Introduction
We consider media education as a way to develop in pupils the correct use of media and the appropriate production of media content. We act preventively towards pupils, protecting them from the various dangers of cyberspace. "Media education is generally considered by the international scientific community as one of the most effective means for acquiring key competencies needed for the interactive and inclusive use of media and the critical perception of the ever-expanding spectrum of media communications" (Vrabec, N. 2013, p. 9). We can argue that media education strives to build skilled and critically thinking individuals who can approach media rationally and consciously.
Currently, in Slovakia, the foundation for teaching media education is the Concept of Media Education in the Context of Lifelong Learning. Based on this concept, it is envisaged that media education will be introduced as an optional subject in all grades of lower secondary education and eight-year gymnasia. Currently, it is possible to introduce media education as an elective subject in the 7th and 9th grades of basic schools and the 1st to 4th grades of eight-year gymnasia. Each grade has defined objectives and content. The main goal is to teach all pupils to approach media content responsibly and to be able to use new technologies. After completing this subject, pupils possess independence and responsibility in handling means of common communication (Nováková, S. 2013).
Teaching of media education can be included in the School Educational Programme as part of the content of selected educational areas, as a standalone subject, or through alternative methods (course, seminar). The content standards for the lower secondary level of basic school focus on media in the contemporary world, types and kinds of media products, media reality, ethics, and the creation of media products (Educational Programme – Media Education - Cross-curricular Topic, 2010). From our perspective, the preventive aspect and pupils' awareness of the dangers of cyberspace are absent. Most experts agree that it is important to develop media literacy for children, but media literacy is often defined only as the ability to work with hardware and software. Media literacy is not the critique of media, nor the production of media content, or its consumption. It does not mean "not watching", but watching carefully and thinking critically about the perceived content (Thoman, E., Jolls, T., 2003). It often happens that parents or teachers try to protect children and adolescents from media by eliminating their attention and time spent on media content. It is more significant to teach how to properly perceive and evaluate media content and how to think critically about the information that is at the center of their interest. Media literacy is important for people who use media intentionally as well as unintentionally. Therefore, the development of media literacy must find its place not only in primary, but also in secondary and higher education (Koltay, T. 2011). Especially due to early awareness of pupils, so that they can effectively provide education to future generations.
The Center for Media Literacy in the United States promotes the philosophy of empowerment through education, and this philosophy encompasses three interwoven concepts:
- Developing media literacy is essential for life – today's society is more influenced by media than in the past, and therefore greater preparation of children and adolescents is desirable.
- The basis of media literacy is informed inquiry – realized through a four-step inquiry process consisting of awareness, analysis, reflection, and action. Media literacy provides young people with an empowering set of navigational skills that include: accessing information, analyzing and evaluating media content, expressing through media tools, and participating in the creation of global media culture.
- Media literacy is an alternative to blaming the media – it inspires independent thinking and supports analysis based on critical thinking, which aids in making rational decisions (Thoman, E., Jolls, T., 2008).
Media literacy needs to be perceived as a skill that can be developed through the effects of media education. We can see greater potential behind media education, but it is crucial to what extent it is implemented in practice.
It strives to support critical thinking and creativity (Buckingham, D. 2019). A prerequisite for fulfilling the important goals of media education is, among other things, motivating young people to reflect on the ethical decisions they make as media participants and to consider the impact of media (Jenkins, H. 2009).
The goals of media education provide an overall view of the content and significance of media education, which includes not only understanding how media works but also eliminating negative consequences and deriving positive and meaningful values from media.
Methodology
Based on theoretical knowledge, we conducted a survey in 2021 aimed at determining the status of media education in formal education in Slovakia at the lower secondary level of basic school.
Research Objective To determine and analyze the status of media education in formal education in Slovakia at the lower secondary level of basic school, as a fundamental basis for further research.
Survey Participants The research sample consisted of directors of selected basic schools in Slovakia. 101 schools participated in the survey. The highest number of responses was recorded in the Žilina Region (22.8%) and the lowest number in the Bratislava Region (6.9%). School principals filled out information about the teaching/non-teaching of media education at the lower secondary level of basic school via an online questionnaire of their own construction.
Survey Results on the Implementation of Media Education in Teaching
In this part of the study, we focus on the results of the survey conducted with the aim of determining and analyzing the state of teaching media education at the lower secondary level of basic school in Slovakia. We used graphical presentation of the results for data presentation.
Figure 1: Teaching of Media Education
In Figure 1, we observe the responses of school principals regarding the implementation of media education. From a percentage perspective, only 21% of schools teach media education. A significant portion of schools (79%) do not implement media education in their teaching. From the results, a significant dominance of teaching media education was demonstrated in the Bratislava Region (57.1%), Nitra Region (40%), and Prešov Region (37.5%). The dominance of the Bratislava Region in implementing media education is noteworthy, despite its low response rate. We can assume a larger number of basic schools and greater effort to adapt to global societal demands. The regions that devote the least attention to implementing media education in teaching are the Banská Bystrica Region (7%), Trenčín Region (7%), and Trnava Region (11%). In this case, we can assume less interest and a perception of lower influence of media content. The next graph shows the type of teaching media education that dominated in the individual regions implementing the teaching of media education.
