scholarly journals Critical Literacy – Open Values, Imaginary Rationalities

2014 ◽  
pp. 165-181
Author(s):  
Mario Hibert
Keyword(s):  
New Media ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Information Literacy ◽  
Socially Responsible ◽  
Self Confidence ◽  
New Public ◽  
Production And Distribution ◽  
Critical Media ◽  
Contemporary Education

Critical Literacy – Open Values, Imaginary RationalitiesThis papers aims to emphasize the importance of discussing the relationship between positivism, critical pedagogy and politics of new media production of information and knowledge, claiming that critical information divide is far more problematic than digital (divide). In other words, if standardization of information literacy competencies shows its limits for upholding unbiased authenticity and relevance then such a position also asserts a deficit in recognizing focal points needed in analysing digital epistemology of today. The latter should encompass advocacy of critical media, literacy and ethics as the core components for socially responsible production and distribution of information in the new public domain: Internet. When practices of collaborative production of knowledge or p2p – commons based production– is neither fully understood nor actualized in contemporary education then free/open distribution of (digital) commons is prevented by instrumentalized depolitization (culturalization) discourses in commodified information society. For that reason, I argue for denunciation of information literacy models through the lenses of Paolo Freire’s concept of a banking model of education, hacktivism, as well as Samek’s argument that “there is nothing more practical than learning how to build the self-confidence to weigh in with professional opinion and defend it as critique (not obstructiveness).” Krytyczne kompetencje – otwarte wartości, wyobrażona racjonalnośćArtykuł dąży do podkreślenia dyskusji o relacji między pozytywizmem, krytyczną pedagogiką i charakterystyczną dla nowych mediów polityką wytwarzania informacji i wiedzy; założenie wstępne powiada, że krytyczny tryb informacji jest dużo bardziej problematyczny niż cyfrowy. Innymi słowy, skoro standaryzacja kompetencji informatycznych ma swoje granice w zachowywaniu niezapośredniczonej autentyczności i znaczenia, takie stanowisko wywołuje problem w uznaniu zasadniczych miejsc analizy cyfrowej epistemologii współczesności. To ostatnie zjawisko powinno obejmować występowanie na rzecz krytycznych mediów, kompetencji i etyki jako kluczowych składników odpowiedzialnego społecznie wytwarzania i rozpowszechniania informacji w nowej domenie publicznej: w Internecie. Kiedy praktyki wspólnego lub p2p, opartego na uwspólnianiu, wytwarzania wiedzy nie są ani w pełni rozumiane, ani aktualizowane w nowoczesnej edukacji, wówczas wolne/otwarte rozpowszechnianie (cyfrowych) zasobów jest hamowane przez dyskursy zinstrumentalizowanej (kulturalistycznej) depolityzacji w skomodyfikowanym społeczeństwie informacyjnym. Z tego powodu opowiadam się za krytyką modeli kompetencji informacyjnych przy wykorzystaniu Paolo Freire’a koncepcji banking model edukacji i haktywizmu oraz krytycznego stanowiska wobec profesjonalnych stanowisk.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

scholarly journals Teaching Media Literacy in Colleges of Education and Communication

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 187-195 ◽  
Author(s):  
Laura López-Romero ◽  
María de la Cinta Aguaded-Gómez
Keyword(s):  
New Media ◽  
Media Education ◽  
Communication Studies ◽  
Colleges Of Education ◽  
Quantitative Methodology ◽  
Teaching Pedagogy ◽  
Semantic Fields ◽  
Language Technology ◽  
Production And Distribution ◽  
Spanish Universities

This work is part of an R&D project involving thirteen Spanish universities in which needs and wants in the field of media education in higher education are studied in the areas of Communication (Communication Studies, Journalism and Advertising) and Education (Teaching, Pedagogy, Psychology and Social Education). The objective of this study focuses on analysing the college textbooks directly related to Media Education most used in Education and Communication,. The report has been developed based on six educational competence dimensions: language, technology, interaction processes, production and distribution processes, ideology and values and aesthetics. Using each of these parameters the scope of the analysis and the scope of the expression were taken into account, based on guidelines set by Ferrés and Piscitelli in their well-known proposal of indicators for defining new media competence and which is structured around two areas of work: the production of own messages and interaction with others. The results were obtained by applying a quantitative methodology through a content analysis of semantic fields. The main conclusions point to a greater presence of the «Ideology and Values» dimension, and almost non-existent representation of the «Aesthetics» indicator.El presente trabajo forma parte de un proyecto I+D integrado por trece universidades españolas en el que se estudian las necesidades y carencias en materia de educación mediática en el ámbito de la enseñanza superior, tanto en las áreas de Comunicación (Comunicación Audiovisual, Periodismo y Publicidad) como de Educación (Magisterio, Pedagogía, Psicopedagogía y Educación Social). Esta investigación centra su objeto de estudio en el análisis de los manuales universitarios más utilizados en Educación y Comunicación, en asignaturas directamente relacionadas con la educación mediática. Este informe se ha desarrollado en base a seis dimensiones competenciales mediáticas: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores y estética. De cada uno de estos parámetros se ha tenido en cuenta el ámbito del análisis y de la expresión, partiendo de las pautas señaladas por Ferrés y Piscitelli en su conocida propuesta articulada de indicadores para definir la nueva competencia mediática, que se ha estructurado en torno a dos ámbitos de trabajo: el de la producción de mensajes propios y el de la interacción con otros ajenos. Los resultados han sido obtenidos mediante la aplicación de una metodología cuantitativa, a través de un análisis de contenido por campos semánticos. Las principales conclusiones extraídas apuntan hacia una mayor presencia de la dimensión Ideología y Valores, y una casi inexistente representación de la dimensión Estética.

