چکیده:
In different countries, media literacy education methods and success rates differ. For example, Canada, with its profound history in media literacy education, is the most successful country in the world, but despite widespread importance of media in Iran, media literacy education in this country is relatively new.The present study compared performance of a model country in teaching media literacy (Canada) with a country new on this way (Iran). Therefore, the performance of Canadian Media Awareness Network that provides media literacy education via “Media Smarts Website” and Iranian “Media Literacy Website”, the only Persian website providing media literacy education, were compared using “content analysis" method. The main results are as follows: majority of the contents in Iranian Website were "informative" and "alarming", but most of the contacts in Canadian Website had features of a real “educational sources. Canadian Website developed educational contents using the theories proposed by media literacy experts; While Iranian website has not used these valuable sources.
خلاصه ماشینی:
Among the most important findings of the research, the following can be mentioned: in the Canadian website, most of the content possesses the characteristics of an "educational" text, whereas the content of the Iranian site is limited to providing "general information" about media literacy and emphasizing the necessity and importance of acquiring it.
For these two reasons, namely desirable access to activities carried out for media literacy education via the internet and the central role of the internet in distance learning, this research set out to conduct a comparative study of the performance of a model and leading country in the field of media literacy education in virtual space with its domestic counterpart.
4. Questions With a look at what was presented in the discussion of conceptual and theoretical foundations and considering the goal of this research, which aims to compare the performance of an Iranian example of media literacy education with its Canadian counterpart and to find similarities, differences, strengths, and weaknesses, the present research seeks to answer these questions: 1- What is the amount of content published in the two websites under study?
Table 4- Bivariate relationship between the type of content and the website under study Website Name Total MediaSmarts Media Literacy Frequency 128 5 133 Educational Row Percentage 96.
On the Media Literacy website, out of a total of 5 educational articles, those that consider training possible in all three locations "classroom, home, and virtual space" had the highest frequency, meaning four articles, equivalent to 80 percent.
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