Reflecting transcultural media life studies from the perspectives of media literacies | Culture and communication in digital worlds

Author(s): Minna Koponen

Year of publication: 2020

Keywords: Transcultural media, Media life study, Media literacies, Autobiographical approach, International students

Methodology/Sample: Media Life Study/18 students

Reference: Koponen, M. (2020). Reflecting transcultural media life studies from the perspectives of media literacies. Learning, Media and Technology, 45(2), 151-164. https://doi.org/10.1080/17439884.2019.1641512

Abstract

This article reflects upon the media pedagogical method called Media Life Study to enhance the international master students learning on transcultural media literacies. The action research was implemented on a Transcultural Perspectives in Media Education course held in spring of 2016 as part of Erasmus + -project (e-Mel.org) at the University of Tampere in Finland. The theoretical framework from media education, transculturalism and autobiography are employed with empirical data from four learning phases: individual narrative, group production, video news, and learning diary. The findings show that Media Life Study as a reflexive pedagogical method brings opportunities and awareness of the transcultural society.

> Summary

The paper discusses the Media Life Study method to enhance international master’s students’ learning on transcultural media literacies.
It was implemented in a Transcultural Perspectives in Media Education course during Spring 2016.
The study utilized a theoretical framework from media education, transculturalism, and autobiography.
Findings indicate that the method fosters opportunities and awareness of transcultural society.

> Problem statement

The study critiques pedagogical research that overlooks learners’ media cultures, highlighting the need for improved methods in transcultural media education.
It emphasizes the limitations of existing pedagogical methods to address the diverse experiences of individuals in a globally mediated reality.
The research aims to enhance understanding of transcultural media literacies among international master’s students.
The action research design faced limitations due to its context within a course taught by researchers, affecting participant engagement.
The study seeks to explore the transition from learner to teacher in media education, reflecting on diverse societal roles.

> Methods used

The study utilized action research to explore the Media Life Study pedagogical method in a course setting.
Data collection included individual narratives, group productions, video news, and learning diaries.
Semi-structured interviews were conducted with participants after their in-service training.
Triangulation was employed to enhance the study’s validity through diverse methods.
The Global Mediagraphy method facilitated self-reflective learning among participants.
Data analysis was systematic, focusing on interpreting students’ transcultural media experiences.

> Practical implications

The Media Life Study method enhances transcultural media literacy in educational settings, promoting self-expression and cultural understanding among students.
It facilitates the emergence of Third Spaces, linking individual and common cultural identities.
The method supports teaching media competencies related to transculturalism and online learning.
Participants gain insights into their media practices and identities, fostering critical and ethical media competencies.
The study critiques pedagogical approaches that overlook learners’ media cultures, advocating for more inclusive teaching methods.