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Case studies of how community media enact media literacy and activism in the public sphere.

机译：关于社区媒体如何在公共领域实施媒体素养和行动主义的案例研究。

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Mainstream mass media of the 21st century consists of a few corporate monopolies. In response, citizens seek media literacy and empowering participation through community-based media in what Habermas discussed as the public sphere. The purpose of this study is the examination of the social learning processes of media literacy initiated by community-based media, and how community media users become actively involved in socially and politically motivated hegemonic struggles. Some people initially become involved in community media to learn how to use equipment and be creative, but others intend to affect social and political change. Strategic activity using the tool of localized, mediated communication may be related to what Gramsci referred to as a war of position, and Buckingham has addressed as a form of preparation.; A triangulation of qualitative and quantitative methods focuses on the review of data collected in four case studies, a community media studies blog and curriculum. The analysis of data explores a continuum of community media literacy along a spectrum. The educational outcomes of media literacy may be considered in a continuum that ranges from informational media literacy (I.M.L.) at an entry level, to critical media literacy (C.M.L.). Weick's social organizing model serves as a scholarly map for how this activity and learning takes place, aligned with the grassroots organizing strategies of community activists.; A study of how these social learning processes in community media education contribute to media literacy is important in an era of concern about the imposing influence of monopolizing media. The research will reveal the important role of community media as human rights, the environment, and even entire cultures are threatened in a diverse and globalizing society. This information may be transferable to more formalized programs of media education in schools. At a time when scarcity of finances and resources in community media is of concern, the findings may contribute to their relevance and sustenance. In addition, other studies in community media will be motivated in the academy and elsewhere.

机译：21世纪的主流大众媒体包括一些公司垄断。作为回应，公民寻求媒体素养，并通过哈贝马斯讨论的公共领域中的社区媒体增强参与能力。这项研究的目的是研究由社区媒体发起的媒体素养的社会学习过程，以及社区媒体用户如何积极参与社会和政治动机的霸权斗争。最初，有些人参与社区媒体，以学习如何使用设备并发挥创造力，但其他人则打算影响社会和政治变革。使用本地化，媒介化沟通工具进行的战略活动可能与葛兰西所说的“阵地战争”有关，而白金汉已经将其作为一种准备形式。定性和定量方法的三角剖分着重于审查四个案例研究，社区媒体研究博客和课程中收集的数据。数据分析探索了一系列社区媒体素养的连续性。可以从从入门级的信息媒体素养（I.M.L.）到关键媒体素养（C.M.L.）的连续性来考虑媒体素养的教育成果。韦克的社会组织模型是这种活动和学习方式的学术地图，与社区活动家的基层组织策略保持一致。在一个关注媒体垄断影响的时代，研究社区媒体教育中的这些社会学习过程如何促进媒体素养至关重要。该研究将揭示社区媒体在人权，环境乃至整个文化在多元化和全球化的社会中受到威胁时的重要作用。这些信息可能会转移到学校中更为正规的媒体教育计划中。在社区媒体缺乏资金和资源的时候，这些发现可能有助于它们的相关性和维持性。此外，社区媒体的其他研究将在该学院和其他地方进行。

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作者
Caton-Rosser, Mary S.;
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作者单位

University of Colorado at Boulder.;

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授予单位 University of Colorado at Boulder.;
学科 Journalism.
学位 Ph.D.
年度 2006
页码 294 p.
总页数 294
原文格式 PDF
正文语种 eng
中图分类新闻学、新闻事业;
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Case studies of how community media enact media literacy and activism in the public sphere.

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