Public Philosophy and the Crisis in Education

1984 ◽  
Vol 54 (2) ◽  
pp. 186-195 ◽  
Author(s):  
Henry Giroux
Keyword(s):  
Critical Literacy ◽  
The United States ◽  
Business Community ◽  
Quality Of Education ◽  
Current Debate ◽  
State Governments ◽  
Public Philosophy ◽  
New Public ◽  
Outcomes Of Education

Henry Giroux is concerned that the current debate over the quality of education in the United States is characterized by a "new" public philosophy which is as problematic as the crisis it attempts to resolve. Criticizing the movement to link the outcomes of education solely to the needs of the business community, he argues that this philosophy towards education undermines efforts to equip students with the skills necessary to analyze the sociopolitical processes at work. Giroux advocates an educational policy for federal and state governments that ensures the teaching of critical literacy and civic courage. Such an approach requires a commitment of political and financial resources to creating schools that function as sites of learning of social interaction, and of human emancipation.

scholarly journals Polemik Ahmadiyah Di Media Online: Studi pada Weblog Interaktif Kompasiana

2016 ◽  
Vol 10 (2) ◽  
pp. 173-198
Author(s):  
Gun Gun Heryanto
Keyword(s):  
Human Rights ◽  
Focus Group ◽  
New Media ◽  
Public Sphere ◽  
Social Networking ◽  
Social Networking Sites ◽  
Communication Channel ◽  
Group Discussion ◽  
Internet Users ◽  
New Public

Internet as a new media is a communication channel that can be a new public sphere. Especially after the migration of web 1.0 to web 2.0, internet users are connected to many social networking sites and interactive weblog to share informations, ideas and thought. It also allows the debate surrounding the Ahmadiyya get space between netizens. Polemic about Ahmadiyya no longer solely a matter of aqidah as a matter of prophecy, al Mahdi and al Masih, revelation, caliphate and jihad but also a matter of Human Rights (HAM) and the law. We need to map out the themes of the talk surrounding the Ahmadiyya among internet users as well as the need to know the context and dynamics of the evolving discourse on new media. This study traced 100 posts written by Internet users in Kompasiana during 2008-2012 as well as the data from the focus group discussion (FGD) with Kompasianer.

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

scholarly journals Socially Responsible Organizational Governance in the Public Sector

2020 ◽  
Vol 19 (3) ◽  
pp. 119-132
Author(s):  
Gita Lasytė
Keyword(s):  
Corporate Social Responsibility ◽  
Public Sector ◽  
Social Responsibility ◽  
Socially Responsible ◽  
Public Governance ◽  
Organizational Governance ◽  
The Public ◽  
New Public ◽  
New Public Governance ◽  
Corporate Social

The present paper aims to examine the theoretical assumptions of socially responsible organizational governance in the public sector. In public authorities, corporate social responsibility is a relatively new phenomenon. Therefore, the paper focuses on the interaction between social responsibility and the New Public Governance. The article puts forward the assumption that the principles of governance of public goods and public services provided by the public sector are very close in content to the concept of social responsibility. The goal of the public governance process is efficiency and effectiveness not only in public administration institutions, but also in building a welfare society. In this context, the New public governance is in line with the principles of social responsibility. The similarities between the new public governance and social responsibility can be recognized in an understanding the values, processes and elements the primary standards of which are accountability, openness, efficiency, responsibility, compliance with procedural norms, division of power (involvement of stakeholders). The article also discusses the concept and characteristics of corporate social responsibility and provides criticism on the CSR phenomenon.

“I Want Them to Feel the Fear…”

Gamification ◽  
2015 ◽  
pp. 2196-2211
Author(s):  
Clifford H. Lee ◽  
Antero D. Garcia
Keyword(s):  
Los Angeles ◽  
New Media ◽  
Language Arts ◽  
Critical Literacy ◽  
Video Game ◽  
English Language Arts ◽  
English Language ◽  
Computational Thinking ◽  
Multimodal Texts ◽  
Video Game Design

By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing traditional English language arts instruction and skills proposed by state and federal standards. In this chapter, the authors propose how the development of computational literacies through multimodal writing and video game design can help guide critical and academic development in an inner-city Los Angeles public school. In a research project where high school youth designed and created (programmed) a video game about an issue significant in their lives, students demonstrated their critical computational literacies, a concept that blends the critical consciousness of critical literacy and the skills and concepts behind computational thinking. Critical computational literacy offers the ability to integrate two seemingly divergent fields. By using these new media tools, students developed a more expansive and sophisticated way to communicate their ideas. This has significant possibilities for the English Language Arts, where most K-12 state standards still relegate students' literacies to over-indulgence of traditional means of reading and writing of text. In an ever-evolving culture that increasingly places more significance on visual, auditory, and textual stimuli through multimodal media on computers and mobile devices (Hull & Nelson, 2005; Jenkins, 2006; Kress, 2010), schools must educate students to critically “read” messages in the media, and in turn become effective producers of these tools of communication (Alvermann, et al., 1999; Margolis, 2008; Morrell, 2008). This research shows students engaged in deep, reflective processes in the production of their multimodal texts.

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