Universität Wien
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190082 SE Theories of Education and Learning in the Dynamic Worlds of Media (2023S)

Sozialwissenschaftliche Grundlagen der Medienpädagogik

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

  • Monday 06.03. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 20.03. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 27.03. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 17.04. 16:45 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 24.04. 16:45 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Monday 08.05. 16:45 - 18:15 Seminarraum 7 Sensengasse 3a 2.OG
  • Monday 15.05. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 22.05. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 05.06. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 12.06. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 19.06. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG
  • Monday 26.06. 16:45 - 18:15 Seminarraum 6 Sensengasse 3a 2.OG

Information

Aims, contents and method of the course

Since its introduction by Dieter Baacke, the concept of media competence has been related to a concept of emancipation understood in social science terms. By explicitly referring to Jürgen Habermas, Noam Chomsky and Pierre Bourdieu, media education has thus been founded on and oriented towards both social science and social philosophy. The current discussions on action-oriented media pedagogy also bear witness to this. In the course of this, media pedagogy - for example, through Spanhel's concept of media education - was also aligned with Niklas Luhmann's sociological systems theory.

Against the system dependency of the subject or the actor, which Luhmann pushed with the autopoiesis of systems as communicating communications and with recourse to Talcott-Parson's structure-functional concept of control media, Jürgen Habermas thereby set the concept of the (individual and subject-emphasized) >life-world<, against whose control and supervision he also emphatically stood up for political reasons. This is directly related to the modeling of >communicative competence<, which was fundamental for Dieter Baacke in all word meanings. Therefore, in this seminar we start from a text by Baacke on >media competence as a network< (1996), in order to analyze in detail towards the end his habilitation thesis >Communication and Competence< (1973). Thus, a conceptual sharpening of >media competence< is to be achieved on the most general level.

This is only a cursory reference to an area of overlap between social sciences and media education, which will be dealt with in this seminar. In this context, it may be research-practical to work out, on the basis of central primary texts, which social science methods, theories, concepts and investigations have played a role and had an effect in educational science and media education since the 1970s. In particular, the basics of Dieter Baacke's media education, Jürgen Habermas' theory of communicative action and Pierre Bourdieu's sociology of education will be presented and elaborated from a (media) educational perspective in order to jointly review and discuss the works of important media educators (Heinz Moser, Bernd Schorb, Horst Niesyto and others).

Assessment and permitted materials

- regular attendance and participation
- presentation
- seminar paper (15-20 pages)

Minimum requirements and assessment criteria

The seminar will be designed in the sense of close reading on the basis of about 10 primary texts, which will be made available as a digital reader. Within the assigned topics or working groups and taking into account further literature, the participants will prepare a keynote presentation of about 15 minutes related to media education, which will then be discussed in detail on the basis of the primary texts. Joint presentations are also possible. The preparation of about 10 primary texts is an indispensable prerequisite for the positive completion of the seminar. After the seminar, a seminar paper of about 15-20 pages will be written, which in combination with attendance, participation and presentation will be the basis for the grade.

Examination topics

The text archive is to be worked through with the papers and the final papers.

Reading list

01 Baacke, Dieter (1996): Medienkompetenz als Netzwerk. Reichweite und Fokussierung eines Be-griffs, der Konjunktur hat, in: medien praktisch, 20. Jg., Heft 7/8, 1996, 4–10.

02 Habermas, Jürgen (1971): Vorbereitende Bemerkungen zu einer Theorie der kommunikativen Kompetenz. in: Habermas, Jürgen/Luhmann, Niklas (1971) Theorie der Gesellschaft oder Sozialtechnologie, Frankfurt am Main: Suhrkamp, 101–141.

03 Chomsky, Noam (1977): Kognitive Fähigkeiten, in: ders.: REflexionen über Sprache, Frankfrut am Main: Suhrkamp, 11–48.

04 Bourdieu, Pierre (2005): Was heißt sprechen? Zur Ökonomie des sprachlichen Tausches, Wien: Braumüller.

05 Spanhel, Dieter (2002): Medienkompetenz als Schlüsselbegriff der Medienpaedagogik, in: forum medienethik 1/2002, Medienkompetenz – Kritik einer populären Universalkonzeption, München, 48-53.

06 Moser, Heinz (2010): Die Medienkompetenz und die ‘neue’ erziehungswissenschaftliche Kompetenzdiskussion, in: Herzig, Bardo/Meister, Dorothee M./Moser, Heinz/ Niesyto, Horst (Hg.): Jahrbuch Medienpädagogik 8, Wiesbaden: VS Verlag für Sozialwissenschaften, 59–80.

07 Schorb, Bernd (2011): Zur Theorie der Medienpädagogik, in: MedienPädagogik 20 (14. September), 81–94, online unter: doi:10.21240/mpaed/20/2011.09.14.X. (letzter Zugriff: 01.03.2023).

08 Niesyto, Horst (1998): Medienpädagogik und soziokulturelle Unterschiede. Schlussvortrag auf dem „Forum Kommunikationskultur 1998“ der
Gesellschaft für Medienpädagogik und Kommununikationskultur e.V. (GMK) in Stuttgart (21.11.1998).

09 Iske, Stefan/Barberi, Alessandro (2022): Medienkompetenz – ein Beipackzettel, in: Zeitschrift für Medienpädagogik (MedPäd) 50/2022, online unter: https://www.medienpaed.com/article/view/1524 (letzter Zugriff: 01.03.2023).

10 & 11: Baacke, Dieter (1973): Kommunikation und Kompetenz. Grundlegung einer Didaktik der Kommunikation und ihrer Medien. München: Juventa.

12 Barberi, Alessandro (2018): Performanz und Medienkompetenz. Dieter Baackes Grundlegung der Medienpädagogik als Diskurspragmatik, Onlineversion des Pflichtexemplars der Promotionsschrift, die 2018 an der RWTH Aachen veröffentlicht wurde, online unter: http://publications.rwth-aachen.de/record/745830/files/745830.pdf (letzter Zugriff: 01.01.2023).

13 Baacke, Dieter (1999): Medienkompetenz als zentrales Operationsfeld von Projekten, in: Baacke, Dieter/Kornblum, Susanne/Laufer, Jürgen/Mikos, Lothar/Thiele, Günther A. (Hg.) (1999e): Handbuch Medien: Medienkompetenz. Modelle und Projekte. Bonn: Bundeszentrale für poli-tische Bildung (bpb), 31–35, online unter: www.gmkpb.de/bibliothek/baacke_meko.html (letzter Zugriff: 05.05.2018).

14 Hug, Theo (2005): PISA und andere Erinnerungen. Beiträge der Medienpädagogik zur Vermeidung von "eeducational lags". Ein Plädoyer für zukunftsorientierte Reformen unter den Auspizien des "mediatic turn", in: MEDIENIMPULSE Nr. 53/2005, 9–13.

Association in the course directory

M4.2

Last modified: Mo 17.04.2023 12:08