scholarly journals Avaliação de competências de literacia mediática: o caso português

2015 ◽  
Vol 1 (2) ◽  
pp. 42 ◽  
Author(s):  
Paula Lopes ◽  
Sara Pereira ◽  
Pedro Moura ◽  
Amália Carvalho
Keyword(s):  
European Commission ◽  
Media Literacy ◽  
Adult Literacy ◽  
Community Services ◽  
Literacy Assessment ◽  
Learning To Learn ◽  
Porto Alegre ◽  
Working Paper ◽  
Literacy Survey ◽  
Key Competencies

O que são e como se avaliam as competências de literacia mediática dos indivíduos? O que tem sido feito em Portugal em matéria de avaliação deste tipo de competências? Este artigo reflete sobre estas questões e revela o caso português: pouco explorado, limitado, mas em notável crescimento. Aqui se apresentam os estudos portugueses de avaliação de competências de literacia mediática mais significativos, as suas metodologias e principais conclusões. Uma nota curiosa: todos foram desenvolvidos na última década.PALAVRAS-CHAVE: Literacia mediática, competências, competências de literacia mediática, avaliação de competências de literacia mediática. ABSTRACTWhat are media literacy competences of individuals and how to assess those competences? What research projects have been conducted in Portugal in this specific field? This article intends to discuss on these issues and to approach the Portuguese case: little explored, limited, but in significant growth. Therefore, Portuguese studies on media literacy competences assessment, their methodologies and key findings will be presented. A curious note: all were developed in the last decade.KEYWORDS: Media literacy, competencies, media literacy competencies, media literacy assessment. RESUMEN¿Qué y cómo evaluar las habilidades de alfabetización mediática de los individuos? ¿Que se ha hecho en Portugal, en este tipo de evaluación? Este artículo reflexiona sobre estas preguntas y revela el caso portugués: poco explotado, pero en notable crecimiento. Aquí se presentan los estudios portugueses mas significativos acerca de la evaluación de habilidades de alfabetización mediática, sus metodologías y conclusiones principales. Nota curiosa: todos fueron desarrollados en la última década.PALABRAS CLAVE: Alfabetización mediática, competencias, competencias de la alfabetización mediática, evaluación de competencias de la alfabetización mediática. ReferênciasÁVILA, Patrícia. A Literacia dos Adultos - Competências-chave na Sociedade do Conhecimento. Oeiras: Celta, 2008.CARVALHO, Amália. Avaliação dos níveis de literacia mediática: Estudo exploratório com adultos no mercado de trabalho (dissertação de mestrado). Braga: CECS-Uminho, 2015.Comissão Europeia. Recomendação da Comissão sobre literacia mediática no ambiente digital para uma indústria audiovisual e de conteúdos mais competitiva e uma sociedade do conhecimento inclusiva. Recomendação 2009/625/CE de 20 de agosto. EU, European Commission, 2009.COSTA, António Firmino da. Competências para a sociedade educativa: Questões teóricas e resultados de investigação. In: ALMEIDA, João Ferreira de (ed.). Cruzamentos de Saberes. Aprendizagens Sustentáveis. Lisboa: Fundação Calouste Gulbenkian, 2003.HOSKINS, Bryony; CRICK, Ruth Deakin. Learning to learn and civic competences: Different currencies or two sides of the same coin? JRC Scientific and Technical Reports - EU, European Commission, 2008.JOÃO, Sílvia G.; MENEZES, Isabel. Construção e validação de indicadores de literacia mediática. Comunicação e Sociedade, Braga, vol. 13, 2008.KIRSCH, Irwin; JUNGEBLUT, Ann; JENKINS, Lynn; KOLSTAD, Andrew. Adult Literacy in America: A First Look at the Results of the National Adult Literacy Survey. Washington: National Center for Education Statistics, 1993.LE BOTERF, Guy. De la Compétence. Ensai sur un Attracteur Étrange. Paris: LesÉditions d'Organisation, 1994.LE BOTERF, Guy. Construir as Competências Individuais e Coletivas. Porto: Edições Asa, 2005.LOPES, Paula. Literacia(s) e literacia mediática. CIES e-working paper, CIES-IUL, nº 110/2011, 2011.LOPES, Paula. Literacia Mediática e Cidadania: Práticas e Competências de Adultos em Formação na Grande Lisboa (tese de doutoramento). Lisboa: ISCTE-IUL, 2014.LYMAN, Helen Huguenor. Literacy education as library community services. Library Trends, 28 (2), 1979.PEREIRA, Sara; PINTO, Manuel; MOURA, Pedro. Níveis de Literacia Mediática. Estudo Exploratório com Jovens do 12º ano. Braga: CECS-UM, 2015.PERRENOUD, Philippe. Construir as Competências desde a Escola. Porto Alegre: Artmed, 1999.PERRENOUD, Philippe. Novas Competências para Ensinar. Porto Alegre: Artmed, 2000.PERRENOUD, Philippe. Aprender a Negociar a Mudança em Educação. Porto: Edições Asa, 2002.PERRENOUD, Philippe. Porquê Construir Competências a partir da Escola? Desenvolvimento da Autonomia e Luta contra as Desigualdades. Porto: Edições Asa, 2003.PERRENOUD, Philippe. Os Ciclos de Aprendizagem. Porto Alegre: Artmed, 2004.PERRENOUD, Philippe. Escola e Cidadania. O Papel da Escola na Formação para a Democracia. Porto Alegre: Artmed Editora, 2005.PERRENOUD, Philippe; THURLER, Monica Gather; MACEDO, Lino de; MACHADO, Nilson José; ALLESSANDRINI, Cristina Dias. As Competências para Ensinar no Século XXI. A Formação dos Professores e o Desafio da Avaliação. Porto Alegre: Artmed Editora, 2002.REY, Bernard. As Competências Transversais em Questão. Porto Alegre: Artmed, 2002.REY, Bernard et al. As Competências na Escola. Aprendizagem e Avaliação. Porto: Edições Gailivro, 2005.ROPÉ, Françoise; TANGUY, Lucie. Introduction. In: ROPÉ, Françoise; TANGUY, Lucie (orgs.). Savoirs et Compétences. De l'Usage de ces Notions dans l'École et l'Entreprise. Paris: Éditions l'Harmattan, 1994.RYCHEN, Dominique Simone; SALGANIK, Laura Hersh (orgs.). Key Competencies for a Successful Life and a Well-Functioning Society. Gottingen: Hogrefe & Huber Publishers, 2003.SILVA, Sandra. Teorias da conspiração: Sedução e resistência a partir da literacia mediática (dissertação de mestrado). Porto: Faculdade de Letras da Universidade do Porto, 2010.TRIER, Uri Peter. Key competencies in OECD countries: Similarities and differences. In: In: RYCHEN, Dominique Simone; SALGANIK, Laura Hersh; McLaughin, Mary Elizabeth (eds.). Contributions to the Second DeSeCo Symposium. Neuchâtel: Swiss Federal Statistical Office, 2002.WEINERT, Franz E. Concept of competence: A conceptual clarification. In: RYCHEN, Dominique Simone; SALGANIK, Laura Hersh (orgs.). Defining and Selecting Key Competencies. Gottingen: Hogrefe and Huber Publications, 2001. Disponível em:Url:  http://opendepot.org/2683/UMinho: http://repositorium.sdum.uminho.pt/handle/1822/39414 Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo

