Describe the terms media, education, media education, media competence, and media literacy. Differentiate the tasks of media education that have been shaped throughout history. Analyze the role of children and young people as users and co-creators of media. Evaluate the influence of the media on educational processes. Critically judge and recommend quality media content for different media audiences.

Frau-Meigs, D. (2012). Transliteracy as the new research horizon for media and 
information literacy. Media Studies, 3(6).  
Frau-Meigs, D., Velez, I. i Michel, J. F. (Eds.). (2017). Public Policies in Media and 
Information Literacy in Europe: Cross-Country Comparisons. Routledge. 
(selected chapters) 
Friesem, Y. Raman, U., Kanižaj, I. & Choi, G. Y. (Eds.) (2023). The Routledge 
Handbook of Media Education Futures Post-Pandemic. New York: Routledge. (selected chapters)
Hobbs, R. (2017). Create to Learn: Introduction to Digital Literacy. Wiley
Blackwell. 
Potter, W. J. (2014). Media Literacy (7th ed.), SAGE Publications, Inc.

Buckingham, D. (2003). Media Education: Literacy, Learning and Contemporary 
Culture. PolityPress. 

Livingstone, S. (2004). Media Literacy and the Challenge of New Information and 
Communication Technologies. The Communication Review, 7(1), 3-14. 

Croteau, D. i Hoynes, W. (2014). Media/society: Industries, images, and audiences, 5 edt. Sage Publications; 

Lemish, D. (2015). Children and media: a global perspective. John Wiley & Sons; 

Withey, S. B. i Abeles, R. P. (2013). Television and Social Behavior: Beyond Violence and Children/A Report of the Committee on Television and Social Behavior, Social Science Research Council, Routledge

1. Regular attendance – presence in at least 70% of classes according to the study program and performance curriculum;
2. Duly executed seminar obligations – prepared and presented seminar presentation;
3. Acquisition of a minimum success of 35% during classes within the given teaching activities – cumulatively achieved at the seminar presentation and two colloquia.
 

1) Teaching activities – seminar presentation; 1. colloquium (written) and 2nd colloquium (written).
2) Final exam (oral).
The numerical scale of student work grading:
sufficient (2) – 50-64,9 %
good (3) – 65-79,9 %
very good (4) – 80-89,9 %
excellent (5) – 90 to 100 %

a) Teaching activities – 70% grade
 1) Seminar presentation – max. 20 %; 
 2) 1st colloquium – max. 25 %;
 3) 2nd colloquium – max. 25 %;
b) Final exam 
 4) Oral exam – max. 30% (to pass, it is necessary to answer 50% of the questions asked correctly).

Describe the terms media, education, media education, media competence, and media literacy. Differentiate the tasks of media education that have been shaped throughout history. Analyze the role of children and young people as users and co-creators of media. Evaluate the influence of the media on educational processes. Critically judge and recommend quality media content for different media audiences.

Frau-Meigs, D. (2012). Transliteracy as the new research horizon for media and 
information literacy. Media Studies, 3(6).  
Frau-Meigs, D., Velez, I. i Michel, J. F. (Eds.). (2017). Public Policies in Media and 
Information Literacy in Europe: Cross-Country Comparisons. Routledge. 
(selected chapters) 
Friesem, Y. Raman, U., Kanižaj, I. & Choi, G. Y. (Eds.) (2023). The Routledge 
Handbook of Media Education Futures Post-Pandemic. New York: Routledge. (selected chapters)
Hobbs, R. (2017). Create to Learn: Introduction to Digital Literacy. Wiley
Blackwell. 
Potter, W. J. (2014). Media Literacy (7th ed.), SAGE Publications, Inc.

Buckingham, D. (2003). Media Education: Literacy, Learning and Contemporary 
Culture. PolityPress. 

Livingstone, S. (2004). Media Literacy and the Challenge of New Information and 
Communication Technologies. The Communication Review, 7(1), 3-14. 

