Institut Langage & Communication(UCLouvain), le 17 mai 2010
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La compétence médiatique: du concept à la mesure
- 1. Pierre Fastrez, Thibault Philippette, Thierry De Smedt Groupe de Recherche en Médiation des Savoirs La compétence médiatique Du concept à la mesure
- 5. Un modèle théorique de la littératie médiatique
- 19. Du concept à l’indicateur
- 20. Du concept à l’indicateur
- 21. Que couvre le concept de compétence Que couvre le concept de littératie médiatique ?
- 28. Le modèle de l’acquisition des compétences par les jeunes Sommet 3 : cognitif Sommet 1 : technique Sommet 2 : social Capacités intellectuelles Emotions Savoirs Notions Concepts Compétences d’usage réception gestion production Relations de groupe Pratiques sociales Compétences liées Modèle, d’acquisition spontanée
- 45. THANK YOU FOR YOUR ATTENTION Questions? Comments?
Hinweis der Redaktion
- EuroMeduc Bellaria - Oct. 22nd, 2009 Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Assessing ML requires an agreement on what it is Defining ML is dependent on Historical and cultural context Media landscape development Policies – one may argue it is the other way around… priorités en termes d’éducation (ex: priorité actuelle = inclusion sociale (éviter la fracture numérique), et donc favoriser l’accès aux technologies et le développement de digital skills Epistemological views – relationship to knowledge, nature of knowledge, relationship to culture… un exemple: protection vs. Éducation Qui plus est, la question « pour qui évalue-t-on ces compétences? » (who needs to know?) est également susceptible d’influencer la définition de ce qui est évalué (what needs to be known?) Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Common ground for ML definition Independent of cultural contexts That can be specified / interpreted in these contexts Media Literacy lies in the individual’s competences not the media environment: media literacy is not media education Outcome vs process Evaluating the process is evaluating its efficiency with respect to the outcome So we need to be able to assess the outcome first I will talk about media literacy, not media education The result in terms of acquired / developed competences Not the process through which they were acquired / developed I will focus on ML as a concept related to the individual, not to their environment Evaluating the process requires the ability to evaluate the outcome Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- A fundamental hypothesis: Media Literacy is related to a number of basic technical, social and cognitive skills By basic, I mean high-order Bi-lateral relationship (virtuous circle) Skills can be developed through media use and media education The more these skills are developed, the more they facilitate ML development Médiations sémiotiques et sociales (relire Meunier Connaître par l’image) Médias comme technologies de l’intelligence (Lévy) / mindtools (Jonassen) Côté social? Acknowledging this means we need to relate specific skills to their “common ground” Digital skills are not different They are just specific in some ways, but rely on the same overall set of skills They facilitate expression and creation Film studies vs. media education Unless you are advocating blunt protectionism, appreciating one’s media cultural heritage relies on the same skills as appreciating other cultures’ contribution to the media environment Not related to specific activity domains (commercial information, product placement, minor protection, civic participation…) Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Acknowledging this means we need to relate specific skills to their “common ground” Digital skills are not different They are just specific in some ways, but rely on the same overall set of skills They facilitate expression and creation They facilitate “close pragamtics” with social peers Film studies vs. media education Unless you are advocating blunt protectionism, appreciating one’s media cultural heritage relies on the same skills as appreciating other cultures’ contribution to the media environment Reception (“critical understanding”) and production (“creativity”) reception is not just cognitive, production is not just social Not related to specific activity domains (commercial information, product placement, minor protection, civic participation…) Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Acknowledging this means we need to relate specific skills to their “common ground” Digital skills are not different They are just specific in some ways, but rely on the same overall set of skills They facilitate expression and creation They facilitate “close pragamtics” with social peers Film studies vs. media education Unless you are advocating blunt protectionism, appreciating one’s media cultural heritage relies on the same skills as appreciating other cultures’ contribution to the media environment Reception (“critical understanding”) and production (“creativity”) reception is not just cognitive, production is not just social Not related to specific activity domains (commercial information, product placement, minor protection, civic participation…) Pierre Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Thibault Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Concept donc abstrait Cf. Idée de « t âches » versus « activités » chez Bernard Rey / performance Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Distinction compétence - performance (Piaget, Chomsky, etc.) Degré de complexité Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Exemple à titre indicatif, non évalué (« l’échelle reprent-elle toutes les performances observées sur un groupe-test ? ») Rappel : on parle de « niveaux » mais l’expression ne doit pas renvoyer à un classement (univarié) Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Les indicateurs correspondant à des t âches spécifiques sur des médias spécifiques Ils nous informent plus largement sur le concept de ML (mouvant) A travers des capacités génériques qui le constituent (compétences) Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Dimensions: Comment les construire ? Sur base d’un travail inductif Pas de distinction réception / production à ce niveau ! Quels niveaux définir ? Général vs. particulier Complexité Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Cognitive vs. social? (vs. technical) Semio-cognitive vs. Socio-cognitive? Representation vs. intention vs. information? Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Cognitive vs. social? (vs. technical) Semio-cognitive vs. Socio-cognitive? Representation vs. intention vs. information? Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Cognitive vs. social? (vs. technical) Semio-cognitive vs. Socio-cognitive? Representation vs. intention vs. information? Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- Cognitive vs. social? (vs. technical) Semio-cognitive vs. Socio-cognitive? Representation vs. intention vs. information? Thierry Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009
- EuroMeduc Bellaria - Oct. 22nd, 2009 Pragmatic socialization: The extent to which each individual poses communicational acts that establish social relationships in more or less extended social spaces. The lowest level pertains to fusional and close relationships between peers. The highest level is characterized by a great variety and a great complexity, crisscrossing undifferentiation and unanimity with singularization and negotiation. Informational socialization: The extent to which each individual extends and diversifies their relationships as a receiver, a relay, or a producer of information within social space. Pragmatic socialization to confuse oneself with… (level 0) The individual uses media to create and maintain local relationships where unanimity and undifferentiation rules to imitate someone The individual follows trends, imitates role models, etc. through the use of various media to position oneself The individual has the ability to situate and differentiate themselves and their point of view within the network of relationships they are involved in through the use of various media to commit oneself The individual uses the media to get involved into communities of ideals (associations, citizen initiatives…) and commits to this involvement Informational socialization to perceive (level 0) The individual has access to information through media but does not select or attend to it. This level would be the equivalent of ‘hearing’ (without listening) for audition. to consult The individual selects and attends to several media sources of information in his personal context. to confront The individual is able to compare and contrast the information they receive from different media sources. to synthesize The individual can articulate the different media sources of information into one synthetic point of view. Thierry EuroMeduc Bellaria - Oct. 22nd, 2009 Pierre Fastrez [UCL/GReMS]
- Thierry
- EuroMeduc Bellaria - Oct. 22nd, 2009 Thierry
- EuroMeduc Bellaria - Oct. 22nd, 2009 Pragmatic socialization: The extent to which each individual poses communicational acts that establish social relationships in more or less extended social spaces. The lowest level pertains to fusional and close relationships between peers. The highest level is characterized by a great variety and a great complexity, crisscrossing undifferentiation and unanimity with singularization and negotiation. Informational socialization: The extent to which each individual extends and diversifies their relationships as a receiver, a relay, or a producer of information within social space. Pragmatic socialization to confuse oneself with… (level 0) The individual uses media to create and maintain local relationships where unanimity and undifferentiation rules to imitate someone The individual follows trends, imitates role models, etc. through the use of various media to position oneself The individual has the ability to situate and differentiate themselves and their point of view within the network of relationships they are involved in through the use of various media to commit oneself The individual uses the media to get involved into communities of ideals (associations, citizen initiatives…) and commits to this involvement Informational socialization to perceive (level 0) The individual has access to information through media but does not select or attend to it. This level would be the equivalent of ‘hearing’ (without listening) for audition. to consult The individual selects and attends to several media sources of information in his personal context. to confront The individual is able to compare and contrast the information they receive from different media sources. to synthesize The individual can articulate the different media sources of information into one synthetic point of view. Thierry EuroMeduc Bellaria - Oct. 22nd, 2009 Pierre Fastrez [UCL/GReMS]
- Pierre Fastrez [UCL/GReMS] EuroMeduc Bellaria - Oct. 22nd, 2009