Academic journal article International Journal of Communication Research

The Educational Impact of the Retellisation on Textual Communication

Academic journal article International Journal of Communication Research

The Educational Impact of the Retellisation on Textual Communication

Article excerpt

The pedagogical coordinates of the linguistic and literary education involve the text as an eloquent tool, which integrates the educational activities in order to achieve the curricular learning goals.

The undeniable value of the text as a means of didactical communication makes it the educational "protagonist" that facilitates the educational relationship between self (student) and reality (world). This relationship must to be resized from the students' cognitive and attitudinal training perspectives, as nowadays they have the advantage to navigate in a diversified informational and media space.

Thus, the didactical valorisation of the media text within the network-type learning provides undeniable educational advantages by organizing a cognitive network as a relevant pedagogical product, based on the theoretical principles of verisimilitude, procesualization and utility, in regard with students as its beneficiary, who accede through text to the reality and choose a successful social inclusion.

Speaking about the media text, we should say that it has not only to "catch" the readers and to hold their attention, but also to have no mistakes or hesitations regarding the message that it conveys. Generally, a text is an identity, and the identity of the media text is the message that stress lays on, and which is always "above" the text.

The phenomenon of a media text, which has a strong impact, but cannot be assigned to a specific message, fits in the current situation of an extremely competitive market. If an entire group of texts becomes "convenience", than a text with identity can be obtained only by inventing a new way to re-involve the reader through adding a new quality or creating a new message that would be able to get a part of this group out of the "convenience" statute. If the media text concept implies the reader's active involvement, and all the messages conveyed inform him, from the educational point of view it would be strategically correct to examine students' "tiredness" for reading and understanding the media text.

The ideas of a media text's author represent the result of a multiphase process, as it determines the author to originate distinct ideas before creating the text, ideas that determine if the obtained message is efficient or not.

Therefore, both the author and the reader of a media text have to be creators before reaching the phase of creating itself, which can be learned (Apud Bonnange & Thomas, 1999, p. 93).

Mass media, as well as media texts, has various functions, but the main continue to be: informing and forming (or training). The media text broadcasts lots of piece of information, which have to meet some specific criteria: to convey new information; to be appropriate or to contain information about some aspects already discussed in other media texts, and to have respect to possible social impact; to include a rare piece of information that matches the quotation "When a dog bites a man that is not news, but when a man bites a dog that is news" (Apud Bertrand, 2001, p. 46).

Textual learning, as a general educational dimension, implies applying various types of texts in the teaching practice. One of these types is the media text, which is the text produced by mass media. Applied in the learning process, these texts aim at finding specific answers to nowadays challenges, and specific ways for students to evaluate and form themselves through information and through this specific type of texts.

The media text has a pluri- and interdisciplinary dimension, using elements of various fields of knowledge - anthropology, ethics, philosophy, neurobiology etc.

Involving the media text in the educational process is a challenge, as it focuses students' attention on the approach, understanding and valorisation of "irrelevant", from some specialists' points of view, information, but which can lead in others' opinion to solving students' real life problems. …

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