This master's thesis addresses the field of journalistic knowledge and skills acquired by Slovenian primary school students through Slovene lessons with a particular focus on the manner of reading journalistic texts critically. The theoretical part examines the current media landscape, the significance of media education and its integration in primary schools. Media education within Slovene lessons which begins with the development of critical reading is at the core of the theoretical part. As an extension of functional reading the concept of critical reading is presented in detail, followed by an in-depth analysis of the Slovene language curriculum in Slovenian primary schools from the perspective of critical reading and media literacy.
The empirical part of the thesis presents the results of a survey conducted among Slovene teachers in primary schools. The results highlight the importance teachers place on educating students as critical readers (with an emphasis on journalistic texts), teachers’ strategies for achieving this goal and their perspectives on the curriculum's support for this task. The responses also provide insight into aspects of media literacy Slovene teachers consider important and appropriate for teaching within Slovene lessons in primary schools.
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