Convergence among imagination, social-emotional learning and media literacy: an integrative literature review. Issue 2 (25th January 2022)

• Record Type: Journal Article
• Authors: Tsortanidou, Xanthippi; Daradoumis, Thanasis; Barberá-Gregori, Elena
• Is Part Of: Early child development and care. Volume 192:Issue 2(2022)
• Page Start: 173
• Page End: 186
• Publication Date: 2022-01-25
• Subjects: Social-emotional education -- media literacy -- imagination; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2020.1753720
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: An integrative literature review was conducted according to Coopers' guidelines in order to critique and integrate issues over the convergence among imaginative/Waldorf pedagogy, social-emotional learning and media literacy mindfulness in Primary and Secondary education. A comprehensive analysis of theoretical and empirical articles between 2005 and 2019 was provided. Three research questions were set, discussed and analysed highlighting the followinggaps in the literature: (i) the combination of imagination pedagogies with digital media and social-emotional development is neglected, (ii) there is a lack of longitudinal studies to analyse how social-emotional skills contribute to forming critical media literacy according to student's developmental stage, (iii) there is urgent need for reconceptualizing media literacy by encompassing and analysing its effects on cognitive, social-emotional and motivational skills development. We provide a framework presenting four perspectives, theoretical, developmental, pedagogical and social, supporting the relationship among imaginative pedagogy, media literacyand social-emotional skills.