A Case Study of Canadian Media Education
Bibliographic record
Abstract
Media literacy is an area of study of great concern to scholars and educators in mass education. The term refers to one's ability to decode and use messages carried through all forms of media (especially visual medium such as photograph, picture, movie, and television.) The concept of media literacy bares great similarities to that of information literacy which the field of library and information science are concerned with. Media literacy and media education receives great attention in the developed nations of the Western hemisphere. European countries are the first to promote media education, with England leading the way. Other English speaking nations, such as United States, Canada, and Australia also put much emphasis on media education. The main purpose of this paper is to study and analyze the Canadian experience of media education, to realize the role of Canadian government and media education organizations plays in the development of media education in Canada, using CAMEO(Canadian Association of Media Education Organizations) as the subject for case study. The study finds that there are four distinct phases in the development of media education in Canada, and that the main focus has been on the concern with the effect of violence on children and helping students understand media. Provincial media education associations and CAMEO plays a major part in the role of promoting media education in Canada. Although the concept of media literacy and information literacy bares more similarities than differences, there has not been much interaction between the field of library and information science and the field of mass media on these issues. However, with recent development of Internet and common concern with the effect of Internet on young children through projects like "Web Awareness Canada" and the "Youth Canadians in A Wired World Research", there seems to be an opportunity for the two fields to merge their interest and develop dialog. (Article content in Chinese with English abstract)
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.006 | 0.009 |
| Science and technology studies | 0.028 | 0.004 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.019 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".