Keywords

Mediation, media literacy, teaching practice, opportunities, risks, secondary education, quantitative analysis, media use

Abstract

Research with children and adolescents shows that teachers are one of the agents from whom they receive mediation of their media use. However, little is known about teachers’ mediation practice. This study aims to approximate teachers’ practice with the concept of mediation by, firstly, systematizing a set of curricular media-related competences into the goals of maximizing opportunities and minimizing risks in youngsters’ media behavior. Then, teachers’ professional and personal characteristics are tested for associations with the mediation of risks and opportunities of students’ media use. Data collected in a survey with 315 teachers in Germany were analyzed. Results of regression analysis show that most factors predicted both opportunities and risks in a similar way. Teachers are more engaged in maximizing opportunities and minimizing risks when they use information and communication technologies (ICT) more frequently, consider the respective competences important, engage in collaboration with colleagues, do not teach STEM subjects, and do not work in a Gymnasium. Having received ICT-related training was a significant predictor only of mediation of opportunities, while age was a significant predictor only of mediation of risks. Implications of the findings and how the concept of mediation can contribute to the development of teachers as media educators are discussed.

View infography

References

Bartau-Rojas, I., Aierbe-Barandiaran, A., & Oregui-González, E. (2018). Parental mediation of the Internet use of primary students: Beliefs, strategies and difficulties. [Mediación parental del uso de Internet en el alumnado de Primaria: creencias, estrategias y dificultades]. Comunicar, 26(54), 71-79. https://doi.org/10.3916/c54-2018-07

Link DOI | Link Google Scholar

Berger, P., & Wolling, J. (2019). They need more than technology-equipped schools: Teachers’ practice of fostering students’ digital protective skills. Media and Communication, 7(2), 137-147. https://doi.org/10.17645/mac.v7i2.1902

Link DOI | Link Google Scholar

Brüggemann, M. (2013). Digitale Medien im Schulalltag: Eine qualitative rekonstruktive Studie zum Medienhandeln und berufsbezogenen Orientierungen von Lehrkräften. [Digital media in the school reality: A qualitative reconstructive study of media management and teachers’ professional orientation]. Kopaed. https://bit.ly/2J4iZGy

Link Google Scholar

Brüggen, N., Dreyer, S., Drosselmeier, M., Gebel, C., Hasebrink, U., & Rechlitz, M. (2017). Jugendmedienschutzindex: Der Umgang mit onlinebezogenen Risiken—Ergebnisse der Befragung von Heranwachsenden und Eltern. [Youth media protection index: Dealing with online risks—Findings of the survey with youth and parentes]. FSM - Freiwillige Selbstkontrolle Multimedia-Diensteanbieter e.V. http://bit.ly/3b1KCvM

Link Google Scholar

Chen, L., & Shi, J. (2019). Reducing harm from media: A meta-analysis of parental mediation. Journalism & Mass Communication Quarterly, 96(1), 173-193. https://doi.org/10.1177/1077699018754908

Link DOI | Link Google Scholar

Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683

Link DOI | Link Google Scholar

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union. https://doi.org/10.2788/52966

Link DOI | Link Google Scholar

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a digital world: IEA International computer and information literacy study 2018 international report. Springer Open. https://doi.org/10.1007/978-3-030-38781-5

Link DOI | Link Google Scholar

Frau-Meigs, D., Velez, I., & Michel, J.F. (2017). Public policies in media and information literacy in Europe: Cross-country comparisons. Routledge. https://doi.org/10.4324/9781315628851

Link DOI | Link Google Scholar

Hartai, L. (2014). EMEDUS - European media literacy education study: Report on formal media education in Europe. Hungarian Institute for Education Research and Development. http://bit.ly/38UClty

Link Google Scholar

Hatlevik, I.K.R., & Hatlevik, O.E. (2018). Students’ evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour. Computers in Human Behavior, 83, 56-63. https://doi.org/10.1016/j.chb.2018.01.022

Link DOI | Link Google Scholar

Hobbs, R. (2010). Digital and media literacy: A plan of action. http://bit.ly/2tA8mqD

Link Google Scholar

Jiménez-Iglesias, E., Garmendia-Larrañaga, M., & Casado-del-Río, M.A. (2015). Percepción de los y las menores de la mediación parental respecto a los riesgos en Internet. Revista Latina de Comunicación Social, 70, 49-68. https://bit.ly/2UdqPEs

Link Google Scholar

Kalmus, V. (2013). Making sense of the social mediation of children’s Internet use: Perspectives for interdisciplinary and cross-cultural research. In C.W. Wijnen, S. Trültzsch, & C. Ortner (Eds.), Medienwelten im Wandel: Kommunikationswissenschaftliche Positionen, Perspektiven und Konsequenzen. [Media worlds in change: Positions, perspectives and consequences of the Communication Science] (pp. 137-149). Springer. https://doi.org/10.1007/978-3-531-19049-5_11

Link DOI | Link Google Scholar

Kalmus, V., von-Feilitzen, C., & Siibak, A. (2012). Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online. In S. Livingstone, & L. Haddon (Eds.), Children, risk and safety on the Internet: Research and policy challenges in comparative perspective (pp. 245-256). Policy Press. http://bit.ly/2PDaRB2

