TY  - RPRT
U1  - Arbeitspapier
A1  - Knaus, Thomas
T1  - Technology criticism and data literacy: The case for an augmented understanding of media literacy
N2  - Reviewing the history of media literacy education might help us to identify how creating media as an approach can contribute to fostering knowledge, understanding technical issues, and to establishing a critical attitude towards technology and data. In a society where digital devices and services are omnipresent and decisions are increasingly based on data, critical analysis must penetrate beyond the “outer shell” of machines – their interfaces – through the technology itself, and the data, and algorithms, which make these devices and services function. Because technology and data constitute the basis of all communication and collaboration, media literate individuals must in the future also have a sound understanding of technology and data literacy. This article examines the relevance of this broader definition of literacy and delivers a forward-looking defense of media literacy education in schools. It also posits the thesis that the digital transformation represents a challenge, which is confronting society, politics, and education alike.
KW  - Medienpädagogik
KW  - media literacy, digital transformation, big data analytics, machine learning, activity orientation.
KW  - Digitale Medien
KW  - Datenverarbeitung / Bildungswesen
KW  - Computerunterstützter Unterricht
Y1  - 2020
U6  - https://doi.org/10.23860/JMLE-2020-12-3-2
DO  - https://doi.org/10.23860/JMLE-2020-12-3-2
N1  - Abruf des Volltextes unter angegebener DOI.
IS  - Journal of Media Literacy Education, 12(3)
PB  - National Association for Media Literacy Education, USA
ER  -