摘要
在交互性较强的新媒介环境下,任何社会公众既是媒介信息的传播者,又是媒介信息的受众,其参与媒介素养教育具有直接性、较强的时效性、便利性特点。社会公众参与媒介素养的可能路径包括碎片化的直接参与和组织化的间接参与两种形式。两种形式效能的发挥与拓展总是受制于特定的抑制性因素:缺位的保障制度、低位的公众教育素养、短缺的资源、缺失的媒介素养教育组织。
In the new media environment with strong mteracuon, me vu media information, and also is a man who gets the media information. Their participation in media literacy education has the features： direct, strong timeliness and convenience. The public who takes participation in media literacy may include the two forms ： fragments of the direct path of participation and organization with indirect participation. Effectiveness of two forms of play and development is always subject to specific inhibitory factors ： the absence of the security system,low quality of public education, shortage of resources and lack of media literacy education organization.
出处
《南昌大学学报（人文社会科学版）》
CSSCI
北大核心
2011年第6期157-161,共5页
Journal of Nanchang University(Humanities and Social Sciences)
基金
中国广播电视协会媒介素养专项研究项目"新媒介环境下社会公众参与媒介素养教育的形式研究"(2011ZGXH003)
关键词
新媒介
素养教育
路径
抑制性因素
new media
literacy education
path
inhibitory factor