Link DOI | Link Google Scholar

Karaseva, A., Siibak, A., & Pruulmann-Vengerfeldt, P. (2015). Relationships between teachers’ pedagogical beliefs, subject cultures, and mediation practices of students’ use of digital technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1). https://doi.org/10.5817/CP2015-1-6

Link DOI | Link Google Scholar

Kirwil, L. (2009). Parental mediation of children’s Internet use in different European countries. Journal of Children & Media, 3(4), 394-409. https://doi.org/10.1080/17482790903233440

Link DOI | Link Google Scholar

KMK (Ed.) (2012). Medienbildung in der Schule—Beschluss der Kultusministerkonferenz vom 8. März 2012. [Media education at school—Resolution of the Kultusministerkonferenz from 8. March 2012]. http://bit.ly/2Z5l3VX

Link Google Scholar

Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: Adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307-325. https://doi.org/10.1007/s12528-016-9120-2

Link DOI | Link Google Scholar

Lee, S.J. (2013). Parental restrictive mediation of children’s Internet use: Effective for what and for whom? New Media & Society, 15(4), 466-481. https://doi.org/10.1177/1461444812452412

Link DOI | Link Google Scholar

Livingstone, S., & Haddon, L. (2009). EU kids online: Final report. LSE, EU Kids Online. https://bit.ly/39do2Pu

Link DOI | Link Google Scholar

Livingstone, S., & Helsper, E.J. (2008). Parental mediation of children’s Internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599. https://doi.org/10.1080/08838150802437396

Link DOI | Link Google Scholar

Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the Internet: The perspective of European children. Full findings. EU Kids Online. http://bit.ly/35Deqwt

Link Google Scholar

Livingstone, S., Ólafsson, K., Helsper, E.J., Lupiáñez?Villanueva, F., Veltri, G.A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82-105. https://doi.org/10.1111/jcom.12277

Link DOI | Link Google Scholar

Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering students’ computer and information literacy - Analysis based on a representative sample of secondary school teachers in Germany. Education and Information Technologies, 24(1), 911-928. https://doi.org/10.1007/s10639-018-9809-0

Link DOI | Link Google Scholar

Mendoza, K. (2009). Surveying parental mediation: Connections, challenges and questions for media literacy. Journal of Media Literacy Education, 1(1), 28-41. http://bit.ly/2PA5vGF

Link Google Scholar

Nathanson, A. I. (2002). The unintended effects of parental mediation of television on adolescents. Media Psychology, 4(3), 207-230. https://doi.org/10.1207/s1532785xmep0403_01

Link DOI | Link Google Scholar

Nikken, P., & Jansz, J. (2014). Developing scales to measure parental mediation of young children’s Internet use. Learning, Media & Technology, 39(2), 250-266. https://doi.org/10.1080/17439884.2013.782038

Link DOI | Link Google Scholar

Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24(11), 3423-3435. https://doi.org/10.1007/s10826-015-0144-4

Link DOI | Link Google Scholar

Partnership for 21st Century Learning (Ed.) (2015). P21 framework definitions. https://bit.ly/2QAPSik

Link Google Scholar

Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. https://doi.org/10.1016/j.compedu.2011.12.013

Link DOI | Link Google Scholar

Pöttinger, I., & Meister, D.M. (2014). School’s out? Informal and formal media education—An international perspective. In S. Aßmann, D.M. Meister, & A. Pielsticker (Eds.), School’s out? Informelle und formelle Medienbildung. Kopaed. http://bit.ly/2Ws1hog

Link Google Scholar

Shin, W., & Lwin, B. (2017). Parental mediation of children’s digital technology use in Singapore. Journal of Children & Media, 11(1), 1-19. https://doi.org/10.1080/17482798.2016.1203807

Link DOI | Link Google Scholar

Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92-93, 1-14. https://doi.org/10.1016/j.compedu.2015.10.006

Link DOI | Link Google Scholar

Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3). https://doi.org/10.5817/CP2017-3-4

Link DOI | Link Google Scholar

Tejedor, S., & Pulido, C. (2012). Challenges and risks of Internet use by children. How to empower minors? [Retos y riesgos del uso de Internet por parte de los menores. ¿Cómo empoderarlos?]. Comunicar, 39, 65-72. https://doi.org/10.3916/C39-2012-02-06

Link DOI | Link Google Scholar

Thüringer Ministerium für Bildung, Jugend und Sport (Ed.) (2018). Statistisches Informationssystem Bildung: Personal nach Alter und Durschnittsalter. [Statistical education information system: Staff by age and average age]. http://bit.ly/36OmkU1

Link Google Scholar

Trültzsch-Wijnen, C., Murru, M.F., & Papaioannou, T. (2017). Definitions and values of media and information literacy in a historical context. In D. Frau-Meigs, I. Velez, & J.F. Michel (Eds.), Public policies in media and information literacy in Europe: Cross-country comparisons (pp. 91-115). Routledge. https://doi.org/10.4324/9781315628851-3

