Item
A Comparative Study of Media Literacy Curriculum Policy in the Education System of Developed Countries and Iran
- Author
-
Maryam Azizi, Kourosh Fathi Vajargah, Kambiz Poushane, Ali Granmayehpour
- Year
- 2021
- Publisher
- Iranian Journal of Educational Sociology
- Abstract
-
Purpose: The aim of this study was a comparative study of media literacy curriculum
policy in the educational system of leading countries and Iran.
Methodology: The approach of the research was qualitative approach and the method
used in it was comparative-analytical method. The research population in this study
included all valid scientific documents, including books, articles in specialized journals
related to media literacy, from which the works related to the subject were selected
using purposive sampling method and appropriate to the research objectives of the case.
Were analyzed and data were collected by documentary method, Descriptive analysis
method was used in data analysis. Based on the research question, a framework for data
analysis was considered. Based on this framework, the required data from available
resources were selected, organized, and then their similarities and differences were
identified and compared and interpreted.
Findings: Based on the results of this study, the concerns and views on content,
necessities and goals of media literacy in different countries are largely similar and
educational planners try to maintain their cultural identity in the use of different media. .
The results also showed that media literacy has been considered as one of the most
effective monitoring tools in the countries. Also, according to the results of the research,
the most important differences between the selected countries and Iran in this regard
was that the goal of these countries is to institutionalize the media literacy curriculum in
an organized manner and in the form of codified policies and long-term plans, but in
Iran. Although this issue has been emphasized in the upstream documents, due to the
lack of sufficient infrastructure, lack of culture appropriate to the age of technology and
teachers not being familiar with this knowledge, these conditions have not been provided
and implementation in schools has been unsuccessful. Several years of implementation
have not yet led to a successful indigenous approach and model for implementing this
skill in schools.
Conclusion: The results showed that the concerns and views on the content,
necessities and goals of media literacy in different countries are largely similar and
educational planners try to maintain their cultural identity in the use of different media. - Language
- English
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