Using Design Fiction to Develop a Critical Inquiry Method in Media Education

Thèse présentée en vue de l'obtention du grade de docteure en information et communication. Lire la suite

The thesis explores the application of design fiction in media education, a creative practice that combines speculative design and science fiction to examine potential futures for new technologies. The author suggests using design fiction
to develop a critical inquiry method in media education, based on inquiry-based learning approaches. The aim is to enable students to ask critical questions about digital media and technology to enhance their critical thinking. As part
of this research, an educational programme using design fiction and a rubric for assessing students' critical inquiry competence were developed in collaboration with Action Médias Jeunes, a Belgian non-profit association. The thesis presents the results of this collaboration and addresses the research question of how design fiction can help build a critical inquiry method in media education and how this method can support the development of learners’ critical inquiry
competence. The results show that design fiction can help build this method in its way of encouraging students in formulating hypotheses about the future and investigating them through the production of diegetic prototypes and speculative scenarios. Furthermore, design fiction can contribute to the development of the critical inquiry competence through its ability to generate critical speculative questions about technologies and their future.

Géraldine Wuyckens studied information and communication sciences at UCLouvain, initially in Mons and later in Louvain-la-Neuve, where she earned her master's degree. She continued her journey as a teaching and research assistant, supporting students in the Master's program in Information and Communication Sciences and Technologies. During this time, she conducted her thesis, specialising in media education.


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Spécifications


Éditeur
Presses universitaires de Louvain
Auteur
Géraldine Wuyckens,
Set
Thèses de l'Université catholique de Louvain (UCL)
Langue
français
Code publique Onix
06 Professionnel et académique
Date de première publication du titre
21 février 2024
Type d'ouvrage
Thèse
Avec
Bibliographie

Livre broché


Date de publication
21 février 2024
ISBN-13
9782390614364
Illustrations
1 bibliography
Ampleur
Nombre absolu de pages : 498
Code interne
106613
Format
16 x 24 cm
Poids
80 grammes
Prix
53,00 €
ONIX XML
Version 2.1, Version 3

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Sommaire


Table of Contents

Acknowledgments ............................................................................. 3
Abstract............................................................................................. 7
Jury Members..................................................................................... 9
List of Publications........................................................................... 13
Table of Contents............................................................................. 17
List of Acronyms .............................................................................. 23
Note about Writing Style................................................................... 25
INTRODUCTION............................................................................... 27
PART 1: RESEARCH CONTEXT........................................................... 31
Chapter 1: The Praxis of Media Education.......................................... 33
1.1. The Concept of Media Education ........................................ 33
1.2. The Historical Invention of Media Education in the French
Community of Belgium ................................................................. 35
1.3. Three Categories of Media Education Activities ................... 39
1.4. Synthesis Chapter 1: Media Education as A Multifaceted Praxis
41
Chapter 2: Design-based Research................................................. 43
2.1. Theoretical Foundations..................................................... 44
2.2. Method.............................................................................. 49
2.3. Theoretical and Practical Contributions.............................. 54
2.4. Epistemological Positions .................................................. 56
2.5. Limitations ........................................................................ 58
Conclusion PART 1........................................................................... 63
PART 2: MEDIA LITERACY AS CRITICAL INQUIRY................................ 73
Chapter 3: Media Literacy................................................................. 75
3.1. Definitions of Media Literacy .............................................. 76