Link DOI | Link Google Scholar

UNESCO (Ed.) (2013). Global media and information literacy assessment framework: Country readiness and competencies. http://bit.ly/2PWFal8

Link Google Scholar

Wernstedt, R., & John-Ohnesorg, M. (2008). Soziale Herkunft entscheidet über Bildungserfolg Konsequenzen aus IGLU 2006 und PISA III. [Social background decides about success in education. Consequences from the IGLU 2006 and the PISA III]. Friedrich-Ebert-Stiftung. http://bit.ly/2Ss3xKc

Link Google Scholar

Wolling, J., & Berger, P. (2018). Die Vermittlung von Medienkompetenz in allgemeinbildenden Schulen: Zentrale Ergebnisse eines Evaluationsprojekts. [Fostering media literacy in general education schools: Central results of an evaluation project]. Ilmenau Universitätsverlag. https://doi.org/10.22032/dbt.34913

Link DOI | Link Google Scholar

Crossmark

Technical information

Received: 26-12-2019

Revised: 30-01-2020

Accepted: 11-03-2020

OnlineFirst: 15-04-2020

Publication date: 01-07-2020

Article revision time: 35 days | Average time revision issue 64: 36 days

Article acceptance time: 76 days | Average time of acceptance issue 64: 91 days

Preprint editing time: 142 days | Average editing time preprint issue 64: 157 days

Article editing time: 187 days | Average editing time issue 64: 202 days

Metrics

Metrics of this article

Views: 58716

Abstract readings: 54604

PDF downloads: 4112

Full metrics of Comunicar 64

Views: 594229

Abstract readings: 541862

PDF downloads: 52367

Cited by

Cites in Web of Science

Garmendia, Maialen; Karrera, Inaki; Larranaga, Nekane; Garitaonandia, Carmelo; . The role of school mediation in the development of digital skills among Spanish minors COMPUTERS IN HUMAN BEHAVIOR, 2021.

https://doi.org/10.3145/epi.2021.nov.15

Nadal Masegosa, Antonio; . ANALYSIS, TRAINING, PROFESSIONAL MATURITY AND REFLECTION IN THE MASTER OF TEACHERS AT A SPANISH UNIVERSITY COMUNICAR, 2021.

https://doi.org/#EANF#

Morato-Beltran, Carolina; Lopez-Martin, Alvaro; . Media Literacy in Secondary Education Uses and strategies in the province of Malaga (Spain) El grado de competencia mediatica en la ciudadania andaluza, 2021.

https://doi.org/10.24215/16696581e576

Efrati, Y and Gewirtz-Meydan, A. Just Talk to Them! The Importance of Teacher-pupil Communication About Child Sexual Abuse and Harassment as a Preventive Measure: Data from an Israeli Sample of Pupils and Their Homeroom Teachers SEXUALITY RESEARCH AND SOCIAL POLICY, 2023.

https://doi.org/10.1007/s13178-022-00778-9

Morato-Beltran, C; Lopez-Martin, A and Romero, LL. Teaching and learning with the media in Secondary Education in Malaga Revista Fuentes, 2022.

https://doi.org/10.12795/revistafuentes.2022.16987

Cites in Scopus

Garmendia, M., Karrera, I., Larrañaga, N., Garitaonandia, C. . The role of school mediation in the development of digital skills among Spanish minors), Profesional de la Informacion, .

https://doi.org/10.3145/epi.2021.nov.15

Cites in Google Scholar

Chávez, H., Torres, J., & Cadenillas, V. (2021). La mediación en el acompañamiento de estudiantes y padres de familia en un contexto digital. Revista Innova Educación, 3(2), 335-348.

http://revistainnovaeducacion.com/index.php/rie/article/view/209

SALIU, H., REXHEPI, Z., SHATRI, S., & KAMBERI, M. (2020). KIDS ONLINE IN KOSOVO, USE OF THE INTERNET, EXPERIENCES AND RISKS. Euromentor, 11(4).

...

Macías-Rodríguez, L. E., & Loor-Chancay, J. G. (2021). Efectos del COVID-19 en la educación superior y la subsecuente aplicación de ambientes de aprendizaje virtual. Revista Científica Multidisciplinaria SAPIENTIAE. ISSN: 2600-6030., 4(7), 64-76.

https://publicacionescd.uleam.edu.ec/index.php/sapientiae/article/view/190

Rodríguez, M. L. E. M., & Chancay, M. J. G. L. EFECTOS DEL COVID 19 EN LA EDUCACIÓN SUPERIOR Y LA SUBSECUENTE APLICACIÓN DE AMBIENTES DE APRENDIZAJE VIRTUAL.

...

Download

Alternative metrics

How to cite

Berger, P. (2020). Teachers’ mediation practice: Opportunities and risks for youth media behavior. [Prácticas de mediación docente: Oportunidades y riesgos en el comportamiento mediático de jóvenes]. Comunicar, 64, 49-59. https://doi.org/10.3916/C64-2020-05

Share

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

Administration

Editorial office

Creative Commons

This website uses cookies to obtain statistical data on the navigation of its users. If you continue to browse we consider that you accept its use. +info X