The Chinese government has long kept tight control on both traditional and new media to prevent potential challenges to its authority. But, for better or worse, China has now reached a stage where it is difficult to exercise political hegemony through laws and regulations and the control of the mass media. China has become a global superpower and in 2011 surpassed Japan as the world’s second largest economy, second only to the USA. China’s entertainment industry is also flourishing, and the market is large enough to attract foreign investors that either view China as an important market or are interested in Chinese capital. Today, more children in China watch television than in any other country in the world, and Internet usage is also increasing, making the implementation of media literacy education an important issue. This book presents the prevailing perspectives on media literacy education in China and describes how the current curriculum reform for implementing media literacy education is being developed. It will not only stimulate debate and further research, but will also influence policy decisions regarding media literacy education in China.

The Chinese government has long kept tight control on both traditional and new media to prevent potential challenges to its authority. But, for better or worse, China has now reached a stage where it is difficult to exercise political hegemony through laws and regulations and the control of the mass media. China has become a global superpower and in 2011 surpassed Japan as the world's second largest economy, second only to the USA. China's entertainment industry is also flourishing, and the market is large enough to attract foreign investors that either view China as an important market or are interested in Chinese capital. Today, more children in China watch television than in any other country in the world, and Internet usage is also increasing, making the implementation of media literacy education an important issue. This book presents the prevailing perspectives on media literacy education in China and describes how the current curriculum reform for implementing media literacy education is being developed. It will not only stimulate debate and further research, but will also influence policy decisions regarding media literacy education in China.

This dissertation, "Promoting Media Literacy Education in China: a Case Study of a Primary School" by Wen, Xu, 徐雯, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: With the changing media environment, media literacy education begins to be an emerging field in China. There are many studies showing the significance of media literacy education; however, few studies on school practices are presented. The existing studies are mostly based on the context of western discourse. Even the curriculum framework in this case is influenced by western scholars. There have been a few studies investigating media literacy education in the Asian context. It is still struggling for the foothold in schools in China compared with countries where it has been practiced for a long time. Based on this understanding, this study is to explore the entry and approaches of media literacy education in a Chinese primary school. It aims to shift media literacy education from an international context to its local setting, and offers a point of reference to enrich the theory and practice in the process of localization. The research questions are concentrated on how media literacy education was initiated in the context of the national curriculum reform, and two ways in which it implemented in the HZMHT primary school. It is a qualitative case study, using observation, interviews, focus groups, group meetings and document analysis as the main methods of collecting data in the field. The introduction of media literacy education in the HZMHT primary school is consistent with the national curriculum reform, which provides an opportunity for the development of media literacy education. Through the changes in management structure and curriculum standards, the HZMHT primary school gets officially support to promote its curriculum innovation through media literacy education. The school practice becomes a response to curriculum reform in return. In this study, the curriculum practice is a result of a collaborative effort between a university and a primary school. With the endeavor of teachers in the HZMHT primary school and the team members from BBU, media literacy education was exercised both as a school-based curriculum and as an integrated component of multiple subjects. In the curriculum practice of media literacy education, students' media culture is brought into the classroom and they are encouraged to interact with a digital society from the perspective of constructivism and critical pedagogy. Students construct new knowledge and fulfill personal growth by interacting with teachers and peers in a student-centered dialogue. In addition, they become aware of media environment and their roles in a world with dominant media. Five conceptual understandings of media literacy education are practised in the school-based curriculum, while priority was given to achieving the objectives of the original subjects in the integrated curriculum, where media literacy education is integrated with moral education, math education, information technology and integrated practical activities in a constructivist approach. Students' engagement and interactive activities indicate the effectiveness in the curriculum practice. The research gaps on the process of contextual adaption and pedagogical exploration for media literacy education are filled through this school initiative in this case study. First, the changing paradigm of school practice and moral cultivation of the curriculum in China enrich the theory of localization for media literacy education. Second, the school initiative of a curriculum inn

The Routledge Course in Chinese Media Literacy is aimed at lower advanced level students of Mandarin who wish to build media literacy in the Chinese language. The book is written by university professors who have hands-on experience as media professionals. It gathers newsworthy authentic materials on topics covered by reporters on a day-to-day basis, and makes them accessible through prereading exercises, grammatical analysis, vocabulary associations, and research training for language learners. From front page headlines to business, education, crime, and sports and entertainment, the student reader will be exposed to the full scope of news coverage and become familiar with their presentation in a Chinese context. A companion website with audio, video, accompanying materials and a traditional Chinese edition is available at www.routledge.com/cw/li.

Over the past forty years, media education research has emerged as a historical, epistemological and practical field of study. Shifts in the field—along with radical transformations in media technologies, aesthetic forms, ownership models, and audience participation practices—have driven the application of new concepts and theories across a range of both school and non-school settings. The Handbook on Media Education Research is a unique exploration of the complex set of practices, theories, and tools of media research. Featuring contributions from a diverse range of internationally recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offering a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more. A ground breaking resource on the concepts and theories of media research, this important book: Provides a diversity of views and experiences relevant to media literacy education research Features contributions from experts from a wide-range of countries including South Africa, Finland, India, Italy, Brazil, and many more Examines the history and future of media education in various international contexts Discusses the development and current state of media literacy education institutions and policies Addresses important contemporary issues such as social media use; datafication; digital privacy, rights, and divides; and global cultural practices. The Handbook of Media Education Research is an invaluable guide for researchers in the field, undergraduate and graduate students in media studies, policy makers, and MIL practitioners.

Technology use has become increasingly popular in education. Due to cultural influences and access issues, advances in digital teaching and learning in Chinese education have been slow; however, certain regions have been able to successfully integrate technology into their curriculum and instruction techniques. Digital Transformation and Innovation in Chinese Education is an essential reference source featuring the latest scholarly research on utilizing technology in Chinese learning and instruction, and it provides insights to classroom transformations within the context of Chinese culture. Including coverage on a broad range of topics and perspectives such as MOOCs, blended learning, and e-learning, this publication is ideally designed for academicians, researchers, and students seeking current research on technological innovation in Chinese education.