Figure 2: Method of Teaching Media Education
Within the results, the teaching of media education as a separate subject or a cross-curricular topic dominated. Media education is implemented primarily as a separate subject (52% of schools). A cross-curricular topic is taught in 48% of schools (Figure 2). Teaching media education as a separate subject is one of the most effective ways to familiarize pupils with the media world and simultaneously prepare them for the correct and meaningful use of media content. Through correct and thoughtful teaching, we can develop pupils' media literacy. Cross-curricular topics can be taught within multiple subjects, but consequently, the topics are very general and are not allocated sufficient time. A course led by an expert did not appear in the responses of school principals even once, and neither did project-based teaching. These two mentioned types of teaching media education are suitable ways to complement cross-curricular topics and focus on specific explanations of threats, specifics, or methods of processing media influences. A course led by an expert can focus on the threats of the media world, thereby complementing cross-curricular topics and ensuring primary preventive action. Project-based teaching can be applied as a supplement to teaching the separate subject of media education. In this way, through independent practical activities, pupils can participate in solving problems related to media. For cross-curricular topics, it is possible to integrate media education topics into multiple subjects. Each school can determine the preferred subject within which the topics will be addressed.
Figure 3: Cross-curricular Topic – Subjects
It has been established that media education is taught primarily as part of civic education, with up to 80% of schools implementing media education into the content of this subject. Civic education contributes to the development of the civic and social life of pupils. Pupils deal with the position of human beings in society, acquire the rules and norms of socialization, pay attention to human rights, their opinions, attitudes, and values, build tolerance towards others, and learn about active and personal engagement and citizenship (State Educational Programme - Civic Education, 2011). Based on the content and objectives of civic education, it is appropriate to incorporate media education topics into the content of this subject, since media and their influence are part of today's society and directly affect children and adolescents. Preparing pupils for life also includes preparing them for current threats that may affect pupils and influence their personality.
Schools also include media education in ethics (60%) and informatics (60%). Media education topics are least included in the Slovak language (50%) and foreign language (50%). The inclusion of media content in subjects is difficult primarily due to incomplete coverage of individual topics and insufficient time for student work. Combining and linking topics is also challenging for teachers. The implementation of content into ethics or informatics is also possible from the perspective of better adapting media themes to the teaching content. Slovak language and foreign language are subjects that are more extensive in terms of time and content and require greater involvement of teachers and pupils, which results in fewer opportunities to incorporate content from media education. Teaching media education as a cross-curricular topic does not have to be included in every grade of basic school. It has been shown that schools devote the least attention to media education topics in the seventh grade (42.9%) and sixth grade (47.6%). Topics are most often included in the ninth grade (61.9%), eighth grade (52.4%), and fifth grade (52.4%). We can conclude that the inclusion of topics in higher grades is no longer as effective. Media education needs to begin in lower grades to build a solid foundation and address constantly new and current topics in this area. By including media education topics already in lower grades, teachers can build upon individual topics and each year prepare new topics that will enrich pupils' knowledge. Knowledge of media topics also depends on the actual scope of teaching media education.
Figure 4: Scope of Teaching Media Education
Regarding the scope of teaching media education, it is necessary to distinguish whether the subject is taught separately or as part of another subject. If the subject is taught separately, one lesson per week is predominantly used, which is the case for 52.4% of schools. If media education is taught as a cross-curricular topic, it does not have a precise time allocation, which is the dominant situation for 42.9% of schools. Schools that primarily use the cross-curricular teaching of media topics indicated a lack of precise time allocation because media education is taught within other subjects, and it is not possible to determine a precise time span. Determining a more precise time allocation is one of the solutions for optimizing the introduction of media topics into teaching. With precise allocation, teachers can better build upon previously covered material and maintain better understanding and freshness of information among pupils. With an allocation of one lesson per week, it is possible to work actively with pupils, especially in terms of sequential and precise linking of knowledge and skills, which can be supplemented by independent pupil work. Topics that receive attention during lessons are also a very significant component. Teachers can adapt topics based on the current media landscape and especially based on communication with pupils, which allows them to determine what needs to be discussed with pupils and which topics need to be addressed. We will present the topics that are the focus of individual schools in the following graph.
Figure 5: Media Education Topics
In Figure 5, we see the topics most frequently implemented in the teaching of media education in schools. Schools devote the most attention to developing critical thinking (95.2%), online threats (95.2%), prevention of cyberbullying (95.2%), and the effects of media on personality (90.5%).
