Adolescents constitute a fifth of the world’s population. Adolescents have twenty-four hours media access and, being the most vulnerable, prefer watching television to any kind of physical activity. Physical activity plays an imperative role in the overall development of adolescents. Television viewing for long hours leads to decreased physical activity. The objectives of the study were to examine television use by adolescents for the purpose of entertainment and information in government and private schools as well as the association between television viewing and physical activity of adolescents. The study was done on a sample size of 400 adolescents aged 12-19 years studying in government and private schools in the city of Chandigarh. 200 male and 200 female adolescents were divided into two age groups, i.e. 12-15 and 16-19 years. The data was collected by way of a survey method using a self–constructed questionnaire. Statistical analysis was done on SPSS using tools like chi-square test, central tendency (mean); dispersion (standard deviation) and paired t- test to show the results on the basis of hours divided in four categories, i.e. very often (4 or more hours a day), quite often (2-4), seldom (0-2) and never (0). Results from the findings indicate that adolescents were mainly watching television for an entertainment purpose. Adolescents of 12-15 years were watching less television than 16-19 years adolescents. It was further revealed that private school adolescents in the age group of 12-15 years were more involved in physical activity. However, as age progresses difference fade out. It goes without saying that the role of media is going to increase manifold in the years to come, therefore, the paper through review of literature also addresses the need of teaching media literacy to adolescents so that they become critical consumers of media and media messages.
distant servers, and regularly accept licensing agreements for these products and services without reading them. I have described this elsewhere as media use under conditions of a ‘suspension of media literacy’ (Roth 2018). This observation is based on an understanding of media literacy as consisting of
Edited by Ann Watts Pailliotet and Peter B. Mosenthal
Cultural products, such as art, literature and movies are important in the transmission of beauty ideals in a society. These cultural products convey material and non-material ideals related to beauty. Cultural products may convey ideals that are accepted or expected in a society and also those that are not seen as the norm in a society. In Tamil culture, traditionally, physical beauty ideals are discussed with other ideals related to one’s character. This chapter compares the perception on beauty ideals in Tamil movies by Malaysian Indian youths and Indian youths from Chennai, Tamil Nadu, India. Data collection was done by conducting in-depth interviews with 40 Malaysian Indian youths at a public university in Malaysia and 30 Indian youths from three university and government colleges in Chennai. The students were selected using purposive sampling method. Youths from both countries perceived that some elements of beauty ideals have evolved in Tamil movies mainly for actresses. Preference for thinness and fairness or whiteness may reflect socio-cultural expectation of the contemporary Indian society. However, youths from both countries have different views when discussing how the beauty ideals in the movies influence their choices and perception about beauty in everyday life. The findings of this study are important in media literacy and intervention program for these youth.
with coordinating activities and concern campaigns dealing with media consumption, media literacy and child protection. It is important to mention that one of the motivations for positioning the Media Council more broadly in these two ways is the dissonance between, on the one hand, the experience
Neal A. Palmer and Douglas D. Perkins
) embraced the role of media literacy in empowering individuals against oppression, using slide projectors to display film slides to visually represent peasants’ lives and enable a collective learning, which could then be interrogated and reassembled in new terms. Nonetheless, Freire ( 1970 ) argued that
John McNutt, Chao Guo, Lauri Goldkind and Seongho An
/0630/p09s01-coop.html . Kok , S. & Rogers , R. ( 2017 ). Rethinking migration in the digital age: transglocalization and the Somali diaspora . Global Networks , 17 ( 1 ), 23 – 46 . Koltay , T. ( 2011 ). The media and the literacies: media literacy, information literacy, digital literacy
Erik C. Nisbet and Olga Kamenchuk
’s ‘Learn to Discern’ media literacy programme directly trained 15,000 youth and adults in Ukraine on basic media literacy skills and had secondary impacts on another 90,000. Participants in the programme were 25 per cent more likely to say that they check multiple news sources and 13 per cent more
media literacy skills to be able to produce, commentate, and critique media for the sake of the Gospel. One insight worth noting is Aetatis Novae’s understanding that the media was not simply a technique but a “comprehensive, thought-shaping, and culture-making reality of our time” (Zsupan-Jersome, p
Stewart M. Hoover
-building networks are made up of nodes and routines that involve those who have traditional claims to authority (such as religion “experts” in the academy) but also include others—like the interested lay voices who are prominent in the media landscape. Rethinking Media Literacies Might we also expect that these