Croteau, D. i Hoynes, W. (2014). Media/society: Industries, images, and audiences, 5 edt. Sage Publications; 

Lemish, D. (2015). Children and media: a global perspective. John Wiley & Sons; 

Withey, S. B. i Abeles, R. P. (2013). Television and Social Behavior: Beyond Violence and Children/A Report of the Committee on Television and Social Behavior, Social Science Research Council, Routledge

1. Regular attendance – presence in at least 70% of classes according to the study program and performance curriculum;
2. Duly executed seminar obligations – prepared and presented seminar presentation;
3. Acquisition of a minimum success of 35% during classes within the given teaching activities – cumulatively achieved at the seminar presentation and two colloquia.
 

1) Teaching activities – seminar presentation; 1. colloquium (written) and 2nd colloquium (written).
2) Final exam (oral).
The numerical scale of student work grading:
sufficient (2) – 50-64,9 %
good (3) – 65-79,9 %
very good (4) – 80-89,9 %
excellent (5) – 90 to 100 %

a) Teaching activities – 70% grade
 1) Seminar presentation – max. 20 %; 
 2) 1st colloquium – max. 25 %;
 3) 2nd colloquium – max. 25 %;
b) Final exam 
 4) Oral exam – max. 30% (to pass, it is necessary to answer 50% of the questions asked correctly).

Describe the terms media, education, media education, media competence, and media literacy. Differentiate the tasks of media education that have been shaped throughout history. Analyze the role of children and young people as users and co-creators of media. Evaluate the influence of the media on educational processes. Critically judge and recommend quality media content for different media audiences.

Frau-Meigs, D. (2012). Transliteracy as the new research horizon for media and 
information literacy. Media Studies, 3(6).  
Frau-Meigs, D., Velez, I. i Michel, J. F. (Eds.). (2017). Public Policies in Media and 
Information Literacy in Europe: Cross-Country Comparisons. Routledge. 
(selected chapters) 
Friesem, Y. Raman, U., Kanižaj, I. & Choi, G. Y. (Eds.) (2023). The Routledge 
Handbook of Media Education Futures Post-Pandemic. New York: Routledge. (selected chapters)
Hobbs, R. (2017). Create to Learn: Introduction to Digital Literacy. Wiley
Blackwell. 
Potter, W. J. (2014). Media Literacy (7th ed.), SAGE Publications, Inc.

Buckingham, D. (2003). Media Education: Literacy, Learning and Contemporary 
Culture. PolityPress. 

Livingstone, S. (2004). Media Literacy and the Challenge of New Information and 
Communication Technologies. The Communication Review, 7(1), 3-14. 

Croteau, D. i Hoynes, W. (2014). Media/society: Industries, images, and audiences, 5 edt. Sage Publications; 

Lemish, D. (2015). Children and media: a global perspective. John Wiley & Sons; 

Withey, S. B. i Abeles, R. P. (2013). Television and Social Behavior: Beyond Violence and Children/A Report of the Committee on Television and Social Behavior, Social Science Research Council, Routledge

1. Regular attendance – presence in at least 70% of classes according to the study program and performance curriculum;
2. Duly executed seminar obligations – prepared and presented seminar presentation;
3. Acquisition of a minimum success of 35% during classes within the given teaching activities – cumulatively achieved at the seminar presentation and two colloquia.
 

1) Teaching activities – seminar presentation; 1. colloquium (written) and 2nd colloquium (written).
2) Final exam (oral).
The numerical scale of student work grading:
sufficient (2) – 50-64,9 %
good (3) – 65-79,9 %
very good (4) – 80-89,9 %
excellent (5) – 90 to 100 %

a) Teaching activities – 70% grade
 1) Seminar presentation – max. 20 %; 
 2) 1st colloquium – max. 25 %;
 3) 2nd colloquium – max. 25 %;
b) Final exam 
 4) Oral exam – max. 30% (to pass, it is necessary to answer 50% of the questions asked correctly).