Abstract:

Research on the assessment of students' attitudes to the central principles of multimedia literacy in Vojvodina (Serbia) from February 2012. has shown that the levels of multimedia literacy, critical thinking and understanding of the media functioning, vary depending on the specifications of the program, year of study, and that these differences are not always logical, and to a considerable extent depend on the curricula of study programs. We have realized that students lack the verification of theoretical knowledge acquired through practical work. Comparing the results aimed at testing the level of media literacy and skills necessary for its implementation, it appeared that the students lack the organized and designed practice for the application of knowledge. Basically we believe that this is a direct consequence of the traditionally formatted curriculum degree programs incorporated in the survey that is media oriented. Instead of innovation in the access to media education throughout different, meaningful and practically oriented curricula, education in the field of media literacy is often reduced to only the technical skills. On the other hand, the understanding of functions, impacts and possibilities of modern media in society is neither, except theoretical framework, sufficiently and practically verified nor organized and innovatively stimulated. We suppose that the current gap between traditional teaching practices and the need for innovative approaches can be successfully overcome by differently structured curricula, teaching and pedagogical techniques and practices that rely on digital technology as tools, but also by finding a good balance between the need to achieve the traditional, scientific, educational, social and democratic functions of higher education as well as responsible and innovative use of new digital technology as a tool. In this paper, we propose the concept of a practical study of the media based on the compelling need to respond to the current convergence of media systems and future working practices of media professionals to contemporary multi-platforms. Without neglecting traditional, educational principles, techniques and classical values, theoretical teaching with innovative teaching practices in media studies, based on the principles of media literacy and media pedagogy that should be by its conception complementary to the tradition; an innovative teaching practice will be accommodated to the needs of a new age, new media and habits of its users.These practices will transform, in a certain way, future media professionals to become more innovative and able to independently solve practical problems, to learn, adapt; stay connected. The concept we propose, provides comprehensive and practical test for “knowledge checking” with the help and support of all people from the field of education and modern digital technology. We believe that in this way the media education can manage to follow the needs and pre-knowledge of modern media generations oriented towards media studies. Curricula should be based on the real need; traditional way of teaching should be redefined. Knowledge about media should be acquired adequately and all future adjustments in the media study will be easier and faster and they will be seen as a natural extension of the natural integration into social, technological and communicational changes.

Keywords:

Innovative studies, convergence, multimedia literacy, media practice, practical training.