媒體識讀教育的發展及在中小學課程與教學的應用

The Development of Media Literacy and Its Application in K-12 Curriculum and Instruction

本文係採用文獻探討的方式，蒐集國內外相關研究，進行綜合分析整理，旨在分析媒體識讀的意義、相關理論和發展趨勢，並介紹國內外中小學課程與教學領域的應用概況及相關議題。綜合文獻探討的結果發現，目前媒體識讀的概念已產生內涵的轉變，形成多元類型；相關理論包括認知、社會文化和批判的觀點，在中小學階段的應用以融入各個領域為主，所涉及的議題有典範的轉移、教育機會均等和師資培育。此外，本文也引介具有實務價值的統整方案，並針對我國媒體識讀教育的推動、教師專業成長和未來研究提出建議。

In this article we present a comprehensive narrative literature review and analysis to explore and examine the definitions and theories related to media literacy as well as to the development of media literacy in K-12 schools in Taiwan and other countries. This study shows that concepts related to media literacy have evolved into a multi-modal literacy in both definition and implication. Three most frequently cited theories applied in the literature of media literacy are cognitive approach, social and multicultural approach, and critical approach. We also interpret the international trends of media literacy education and elaborate on the application of integrated media literacy into K-12 curriculum. We discuss issues of paradigm shift, educational equity, and teacher preparation programs in the field of media literacy. In addition, we introduce integrated media literacy projects with practical values and propose recommendations for the development of media literacy education, faculty professional development, and suggestions for future research in media literacy in Taiwan.