Training of media sign literacy in preschool children

学龄前儿童媒介符号素养培训

• 批准号: 408273961
• 负责人: Professorin Dr. Gerhild Nieding, since 3/2021
• 金额: --
• 依托单位: Institut für Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/408273961?language=en
• 关键词: Training; media; sign; literacy; preschool

Media sign literacy (MSL) is the dominant aspect of media literacy acquired before children enter school. It encompasses understanding the different sign elements, relations, and systems used in different (children's) media, along with their similarities, differences, and idiosyncrasies. Our previous work showed that MSL among four-year-olds is a significant predictor for acquiring academic skills, such as reading, writing, and mathematical competencies at the end of the first grade. The main goal of the proposed project is to develop and implement a computer-based training program forMSL in four- to five-year-olds, which shall be used in pre-schools at low personnel expenses. The program consists of modules that we found to be relevant in our previous work. A further goal is to experimentally evaluate the efficiency of our program with N = 400 children. In a pre-post-follow-up test-design, children trained with the program are compared with children in three control groups. The first control group passes a classical media literacy training that focuses on media production and media technology, which will be administered by a teacher. With this control group, we test ourhypothesis that the newly developed computer-based training program, in which a teacher is only present to assist if necessary, is more efficient while and requires less personnel. The second control group receives a training for inductive reasoning by Klauer (1989, 1991) in the online version of Lenhard, Lenhard, and Klauer (2011). This training aims to foster inductive reasoning, and it can enhance fluid intelligence on a long-term basis. It is a challenging competitor of our MSL training because several studies show that intelligence is also a good predictor for acquiring academic skills. The third control group receives both the MSL and the inductive reasoning training. The fourth control group receives no training. We will assess MSL, reading and writing skills and their precursors, mathematical skills and their precursors, intelligence, working memory, and social skills, which are the dependent variables, immediately after the training is completed, as well as 6 and 18 months after the training. At an additional measurement point focused on learning from media, we will test whether the participants of the four different groups differ in their ability to acquire knowledge from media.

媒介符号素养（MSL）是儿童入学前获得的媒介素养的主要方面。它包括理解不同的符号元素，关系和系统中使用的不同（儿童）媒体，沿着他们的相似性，差异和特质。我们之前的研究表明，四岁儿童的MSL是获得学术技能的重要预测因素，如一年级末的阅读、写作和数学能力。拟议项目的主要目标是为四至五奥尔兹儿童制定和实施一个基于计算机的MSL培训方案，该方案将在人员费用较低的学前教育中使用。该计划由我们发现与我们以前的工作相关的模块组成。另一个目标是用N = 400名儿童实验性地评估我们的程序的效率。在一个前后跟踪测试设计中，将接受该计划培训的儿童与三个对照组的儿童进行比较。第一个对照组通过了一个经典的媒体素养培训，重点是媒体制作和媒体技术，这将是由一名教师管理。与此对照组，我们测试ourhypothesis，新开发的计算机为基础的培训计划，其中一名教师只在场协助，如果必要的，是更有效的，而需要更少的人员。第二个对照组接受Klauer（1989，1991）在Lenhard，Lenhard和Klauer（2011）的在线版本中进行的归纳推理培训。这种训练旨在培养归纳推理，它可以长期提高流体智力。它是我们MSL培训的一个具有挑战性的竞争对手，因为一些研究表明，智力也是获得学术技能的一个很好的预测因素。第三个控制组接受MSL和归纳推理训练。第四对照组不接受任何训练。我们将在培训完成后立即以及培训后6个月和18个月评估MSL、阅读和写作技能及其前体、数学技能及其前体、智力、工作记忆和社交技能，这些都是因变量。在另一个侧重于从媒体学习的测量点，我们将测试四个不同群体的参与者从媒体获取知识的能力是否不同。