A Qualitative Pathology of High School Media Thinking and Literacy Course in the Implementation Stage

The main goal of the current research was to examine the qualitative pathology of the middle school thinking and media literacy course in the implementation stage. The research was carried out by the phenomenological method with the participation of 18 individuals. The findings showed that executive damages include inconsistent content (failure of students in determining the accuracy of information, failure to lead students toward reflection and critical understanding of information, inability to meet students' information needs, failure of students to promote responsibility of choice and the use of messages, the problems of students in recognizing visual forms of communication), the weakness of school activists (weak media literacy of principals, assistants and teachers), uninformed and non-accompanied parents (lack of attention to parents' education and their role in supporting media literacy education, parents' ignorance In reasonable exposure to the media and the media literacy lesson), ignoring the hardware (not considering the appropriate space and location, lack of necessary facilities to produce multimedia content, lack of support forces to repair, maintain and update the classroom hardware).