Bringing Maker Culture into Media and Information Literacy. Case: Global Media and Information Literacy Online Youth Hackathon 2018.
Mangus, Aleksandra (2019)
Mangus, Aleksandra
2019
Master's Degree Programme in Digital Literacy Education
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2019-12-19
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-201912046552
https://urn.fi/URN:NBN:fi:tuni-201912046552
Tiivistelmä
With growing connectivity and descending prices for personal computers and smartphones more and more children and young people are gaining access to online media. This trend comes with a number of risks and has yet inevitable negative influence on how those young media users behave and feel. Therefore, Media and Information Literacy (MIL) has been a recent topic on the agenda of numerous academics, educators and policymakers. The Global Online Media and Information Literacy Youth Hackathon 2018 and the Followup 4-Week Programme (both under the name GlobalMILHack) were the centre case of this study, which emphasised the design methodology in the context of problem-based learning.
The aim of this research study was to undertake a qualitative examination of the GlobalMILHack participants’ learning outcomes in order to find out what can hackathon bring from the maker culture to the MIL educational practice. The study adopted action research methodology, since the author was the active part of the whole cycle of the event process from planning to execution to closure and has collected diverse qualitative feedback along the work process and during the interviews, made field notes and observations.
This study has shown that the maker culture can be integrated into MIL educational practice through online hackathon method in different ways: by making the constructive learning happen through problem-focused collaborative adhoc and hands-on approach; by opening up to inter-cultural learning through facilitating the online dialogue; leveraging the critical understanding of media and its role in the society by working on the highlighted social challenges around media use and by creating informed, engaged and empowered porto-publics around the creative solutions.
The aim of this research study was to undertake a qualitative examination of the GlobalMILHack participants’ learning outcomes in order to find out what can hackathon bring from the maker culture to the MIL educational practice. The study adopted action research methodology, since the author was the active part of the whole cycle of the event process from planning to execution to closure and has collected diverse qualitative feedback along the work process and during the interviews, made field notes and observations.
This study has shown that the maker culture can be integrated into MIL educational practice through online hackathon method in different ways: by making the constructive learning happen through problem-focused collaborative adhoc and hands-on approach; by opening up to inter-cultural learning through facilitating the online dialogue; leveraging the critical understanding of media and its role in the society by working on the highlighted social challenges around media use and by creating informed, engaged and empowered porto-publics around the creative solutions.