Media competence of students of Maritime Studies in Split

1. Media competence of students of Maritime Studies in Split Mila Nadrljanski Gorana Tafro Ivana Čović

2. Introduction • Media competences - variety of skills related to media (computer literacy, film literacy, digital literacy, etc.) • The survey conducted among the students of the Faculty of Maritime Studies in Split • Low pass rates - insufficient media competence • The results indicate waystudents will: • develop their own personal role in media relations • learn how to place their own beliefs and communication skills • apply their knowledge in practice

3. The notion and the essence of competence • Competence - a high level of qualification • Levels of competences in education: • general • specific • specialized • methodological • social • personal

4. Professional competences They include: • general, specific, specialized and methodological knowledge of a wide range and its effective application, • a wide range of skills for a wide range of tasks, • singular detailed skills in a particular area, • systematicapproach andawareness of the possibilities and limitations, • working in multidisciplinary and multicultural teams, • initiative in solving problems and in developing new tasks in which a number of issues must be considered.

5. The significance of media competence “A medium is a technical and organizational infrastructure in communication. The media include all those instruments and devices that help publishing material intended for the public.” (Helbig, 2001) “The media are the agents of human senses. This implies the place of presentation, the public, as well as transport routes for the transmission of content of a certain capacity.” (Schellmann, 2002)

6. Media traits • They have an influence on the formation of opinions. • The media evolve cumulatively. • Each medium has its own language. • Are they dangerous and harmful?

7. Changes that occur in the media • Constant new opportunities and constant new requirements • Usersdevelop media literacy • More and more distance communication • Changes in the written media (short, coded language, with separate sections) • Readers are turned into recipients • Symbols, abbreviations and signs provide full information and shorten time • Social responsibility of media

8. Achieving media competence • Media education – the acquisition of skills of any kind of media • method of accessing the reality through the media • seven basic reasons for media education: • high consumption of media and the satiety it has caused • ideological character of the media (advertising) • emergence of information management in enterprises • infiltration of the media in democratic processes • importance of visual communication and information • young people are educated in order to understand the period they live in • privatization of all information technologies

9. Motivation • Two aspects of motivation: • Exterior aspect (employment, social and financial status, the possibility of promotion) • Interioraspect (curriculum, the quality of educational process, working conditions and equipment)

10. Using media on the university level • Encouragement has so far been reserved for primary and secondary schools • The means of encouraging: • cognition, • emotion, • socialization and • the active area. • The use of ICT - the latest teaching aid in all areas of education

11. Changes in higher education are the result of: • the democratization of education and a significant increase in the number of students • interdisciplinary approach • increasing diversity in age and in academic profiles of students • the orientation of society towards lifelong learning • collaboration between contemporary universities and the industry • more emphasis on research by the academic staff and the development of the university • growth of information and communication technologies.

12. Re-evaluating main goals and visions on universities • Converting from the traditionally structured organizations to so-called open universities • Concept of the hybrid library: • immediate access to information • construction and maintenance of electronic archives

13. Research results • The survey was conducted on the Faculty of Maritime Studies in Split • The sample of 47 students (aged 21 to 22) • They read magazines once a week on average • Among daily newspapers “24 hours” is read by 87%. • They read professional journals: • regularly 5% • occasionally64% • never 31% • They watch television 3 hours a day (on average)

14. Entertainment - most preferred TV content (93%); • Politics- the least preferred TV content (4%) • The use Internet on a daily basis - 38% (14% do not use Internet at all) • 63% believe that the media are unethical • 42% believe that political interest is related to the issue of ethical/unethical behaviour in media • 35% believe that the media lessen their intellectual abilities (28% disagree; 37% uncertain) • 78% believe that there is violence in media • More than 50% think that the violence is manifested through deliberate misleading of the public

15. Conclusion • Computer science teaching - supporting the development of critical thinking • Full effects: correlation of computer science and communicology with other courses at the faculty • The application of critical thinking skills is expected regardless of faculty courses.