نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار مطالعات برنامه درسی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
2 استاد برنامه ریزی آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
3 دانشجوی دکتری برنامهریزی توسعه آموزش عالی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The present study was conducted with the aim of exploring strategies for empowering media literacy among elementary school students based on teachers’ lived experiences. This study was carried out using a qualitative approach and interpretive phenomenology in order to understand and interpret elementary school teachers’ perceptions, experiences, and views regarding the process of teaching and strengthening media literacy in the real context of the school. Participants included 20 elementary school teachers in Sanandaj, selected through purposive criterion sampling. Data were collected through in-depth semi-structured interviews (30–45 minutes) and analyzed using thematic analysis. To ensure trustworthiness, continuous data review, member checking, and expert validation were employed. The findings, organized around three research questions, yielded several overarching themes. Regarding teachers’ experiences and perceptions, themes such as deepening critical media judgment, integrating media literacy into instruction, contextualizing media education, and fostering student agency were identified. In terms of instructional strategies, analytical guidance in media exposure, purposeful use of media content, and promotion of responsible media culture, interactive learning, and nurturing creativity in content production emerged as central themes. Concerning challenges and opportunities, insufficient infrastructure, limited professional development, curriculum misalignment, and home–school inconsistency were identified as major challenges, while students’ learning capacities and the school’s cultural role were recognized as significant opportunities. Overall, the findings indicate that empowering media literacy at the elementary level is a multidimensional and educational process that requires curricular integration, enhancement of teachers’ professional competencies, and sustained institutional and cultural support from both schools and families.
کلیدواژهها [English]
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