Components and indicators of media literacy curriculum model in Farhangian University

Subject Areas : Educational management

afsaneh nabipour ¹ (PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Jahanbakhsh Rahmani ² (Assistant Professor, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Faezeh Taghipour ³ (Assistant Professor, Department of Communication Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)

Received: 2021-01-06 Accepted : 2021-03-13 Published : 2021-02-19

Keywords: curriculum, Farhangian University, Media Literacy,

Abstract :

The purpose of this study is the components and characteristics of the media literacy curriculum model of Farhangian University. The research was conducted by a combined exploratory method in two qualitative sections of self-emerging foundation data type and quantitative cross-sectional survey method using a questionnaire. In the qualitative part, the ground method was used for analysis. The field of research in the qualitative part of the research has continued from the opinions of 15 experts in curriculum and media literacy through interviews to theoretical saturation, and the study population in the quantitative part includes 102 professors and experts in educational sciences, curriculum planning, communication. And educational technology was Farhangian University of Isfahan province. In the qualitative part, semi-structured interviews were used and in the quantitative part, a researcher-made questionnaire was used, which was the indicators and components of interviews with experts. The results showed that the "goal" element has 7 components: promotion of communication skills, promotion of economic capabilities, promotion of awareness and cognition, promotion of pluralism in society, promotion of moral skills, deconstruction and promotion of media access. The "content" element has 5 components: educational content, organizational content, cultural content, insight-based program and learning-based program. The "method" element includes 4 methods of exploratory learning, deep learning, participatory learning and active learning. The "evaluation" dimension as the last dimension had 4 components of knowledge-based evaluation, skill-based evaluation, attitude-oriented evaluation and observation-based evaluation.