3.2. Purposes of Media Literacy................................................. 85
3.3. Objects of Media Literacy ................................................... 97
3.4. Assessment of Media Literacy ...........................................103
3.5. Synthesis Chapter 3: Conceptualising a Media Literacy
Framework..................................................................................113
Chapter 4: Inquiry-based Learning ...................................................117
4.1. Back to the Origins: From Socrates to Dewey .....................118
4.2. Research on Inquiry-based Learning..................................124
4.3. Approaches to IBL.............................................................133
4.4. Inquiry-based Learning in Media Education........................135
Conclusion PART 2..........................................................................139
PART 3: DEFINING DESIGN FICTION ................................................141
Chapter 5: Design Fiction Uses........................................................145
5.1. Four Main Areas ................................................................146
5.2. Two Design Methods .........................................................173
5.3. Synthesis Chapter 5: Mapping the Uses of Design Fiction ...178
Chapter 6: Design Fiction Productions .............................................181
6.1. Design Fiction as the Production of a Prototype..................181
6.2. Design Fiction as the Production of a Narrative ..................185
Conclusion PART 3..........................................................................189
PART 4: FICTIONAL AND NARRATIVE PROPERTIES OF DESIGN FICTION
.......................................................................................................193
Chapter 7: Design Fiction as Fiction.................................................195
7.1. Theories of Fiction.............................................................195
7.2. Approaches of Fiction in Design Fiction Practice ................204
7.3. Role of (Science) Fiction in Learning...................................209
7.4. Synthesis Chapter 7: Contributions of Design Fiction to
Learning ......................................................................................214

Chapter 8: Design Fiction as Narrative .............................................217
8.1. Classical Approaches to Narratology .................................217
8.2. Pragmatic Approach to Narratology ...................................221
8.3. Contribution of Cognitive Science to Narratology ...............225
8.4. Postclassical Narratology..................................................237
8.5. Applying Narrative Theories to Design Fiction.....................240
8.6. Synthesis Chapter 8: Three Dichotomies Charactering Design
Fiction as A Narrative...................................................................245
PART 5: METHOD & OUTPUTS..........................................................247
Chapter 9: Research Problem..........................................................249
Chapter 10: The Educational Programme .........................................254
10.1. Phase 1 – Exploratory Stage ...........................................254
10.2. Phase 2 – The Critical Inquiry Method .............................267
10.3. Phase 3 – The Final Version of the Educational Programme
307

Chapter 11: Data Collection, Analysis and Management...................315
11.1. Research Context..........................................................315
11.2. Data Collection as Part of the Media Education Activities316
11.3. Data Collection as Part of The Assessment Protocol.......319
11.4. Data Analysis ................................................................322
11.5. Data Management.........................................................327
Chapter 12: The Rubric....................................................................331
12.1. Performance-based Assessment with Rubrics................331
12.2. Context of Creation: Processing Step by Step .................336
12.3. Determining Criteria for Assessing Critical Inquiry
Competence ...............................................................................343
12.4. Constructing the Rubric.................................................365
12.5. Synthesis Chapter 12: Holistic Rubrics...........................376

PART 6: FINDINGS...........................................................................377
Chapter 13: Findings Presentation ...................................................379
13.1. Pretest Diagnosis ..........................................................380
13.2. Summary of the Main Results of the Pretest....................389
13.3. Pre- and Post-Test Comparison......................................390
13.4. Synthesis Chapter 13: Confirming and Refuting Hypotheses
406

Chapter 14: Discussion ...................................................................409
14.1. Media Texts Relegated to the Background ......................410
14.2. The Focus on the Media Content Dimension...................414
14.3. Design Fiction as a Means of Contextualising New Societal
Issues 418
14.4. Speculation as a Means of Questioning Assumptions About
Reality 423
14.5. Synthesis Chapter 14: Contribution of DF to Critical Inquiry
Competence ...............................................................................428
CONCLUSION.................................................................................431
Back to the Research Question ....................................................431
Limitations of My Research Method..............................................434
Design Principles.........................................................................439
Further Research Developments..................................................448
BIBLIOGRAPHY ...............................................................................457
APPENDICES ..................................................................................485
Appendix I: Example of a Pedagogical Sheet .................................485
Appendix II: Information and Consent Form..................................490
Appendix III: Glossary in the context of Rubrics.............................496
Appendix IV: Evolution of the Criteria for The Critical Inquiry
Competence ...............................................................................497
Appendix V: Pearson Chi-Square Pretest ......................................497