In order to define the role of media it is not enough to speak of the omnipresence of media in everyday life. Rather, this is a case of mediatization, understood as processes of a fundamental social and culture change (Krotz 2011: 24) that result in far-reaching competence requirements for everyone – even for the so-called Digital Natives (Prensky 2001): Although today’s adolescents grow into the use of digital media in the same way that they learn their mother tongue, thereby implicitly acquiring numerous media-related skills, a reversal of expertise only exists to a limited extent – if it exists at all. In fact, the competence advantage vis-à-vis many adults is generally limited to a few of the areas included in the definition of media literacy. All things considered, it still requires informed external stimulation – especially in contexts of academic education. However, reviews of the literature regarding adult media literacy suggest that teachers, who should be helping adolescents overcome the challenges posed by mediatization, can only do so to a limited extent (namely due to their own limited knowledge and skills passed on through parenting and education). A conceptual change in the training of school teachers is certainly an important step toward a new practice of media education in schools. But those who already are teachers, and who will be for many years to come, will no longer profit from it. In terms of lifelong learning their media education competence needs to be fostered on the job. Own pilot projects have shown that intergenerational on-the-job trainings that are guided externally and that include the pupils in their implementation are particularly successful, for it is meant to forge a reciprocal relation in which participants from different generations exchange and complement their knowledge, skills and individual experiences.

1. HOCHSCHULE FÜR TECHNIK, WIRTSCHAFT UND KULTUR LEIPZIG
University of Applied Sciences
Fakultät Medien
Intergenerational Media Education
Pupils and Teachers as “Learning Partners”
Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig, Germany)
8th International Conference DisCo 2013 „New technologies and media literacy education“
25.06.2013 | Prague

2. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Mediatization
„a fundamental social and culture change“ (Krotz, 2011: 39)

3. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)

4. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)

5. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Characteristics of the Internet
Digitality
Connectivity
Interaction
Mobility
Convergence
Global nature of modern media

6. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Media literacy
… by now the fourth cultural technique, alonside reading,
writing and arithmetic.

7. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Media literacy
… by now the fourth cultural technique, alonside reading,
writing and arithmetic.
… includes the knowledge and skills that are necessary for proper,
independent, creative and socially responsible action with and in the media
(Tulodziecki, 1997).

8. Media literacy
references:
Baacke, 1996
Tulodziecki, 1997
Kübler, 1999
Groeber, 2002
Schorb, 2005

9. about their
structure
about their
creation
about their
function
knowledge of media
how to
orientate
oneself
Media literacy
references:
Baacke, 1996
Tulodziecki, 1997
Kübler, 1999
Groeber, 2002
Schorb, 2005

10. about their
structure
about their
creation
about their
function
knowledge of media
how to
orientate
oneself
analytical skills
reflective skills to
critically evaluate,
reject oder enjoy
different formats
and contents
media analysis
and reflection
Media literacy
references:
Baacke, 1996
Tulodziecki, 1997
Kübler, 1999
Groeber, 2002
Schorb, 2005

11. about their
structure
about their
creation
about their
function
knowledge of media
how to
orientate
oneself
analytical skills
reflective skills to
critically evaluate,
reject oder enjoy
different formats
and contents
media analysis
and reflection
sensibly choose and
use media offers
interactive usage
creation of own
media products
acting in media
media participation
Media literacy
references:
Baacke, 1996
Tulodziecki, 1997
Kübler, 1999
Groeber, 2002
Schorb, 2005

12. about their
structure
about their
creation
about their
function
knowledge of media
how to
orientate
oneself
analytical skills
reflective skills to
critically evaluate,
reject oder enjoy
different formats
and contents
media analysis
and reflection
sensibly choose and
use media offers
interactive usage
creation of own
media products
acting in media
media participation
Media literacy
references:
Baacke, 1996
Tulodziecki, 1997
Kübler, 1999
Groeber, 2002
Schorb, 2005

13. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Media literacy
… by now the fourth cultural technique, alonside reading,
writing and arithmetic.
… includes the knowledge and skills that are necessary for proper,
independent, creative and socially responsible action with and in the media
(Tulodziecki, 1997).
… a level to aim for: a life-long goal.

14. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
„Digital Natives“ (Prensky, 2001)
„Adolescents already know everything there is to know.
There is no need for us to foster it. They should teach us a few things!“

15. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
„Digital Natives“ (Prensky, 2001)
„Adolescents already know everything there is to know.
There is no need for us to foster it. They should teach us a few things!“
the truth:
no „reversal expertise“ (Wittpoth & Schäffer, 1997) … just to a limited extent
(esp. functional knowledge)

16. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
„Digital Natives“ (Prensky, 2001)
„Adolescents already know everything there is to know.
There is no need for us to foster it. They should teach us a few things!“
the truth:
no „reversal expertise“ (Wittpoth & Schäffer, 1997) … just to a limited extent
(esp. functional knowledge)
Informed external education is still required – school is of especial importance.

17. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Mediatization – a challenge to academic education
… important condition: teachers that have media literacy on their own as well
as skills to give pupils the possibilities to enhance their media literacy
(Blömeke, 2000)

18. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Pilot projects: intergenerational media education in schools
… in order to support teachers and pupils at the same time.
Pilot project: tested and evaluated over three month in 2009/2010
participants: 25 teachers and pupils
content: in small groups teachers and pupils dealt with various
media related subjects, e.g.:
- How to be safe in the chat
- Analysing Castingshows
- Designing a public-opinion poll

19. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Intergenerational media education
… no role-exchanging, but teachers and pupils as „learning partners“
engaged in a „critical-reflective dialogue“ (Steinhoff, 1998)

20. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Preconditions for intergenerational media education to be successful
_ free oneself from the tradionional understanding of teachers‘ and pupils‘
traditional roles within the teaching-learning process

21. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Preconditions for intergenerational media education to be successful
_ free oneself from the tradionional understanding of teachers‘ and pupils‘
traditional roles within the teaching-learning process
_offering adequate opportunities for interaction

22. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Preconditions for intergenerational media education to be successful
_ free oneself from the tradionional understanding of teachers‘ and pupils‘
traditional roles within the teaching-learning process
_offering adequate opportunities for interaction
_ intensive pedagogical support throughout the process

23. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Potential of intergenerational media education

24. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Potential of intergenerational media education
_ media literacy of teachers and pupils can be enhanced

25. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Potential of intergenerational media education
_ media literacy of teachers and pupils can be enhanced
_media literacy education of teachers can be improved, e.g.:
… knowledge about their pupils‘ media usuage and their media-related
skills ans abilities
… how to use media within educational contexts
(instructional design of media)
… how to discuss media issues within the classes (and which issues
are relevant)

26. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Potential of intergenerational media education
_ media literacy of teachers and pupils can be enhanced
_media literacy education of teachers can be improved, e.g.:
… knowledge about their pupils‘ media usuage and their media-related
skills ans abilities
… how to use media within educational contexts
(instructional design of media)
… how to discuss media issues within the classes (and which issues
are relevant)
_ pupils apprehend their teachers as authentic and reliable contact persons
(important for further media education processes outside the project context)

27. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Thank you for your attention!

28. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
References (1)
D. Baacke (1996): Medienkompetenz – Begrifflichkeit und sozialer Wandel. In: A. von Rein (Hrsg.), Medienkompetenz als
Schlüsselbegriff. Klinkhardt: Bad Heilbrunn. S. 112-124.
S. Blömeke (2000): Medienpädagogische Kompetenz. Theoretische und empirische Fundierung eines zentralen Elements
der Lehrerausbildung. kopaed: München.
S. Gregarek (2007): Lernen leben – Leben lernen. Intergenerationelle und interkulturelle Bildung. Altern – Bildung –
Gesellschaft, Band 14. Oberhausen: Athena.
N. Groeben (2002): Dimensionen der Medienkompetenz: Deskriptive und normative Aspekte. In: N. Groeben, B.
Hurrelmann (Hrsg.): Medienkompetenz. Voraussetzungen, Dimensionen, Funktionen. Juventa: Weinheim. S. 160-197.
F. Krotz (2011): Leben in mediatisierten Gesellschaften: Von der Information zur Augmented Reality. In: H. Theunert, U.
Wagner (Hrsg.): Alles auf dem Schirm? Jugendliche in vernetzten Informationswelten. Reihe Interdisziplinäre Diskurse,
Band 6. kopaed: München. S. 23-40.
H.-D. Kübler (1999): Medienkompetenz – Dimensionen eines Schlagwortes. In: F. Schell, E. Stolzenburg, H. Theunert
(Hrsg.): Medienkompetenz. Grundlagen und pädagogisches Handeln. kopaed: München. S. 25-47.
C. Kuttner (2012): Intergenerative Medienbildung in der Schule: Medienarbeit mit Jugendlichen und ihren Lehrkräften. In:
Anja Hartung, Bernd Schorb, Claudia Kuttner (Hrsg.): Generationen und Medienpädagogik. Annäherungen aus Theorie,
Forschung und Praxis. kopaed: München, S. 149-171.

29. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
References (2)
M. Prensky (2001): Digital Natives, Digital Immigrants. On the horizon, 9(5).
B. Schorb (2005): Medienkompetenz. In: J. Hüther, B. Schorb (Hrsg.): Grundbegriffe Medienpädagogik. 4., vollständig neu
konzipierte Auflage. kopaed: München S. 257-262.
G. Tulodziecki (1997): Medien in Erziehung und Bildung. Grundlagen und Beispiele einer handlungs- und
entwicklungsorientierten Medienpädagogik. 3., überarbeitete und erweiterte Auflage. Klinkhardt: Bad Heilbrunn.
J. Wittpoth, B. Schäffer (1997): Umkehrung des Expertentums? Medien, Kompetenz, Generation. In: K. Derichs-Kunstmann, P.
Faulstich, R. Tippelt (Hrsg.): Enttraditionalisierung der Erwachsenenbildung. Dokumentation der Jahrestagung 1996 der
Kommission Erwachsenenbildung der Deutschen Gesellschaft für Erwachsenenbildung. Dt. Inst. für Erwachsenenbildung:
Frankfurt/Main. S. 159-167.
Pictures
sheet 3
left: http://www.dw.de/image/0,,4930816_4,00.jpg
right: http://einestages.spiegel.de/static/entry/wellenritt_um_mitternacht/8559/regelmaessig_fernsehen.html?s=4&r=1&a=1404&c=1
sheet 4
http://neuerdings.com/2008/01/28/arcor-digital-tv-das-blaue-fernsehen

30. Claudia Kuttner, M.A.
Leipzig University of Applied Sciences (HTWK Leipzig)
Thank you for your attention!
contact
mail@claudia-kuttner.de