Media Literacy Education in China

185 Pages·2016·2.207 MB·English

by  Chi-Kim Cheung (auth.)

Chi-Kim Cheung
Media
Literacy
Education in
China
Media Literacy Education in China

Chi-Kim Cheung
Media Literacy Education
in China
Chi-Kim Cheung
Faculty of Education
University of Hong Kong
Hong Kong , Hong Kong
ISBN 978-981-10-0043-0 ISBN 978-981-10-0045-4 (eBook)
DOI 10.1007/978-981-10-0045-4
Library of Congress Control Number: 2015959707
Springer Singapore Heidelberg New York Dordrecht London
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Acknowledgements
When media education was fi rst introduced into schools, it was regarded by some as
a ‘Mickey Mouse’ subject (McCowan 2009; Clark 2012), and not many publica-
tions in this area appeared in fi rst tier journals. When I fi rst started my academic
career in the fi eld of media education as a young researcher, I was well aware of this
but had a different view. As technology became more advanced, I was convinced
that media would exert a tremendous infl uence on people and that media education
would have a signifi cant role to play in the future, so I have continued to teach and
conduct research in this fi eld in the last 15 years. In 2006, I was awarded the most
prestigious research grant in Hong Kong to investigate the implementation of media
education in Hong Kong’s secondary school curriculum. My efforts in the research
and teaching of media education were recognized by my external assessors when I
applied for tenure and promotion later in my academic career. Although I do not
know who they are, I owe much to them for their recognition of my achievements.
Please see below the extracts from their assessor reports:
Assessor i
Para 2: In short, his work continues to grow, and there has been notable growth in
just this past year.
P ara 6: I would compare Dr. Cheung favourably with academic researchers in his
fi eld.... In short, he is very productive, continues to focus on similar questions
and issues, i.e. he has ‘a line’ (or lines) of research that he is pursuing.
Conclusion: I am impressed by Dr. Cheung’s contributions to date, and I think he
may well have achieved the level of productivity and achievement necessary for
tenure and promotion at your institution.
Assessor ii
P ara 1: I would consider Dr. CK Cheung to be an ideal appointment to the post of
Associate Professor with tenure.
Para 5: It is clear that Dr. Cheung is a signifi cant fi gure in this fi eld with an increas-
ingly important profi le in terms of his research and international publications.
v
vi Acknowledgements
Para 6: The journals cited in his CV are generally high impact in their respective
fi elds.
Para 8: In this context Dr. Cheung has been extremely successful in getting his work
accepted and published at an international level.
P ara 9: In my experience, the standard of Dr. Cheung’s research and scholarship
compares very favourably with standards required and accepted by other univer-
sities for the tenured post of Associate Professor
P ara 10: Dr. Cheung compares very favourably with other academic staff/research-
ers in his fi eld. He manages to successfully convey his ideas to colleagues in
Southeast Asia and also in Europe and North America. This is not an easy task
and marks him out as an above average academic.
Assessor iii
P ara 2: Dr. Cheung has published 23 journal articles and fi ve book chapters. He has
an edited volume on Media Education in Asia scheduled to be published this
coming year. The magnitude of his work is consistent with what I would expect
from a scholar moving from Assistant to Associate Professor. Some of his jour-
nal articles appear to be in well-known and respected journals.
Assessor iv
Para 2: C. K. Cheung is making a signifi cant impact on the fi eld of media literacy
education in Asia.
P ara 3: Also, his work is among the fi rst to systematically demonstrate that media
literacy education (…). This is a vital issue with relevance to both researchers
and practitioners.
P ara 4: Professor Cheung has published in a variety of increasingly important schol-
arly journals…. This article, in particular, is a strong work of scholarship that
examines the place of media literacy within the larger context of education
reform. This work is highly original and relevant to the development of the fi eld.
P ara 5: His work is a signifi cant publication, because this book is a widely used
resource among scholars of media education worldwide. The trajectory of this
work points to his active research agenda and developing skills in contributing to
scholarly discourse in the fi eld of education.
P ara 6: Professor Cheung is clearly emerging as a leader in international media lit-
eracy education (…). His research compares very favourably with that of
Associate Professors in comparable universities (…). I would be an enthusiastic
supporter of the case based on this impressive dossier.
Assessor v
Para 2: Dr. Cheung has established a consistent record of research productivity in
peer-refereed journals.
Conclusion: Overall, I find this a good record for promotion and tenure (…).
Dr. Cheung’s research work is important, substantive, and recognized inter-
nationally as such. His leadership activities, his grant writing, show a strong
professional trajectory and a promising future ahead.
Acknowledgements vii
Assessor vi
Para 1: On the whole, I fi nd Dr. Cheung a strong candidate for consideration of
substantiation and promotion to Associate Professor.
C onclusion: Compared to those cases I have reviewed in the past few years for (…),
I see Dr. Cheung’s application for substantiation and promotion a reasonably
straightforward case. I am quite sure that, given the kind of performance he has
delivered, he would not fi nd it diffi cult to secure tenure and promotion to
Associate Professorship.
I have quoted the above extracts not to boast about my achievements but to
acknowledge the fi eld of media education as an important fi eld of study. As I am
entering a later stage of my academic career, it would be nice to combine two insep-
arable elements of my life: my identity as a researcher in the fi eld of media educa-
tion and my identity as Chinese. This is why I would like to contribute with an
edited book to examine research on media literacy education in China.
I thank my wife Samantha and daughter Celeste for their full support in the
preparation of this publication, and I also wish to give full credit to Springer for
their willingness to publish this book. I hope this book can further explore and dis-
cuss issues in the fi eld of media literacy education in general and its development
and implementation in China in particular.
To God be the glory!

Contents
Introduction ..................................................................................................... 1
C. K. Cheung
Teaching and Learning Media Literacy in China: The Uses
of Media Literacy Education ......................................................................... 11
Alice Y. L. Lee and Wang Tiande
Bringing Media Literacy Education into the School Curriculum:
A Trilevel Adoption of Innovation Model ..................................................... 31
Alice Y.L. Lee, C.K. Cheung, and Meily Cheung
Digital Media Use by Chinese Youth and Its Impact ................................... 47
Guofang Wan , Ellen Yeh , and Hong Cheng
Confidence Building, Empowerment, and Engagement:
An Argument for Practicing Media Literacy
Education in Special Education Settings in Hong Kong ............................. 65
C. K. Cheung
Using News Narratives to Learn About Gender
Ideologies in Contemporary China ............................................................... 73
Aditi Dubey-Jhaveri
Opportunities for Implementing Media Literacy Education
as an Obesity Prevention Strategy in China ................................................. 91
Yi-Chun (Yvonnes) Chen
Media and Its Influences on Adolescents’ Identity
in Hong Kong ................................................................................................... 105
C. K. Cheung
School Initiative of Media Literacy Education in the Context
of the National Curriculum Reform .............................................................. 119
Wen Xu
ix