Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

2016 ◽  
Vol 11 (1) ◽  
pp. 167-182 ◽  
Author(s):  
Martin Storksdieck
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Media Education ◽  
Stem Learning ◽  
Critical Information ◽  
Core Skill ◽  
Science Media

MEDIA AND INFORMATION LITERACY: THE SOLUTION OF QUESTIONS OF FORMATION OF A CIVIC STAND IN

2018 ◽  
Vol 1 (13) ◽  
pp. 14-27
Author(s):  
Laila Seysembekovna Akhmetova ◽  
Dmitry Pavlovich Shorokhov
Keyword(s):  
Information Literacy ◽  
Modern Society ◽  
International Standards ◽  
Media Education ◽  
Practical Significance ◽  
Sociological Research ◽  
Conceptual Approach ◽  
Target Groups ◽  
National University ◽  
Psychology Pedagogy

For the world community UNESCO has developed international standards of media information literacy, which have been adopted by all UNESCO member countries. In Central Asia, Kazakhstan was the first to deal with these issues 10 years ago. The group of scientists of the Kazakh National University named by al-Farabi is working on studying this issue. Most of the scientific works on media education are aimed at justifying the need for media education in modern society and its value. The purpose of the article is the development of methodological materials on the formation of literacy in the field of media and information literacy for training target groups and informing the public. The authors of this article apply the methodology of comparative historical research, the methodology and technique of sociological research, the systemic and structural-functional approach in combination with comparative historical method and statistical data analysis, as well as the study of official documents characterizing the policy of international community and Kazakhstan. Also, content analysis and qualitative documents analysis, as well as comparative research methods, were used. As a result of the research, it was concluded that any conceptual design, scientific paradigm suffers to some extent with idealization and the conceptual approach of UNESCO discussion formed the basis for this review, causing positive expectations. However, media is not always socially-oriented tool. It is clear that in this scenario, it is not necessary to rely solely on the consciousness of journalists and self-censorship of editors. However, understanding the principal approaches of UNESCO and following the recommendations developed can control risks and contribute to the development of a full-fledged civil society. Practical significance of the research lies in the possibility of using its results in the field of media, psychology, pedagogy, culture, history, journalists, political scientists, social engineers, teachers, students and post-graduate students of universities. The results of the research can be integrated into the educational and upbringing processes. It is necessary to train target groups for the further dissemination and training of media and information literacy and to address the issues of forming a civic position in Kazakhstan.

Pensamento reflexivo e gosto informacional: disposições para competência crítica em informação

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Arthur Coelho Bezerra ◽  
Marco Schneider ◽  
Anna Brisola
Keyword(s):  
Information Literacy ◽  
Paulo Freire ◽  
Critical Information

A magnitude das informações circulantes nas sociedades contemporâneas faz com que seja cada vez mais urgente a aquisição de ferramentas necessárias para a absorção, avaliação e utilização dessas informações pelos indivíduos. Defenderemos, no presente artigo, que esse caminho passa pelo pensamento reflexivo e pelo gosto informacional, disposições que se apresentam como contribuições essenciais para o desenvolvimento de uma competência crítica em informação. Para tanto, recorreremos tanto às pesquisas de cientistas da informação sobre a chamada critical information literacy quanto à proposta pedagógica de Paulo Freire para o desenvolvimento do pensamento crítico, incorporando, também, apontamentos de filósofos e outros pensadores que dissertaram a respeito do gosto pelo conhecimento.Palavras-chave: Competência em informação. Competência crítica em informação. Pensamento reflexivo. Gosto. Paulo Freire.Link:http://www.ies.ufpb.br/ojs2/index.php/ies/article/view/31114

scholarly journals Information literacy as an important competency for the 21st century: conceptual approaches

1970 ◽  
Vol 1 (2) ◽  
pp. 15-29
Author(s):  
Sirje Virkus
Keyword(s):  
Information Literacy ◽  
21St Century

This paper considers information literacy as an important competency for the 21st century.DOI: http://dx.doi.org/10.3329/jbayr.v1i2.10028

scholarly journals MEDIA EDUCATION: the fight against post-truth and misinformation on trafficking in women and girls

2020 ◽  
Vol 6 (6) ◽  
pp. a6en
Author(s):  
Sandra de Souza Machado ◽  
Begoña Sánchez Torrejón ◽  
Víctor Amar Rodríguez
Keyword(s):  
Gender Studies ◽  
Media Literacy ◽  
Young Women ◽  
21St Century ◽  
Gender Violence ◽  
Media Education ◽  
Fake News ◽  
Global Pandemic ◽  
Trafficking In Women ◽  
Women And Girls

Data, discursive and methodological analysis, from the perspective of Communication and Education gender studies, are applied aiming media literacy for a responsive citizenship in the fight against trafficking in women and girls. Questioning gender violence in misinformation, fake news, post-truths, and malicious intentions. Media literacy, co-education and collective awareness function as strategies of action to combat the trafficking of (young) women, which reaches alarming degrees in the 21st century, including during the global pandemic of COVID-19.

Teaching Media and Information Literacy in the 21st Century

2018 ◽  
pp. 2292-2302
Author(s):  
Sarah Gretter ◽  
Aman Yadav
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Digital Culture ◽  
Human Communication ◽  
Daily Lives ◽  
History Of

In our hyper-connected era, individuals are constantly exposed to images and information that shape our digital culture. Possessing the competencies to understand how information is conveyed in our daily lives can therefore empower citizens to recognize its functions and effects on human communication. This chapter looks at the importance of Media & Information Literacy for individuals in the 21st century. It provides a brief history of the concept, as well as a detailed exploration of the competencies that compose it. It also refers to the role that educators play in its instruction and concludes with recommendations for teachers to start embedding MIL principles in their teaching.

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