Surveying Parental Mediation: Connections, Challenges and Questions for Media Literacy

By K. Mendoza. Journal of Media Literacy Education, 2009

121 citations recorded by the source corpus.

This paper examines three strategies of parental mediation—coviewing, restrictive mediation, and active mediation—in order to make connections, challenge, and raise questions for media literacy. Coviewing, whether it is intentional practice, or whether it functions to promote media literacy, is explored. Restrictive mediation, how it connects to protectionism, and whether restriction serves as a form of media literacy is raised. Lastly, active mediation and whether it relates to an inquiry model of media literacy is discussed. The paper concludes with suggestions for future research on parental mediation and media literacy in the hopes of advancing parent media education.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3c273198187fa5cac940f9d945075c56a556f54e

How researchers see this paper

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In Education

1. Evelien de Ferrerre
2. Marije Nouwen
3. Jeroen Vanattenhoven
4. Bieke Zaman
5. Jan Van Looy

In Sociology and Political Science

1. Evelien de Ferrerre
2. Marije Nouwen
3. Jeroen Vanattenhoven
4. Bieke Zaman
5. Jan Van Looy

Citations in the corpus

• A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home (2016, background): “…& Electronic Media/March 2016 media effects research (Clark, 2011b), concerned with “any strategy parents use to control, supervise, or interpret content” (Warren, 2001, p. 212) to mitigate the negative effects on children’s physical, psychological, and emotional health (Mendoza, 2009).”