本文選題：媒介 + 及信息　； 參考：《中國廣播電視學(xué)刊》2013年03期

【摘要】：正一、媒介及信息素養(yǎng)教育理論的提出媒介及信息素養(yǎng)教育的概念起自于20世紀30年代,英國學(xué)者率先提出了這個概念,提出的初始目的是為了對傳統(tǒng)的文化進行維護,是對由大眾媒體傳播的流行文化的抵制,這同其后的概念范疇差別很大,這個概念經(jīng)過多年的發(fā)展已經(jīng)突破了單一層次向多角度、多層次方向發(fā)展。在美國,媒介及信息素養(yǎng)教育又被稱為媒體素養(yǎng)教育,美國媒介及信息素養(yǎng)的主流觀點一直是經(jīng)驗性的媒介研究,即對媒體人以外的客體,進行客觀社會科學(xué)研究,以致形成了經(jīng)驗傳播學(xué)的主流傳統(tǒng)。
[Abstract]:First, the concept of media and information literacy education has been put forward since the 1930s, when British scholars first put forward the concept, the initial purpose of which is to maintain the traditional culture. It is a resistance to popular culture spread by the mass media, which is very different from the concept category after many years of development. After years of development, the concept has broken through the single level to the multi-angle, multi-level direction development. In the United States, media and information literacy education is also called media literacy education. The mainstream view of media and information literacy in the United States has always been empirical media research, that is, the objective social science research on objects other than media people. As a result, the mainstream tradition of experiential communication has been formed.
【作者單位】： 浙江傳媒學(xué)院;
【分類號】：G206;G455
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本文編號：1932777