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Stop-Motion to Foster Digital Literacy in Elementary School
ARTICLE

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Comunicar: Media Education Research Journal Volume 25, Number 51, ISSN 1134-3478

Abstract

Although digital media literacy is recognized as providing the essential competencies required for living in a new media age, it has only just started to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, which diverts scarce resources away from this informal learning. The other reason is that educators tend to think of digital media education as a series of purely technical operations, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students who were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of produced films by students also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.

Citation

Sun, K.T., Wang, C.H. & Liku, M.C. (2017). Stop-Motion to Foster Digital Literacy in Elementary School. Comunicar: Media Education Research Journal, 25(51), 93-102. Retrieved January 23, 2020 from .

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