Session Information
06 SES 01, New Types of Learning
Paper Session
Contribution
The conceptual aim of “Bildung” refers to the acquisition of different social, instrumental, cognitive and emotional competencies as well as to the acquisition of normative values, general factual knowledge and the formation of a personal self-reflexive identity (Ehrenspeck 2005). While formal educational institutions like kindergartens, schools and universities systematically try to organize this societal goal in a way that helps to secure equivalent opportunities for every member of society on the one hand and to encourage efficiency, achievement and performance on the other, the concept of informal education refers to knowledge stocks and competencies gained voluntarily by means of unorganized, self-directed and sometimes even incidental learning that takes place in everyday life and offside institutional frames within households, peer-groups or other non-institutional settings (Rauschenbach et al. 2004).
Within these informal learning activities that already start with infancy, audiovisual electronic media offerings nowadays play a pivotal role as agencies of socialization. Therefore, informal learning with different types of media offerings like books, TV, video games, mobile phone and Internet at different stages of childhood and youth has been a viable field of educational media research within the past years (Theunert 2005). From the perspective of educational theory, the possibility of informal learning by media offerings raises a lot of significant questions: Do these practices complement formal learning activities in a fruitful way or do they create new inequalities? What types of knowledge stocks are created by them and how can these efforts be appreciated and integrated within the educational system?
The empirical research project located within the framework of this theoretical discourse deals with an often overlooked type of media offering that nevertheless plays an important role for contemporary childhood in Germany: The reception of narrative audio media in the age from 6 to 8 years, the stage when early literacy skills are developed and children enrolling in school may for the first time get confronted with social expectations of significant others that differ from those of their families.
The term “narrative audio media” is meant as an umbrella term for audio books, audio dramas and audio plays, referring to electronic media offerings that are used by almost half of German children in the age of 6 to 13 at least once in a week, while 18% even listen to such auditory narratives every day (MPFS 2008). Typically, singular stories or episodes are listened to repeatedly for several times. Our theoretical assumption derived from socio-cognitive and narrative learning theories is that these kind of reception practices afford incidental learning of developmentally important narrative and linguistic, but also social and emotional competencies (for better or for worse). The current aim is to develop a methodological approach for reconstructing the implicit knowledge structures that may get established during these practices to further substantiate our theoretical claims and, if possible, to elucidate the question which types of knowledge structures and frames of orientation children may incidentally acquire by the reception of narrative audio media.
Method
Expected Outcomes
References
Bohnsack, R., Pfaff, N., & Weller, W. (2010). Qualitative Analysis and Documentary Method in International Educational Research. Barbara Budrich. Ehrenspeck, Yvonne (2005): Philosophische Bildungsforschung: Bildungstheorie. In: Tippelt, Rudolf (Hrsg.): Handbuch Bildungsforschung. VS: Wiesbaden. Geimer, A. (2010). Filmrezeption und Filmaneignung: Eine qualitativ-rekonstruktive Studie über Praktiken der Rezeption bei Jugendlichen. Wiesbaden: VS - Verlag für Sozialwissenschaften. Medienpädagogischer Forschungsverbund Südwest (MPFS) (2008). KIM-Studie 2008. Kinder und Medien, Computer und Internet. Basisuntersuchung zum Medienumgang 6 – 13jähriger Kinder. Abrufbar unter: http://www.mpfs.de/fileadmin/KIM-pdf08/KIM2008.pdf (06/01/2011) Rauschenbach, T., Leu, H. R., Lingenauber, S., Mack, W., Schilling, M., Schneider, K. & Züchner, I. (2004). Non-formale und informelle Bildung im Kindes- und Jugendalter. Konzeptionelle Grundlagen für einen Nationalen Bildungsbericht. Berlin: Bundesministerium für Bildung und Forschung (BmBF) Theunert, H. (2005). Medien als Orte informellen Lernens im Prozess des Heranwachsens. In Sachverständigenkommission Zwölfter Kinder- und Jugendbericht (Hrsg.). Materialien zum Zwölften Kinder- und Jugendbericht. Band 3 (S. 175-300). München: DJI.
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