A Critical Media Literacy of Television Drama《Dangerous Mind》

• Main Authors: shing-jiun Li, 李倖君
• Other Authors: Feng-Jihu Lee
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/06783876413974341543

碩士 === 國立中正大學 === 教育研究所 === 96 === This research, uses Television Drama《Dangerous Mind》as watching text, attempts to explore student audiences’ critical media literacy of educational images. Based on critical media literacy theory and cultural diamond analysis of media literacy, the researcher tries to investigate students’ experiences of watching and interpretations of the text, and their reflections of their own educated experiences. Finally, based on the findings and related discussion, this research further reflects on the status quo of critical media literacy education in Taiwan. The purposes of this research are as follows: (a) to examine the representations of educational images in《Dangerous Mind》; (b) to explore students’ experiences of critical media literacy; (C) to reflect on the teacher-dominated media literacy research and teaching. The findings of this research are as follows: 1. The educational text provides a“low-risk” space for teachers and student to explore. 2. The cultural diamond of media literacy provides mutual proof of production, text, audience, and social context. 3. Students see themselves form the images, and reflect on the present education. 4. A critical media literacy that is from fictional text to actual social situations. 5. The teaching of media literacy needs to start from students’ literacy experiences. 6. Discussions form diverse positions can promote multiple meanings, dialogue, and negotiation between teachers and students. Finally, the recommendations for media literacy educators and future researches are as follows. First, media literacy educators should keep on investigating students’ media literacy as a starting point of literacy education. Secondly, they should act on media literacy form diverse positions to breakout the abridgement. Thirdly, they should be careful and take good control of the emotional exaggerations of the media texts. Fourthly, they can provide the educational images that enlighten the perception of educational situations. Finally, participating in texts production is encouraged. To the future researches, it is recommended that group discussion interviews are encouraged in future further research. In addition, future researchers should choose educational media texts which are more close to students’ daily life.