Critical thinking is essential in the context of media education. Critically evaluating perceived media content is considered one of the factors that should be used in all topics. "Critical thinking constitutes a key competence for achieving the goals of media education. In a general sense, it can be defined as independent thinking, in the process of which a person arrives at new knowledge through exploration, comparison, or verification of the correctness of one's own and others' thoughts" (Petranová, D. 2011, p. 68).
The issue of online threats is widespread nowadays. Within this topic, it is appropriate to address various types of online threats. For example, sexting, cyber-grooming, flaming, cyberbullying, etc. The essence is for children and adolescents to be able to prevent individual online threats and recognize their basic signs and manifestations. The topic of cyberbullying prevention is accompanied by primary preventive action on pupils to avoid cyberbullying, which causes undesirable effects on the victim and can trigger further online threats. The first point that needs to be developed in schools is a safe school climate, which ensures the construction of correct and effective cyberbullying prevention (Hollá, K. et al. 2017).
The effects of media on personality are directly related to the development of critical thinking. It is precisely thanks to critical thinking that a person is able to detect negative media influences and simultaneously draw valuable and verified information from media (Petranová, D. 2011).
The least attention is paid to the creation of media products (71.4%) and cyber-aggression (76.2%). For better understanding, we present the difference between cyberbullying and cyber-aggression. K. Hollá (2017) stated that in the case of cyber-aggression, it involves occasional aggressive behavior that occurs in cyberspace. The aggressor's goal is to harm and damage the victim through offensive, defamatory, and undesirable acts. Cyber-aggression includes cyberbullying. Cyberbullying is characterized by intentional and long-term harm to the victim, primarily through mobile phones. The fundamental difference between cyberbullying and cyber-aggression lies in the frequency of repetition. Cyber-aggression involves a one-time act, while cyberbullying involves longer-term harm.
The creation of media products is a common activity of children and youth. Publishing photos, videos, or creating for a school magazine, etc., these activities require a certain facilitator who shows pupils what is appropriate and what, conversely, is personal and intimate and not suitable for public disclosure.
All topics that are part of the teaching of media education are beneficial for children and adolescents; however, it is good to think about how to interweave topics and offer pupils comprehensive information that builds upon each other and complements each other. It often happens that the content of media education teaching is focused mainly on navigating media, on individual types of media, or advertising. One of the facts is that there is no comprehensive methodological material that covers current topics and issues of media, which represents a greater effort for teachers. We consider prevention against negative media influences and threats in the cyber environment to be one of the very current and necessary topics of media education. An important aspect when selecting topics correctly is also encouraging children and pupils to discuss, so that teachers can understand pupils' interests in the media world and, based on that, build and adapt topics that are relevant to pupils and can help them prevent negative consequences and media influences.
Conclusion
The aim of the survey was to determine and analyze the state of media education at the lower secondary level of basic schools in Slovakia. Media education is essential in today's society and requires considerable attention. In Slovakia, we can observe a lower level of teaching media education compared to other countries such as Canada, Australia, or the United Kingdom. This can be motivating, especially for teachers who want to change this fact and help pupils gain a better and more meaningful orientation in the world of media. In our survey, we found that the teaching of media education is implemented in 21% of basic schools, while 79% of schools do not teach media education. When media education is taught in schools, the most dominant methods are as a separate subject or a cross-curricular topic. Research by Ľ. Biziková (2015) similarly demonstrated the frequent dominance of cross-curricular topics, which were used by up to 82.4% of teachers. M. Dulovics (2018) also arrived at similar results, where the implementation of media education as a cross-curricular topic prevails. Of the 49 teachers surveyed, 34 teachers (69.4%) teach media education as part of other subjects.
In terms of subjects, media education is most frequently included in civic education (80%), ethics (60%), and informatics (60%). It is also included in the Slovak language (50%) and foreign language (50%). Research by V. Kačinová and V. Kolčáková (2013) yielded very similar results regarding the integration of media education into other subjects. Among the frequent subjects into which media education topics are included are informatics, civic education, and the Slovak language.
Our survey also revealed differences in time allocation. When it comes to teaching the subject separately, one lesson per week is preferred. When integrating media education into other teaching subjects, the time allocated to addressing the issue is not precisely defined. The content of teaching most often includes the development of critical thinking, while schools devote the least attention to the creation of media content.
With these results, we point to the current state of teaching media education in Slovakia. Media education represents primary protection for pupils against negative media content and ensures the correct and effective use of positive aspects of media. The introduction of media education into teaching has several limitations that may discourage schools and teachers themselves. The goal is primarily to bring the significance of media education to the forefront to ensure sufficient safety for children and adolescents in the world of media and its influences.
Author: Mgr. Kristína Bielčiková Department of Pedagogy, Faculty of Arts, Constantine the Philosopher University in Nitra
The article was supported by project UGA V/1/2021A Analysis of Media Education in Formal Education in Slovakia.
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