Guidelines of Organizing Learning to Enhance Media Literacy Skill for Elementary Students

Abstract

This study focused on the development of media literacy learning organization guidelines to enhance media literacy for elementary school children. The investigation was divided into 3 steps: 1) related document synthesis, 2) examining 30 elementary teachers’ viewpoints on conducting media literacy instruction for elementary students using questionnaires, and 3) development of media literacy learning guidelines through focus group discussion to gather opinions and recommendations from 5 experts. The results indicated that the media literacy instruction guidelines were consisted of 4 components: 1) teaching staff comprising 28 items of their knowledge, 23 items of their learning activities arrangement skills, and 9 items of their personality and attitude; 2) learners consisting of 23 items of their learning roles, and desirable attributes of two groups of elementary students Grade 1 to 3, and 4 to 6.; 3) media literacy instructional operations comprising 8 items of goals and objectives, and instruction styles, content scopes and vital skills of the learners and their characteristics and attitude, 6 items of instruction models, and 9 items of learning evaluation; and 4)15 items of media literacy learning environment.