At the end of the course students will be able to:

1. Explain the difference between transliteracy, media and information literacy and media education.
2. Identify key similarities and differences between the most prominent global media education models.
3. Explain the new paradigm of the post pandemic media education futures.
4. Analyze the role of youngsters and older people as users and co-creators of the media content. 
5. Evaluate the overall influence of the media on education. 
6. Critically evaluate media education policies.
7. Distinguish between systematic and sustainable media education policies in comparison to a short term educational interventions.
8. Compare and evaluate the role of the most prominent institutions in promoting and advocating for media education programms. 
9. Assess the quality of the media education model in one specific country based upon the usage of media education indicators. 
10. Describe the challenges for usage of AI and Algorithms in media educational programs. 

Friesem Yonty; Raman Usha; Kanižaj Igor, Choi Y. Grace (2023): Introduction to the Routledge Handbook of Media and Education Futures Post-Pandemic, The Routledge Handbook of Media Education Futures Post-Pandemic / Friesem Yonty ; Raman Usha; Kanižaj Igor; Choi Grace Y. (eds.) New York: Routledge, 2023. pp. 1-12.

Friesem Yonty; Raman Usha; Kanižaj Igor, Choi Y. Grace (2023) Media Education Futures as a Humanistic Endeavor Post-Pandemic, The Routledge Handbook of Media Education Futures Post-Pandemic, Friesem Yonty; Raman Usha, Kanižaj Igor; Choi Grace Y. (eds.), New York: Routledge, pp. 510-519

The Routledge Handbook of Media Education Futures Post-Pandemic / Friesem Yonty; Raman Usha; Kanižaj Igor; Choi Grace Y. (eds.), New York: Routledge, 2023. (additional selected chapters)

Kanižaj, Igor (2019) Media Literacy in Croatia, The International Encylopedia on Media Literacy, Hobbs, Renee; Mihailidis, Paul (eds.). New York, USA: John Wiley and Sons, pp. 1-7. 

Kanižaj Igor, Brites Maria Jose (2022) Digital Literacy of Older People and the Role of Intergenerational Approach in Supporting Their Competencies in Times of COVID-19 Pandemic, in: Human Aspects of IT for the Aged Population, Q. Gao and J. Zhou (Eds.): HCII 2022, LNCS 13330, 2022. Springer Nature Switzerland AG2022, pp. 335–345.

Kanižaj, Igor (2017) The role of civil society organisations in promoting media literacy, transliteracy and media and information literacy in EU // Revista Fuentes, 19 2; 69-80.

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). 

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

Lauri, Mary Anne (2011). A comparative study of EU documents on media Literacy, Media Education Research Journal 2 (1): 30-42. 

Frau-Meigs, D. (2012). Transliteracy as the new research horizon for media and information literacy. Media Studies, 3(6). 

Livingstone, Sonia (2004) Media literacy and the challenge of new information and communication technologies, Communication Review, 1 (7): 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.

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).

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 %