國小學童的新聞實踐與公民參與 ――以台北縣某國小的電腦新聞營為例

Abstract

本文採用Janks的批判識讀模式，發展出一套有關數位實作的新聞識讀架構，以寒假電腦營形式，在台北縣某國小實施。結果有三項發現，首先，以學生為導向的新聞實作課程有助於學童以公民角度，關心周遭事務並從事公民參與。同時，「新聞實作／設計」配合「宰制」、「近用」、「多樣化」活動，不但能讓學童跳脫自身經驗，也能培養批判意識，從公益或多元角度去思考問題。其次，批判識讀無法一蹴可幾，長期參與識讀活動的學童比從未參與者更能表現出批判意識，且願意採用轉換行動去改變處境。最後，電腦營提供友善的學習環境，讓來自中低收入戶或原住民家庭的學童能在識讀對話中一面肯定自我、同時進行反思；一面學習數位技巧並利用新聞實踐，尋求賦權和文化表達。

Based on Jank’s(pls indicate year of the reference) model of critical literacy, this study used digital production of news as the subject to design a computer and news literacy course for a winter computer camp. In addition, it examined how disadvantaged elementary school studnets in Taipei County learn to produce news in this winter camp. Three findings were found. First of all, the student-centered course of news production helped students to develop their citizen identity and responsibilities to be more engaged with surrounding public issues. Also, a Design course combined with Domination, Access and Diversity allowed students not only go beyond their own experiences but cultivate their critical consciousness. Second of all, comparing to those students who without any literacy experience, students participating in activities of critical literacy for a long period are more advanced in their critical thinking skills and are more willingly to transform their situations. Finally, the camp provided a friendly learning environment to allow students from low-income or indigenous families to speak out for themselves in the discussion sessions. The students was able to obtain empowerment while using digital technologies and producing news.