New Media Literacy Survey--Turkish Version

2018 ◽  
Author(s):  
Mehmet Kara ◽  
Sonay Caner ◽  
Ayşe Günay Gökben ◽  
Ceyda Cengiz ◽  
Esra İşgör Şimşek ◽  
...  
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Turkish Version ◽  
Literacy Survey ◽  
New Media Literacy

scholarly journals Film education in Europe: National cultures or European identity?

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Mark Reid
Keyword(s):  
European Commission ◽  
Media Literacy ◽  
European Countries ◽  
European Identity ◽  
National Cultures ◽  
Film Education ◽  
National Models ◽  
Transnational Film

This paper considers the extent to which European countries have distinctive models and approaches to film education, and the extent to which a supranational model of European film education might exist in competition with those national models. It considers where film education is positioned in relation to other subject fields and disciplines (literacy and media literacy); the role of the European Commission in promoting both European and national approaches to film education; and the potential of transnational film education programmes to move between national and supranational film education cultures. It draws on data collected for Screening Literacy, a survey of film education funded by the European MEDIA programme that was carried out in 2012.

Media Literacy, Co-Innovation, and Productivity

2017 ◽  
pp. 1397-1430
Author(s):  
Juan-Francisco Martínez-Cerdá ◽  
Joan Torrent-Sellens ◽  
Mônica Pegurer Caprino
Keyword(s):  
Literature Review ◽  
European Commission ◽  
Media Literacy ◽  
Knowledge Economy ◽  
Organizational Innovation ◽  
Business Environment ◽  
Positive Influence ◽  
Business Context ◽  
Knowledge Based ◽  
Knowledge Based Economy

This research analyzes the connections between media literacy and context of the knowledge economy, establishing a relationship between so-called co-innovative sources (ICT, organizational innovation and qualifications of employees) of the business environment and media literacy. It seeks to verify the behavior of media literacy as a co-innovative source, as fundamental as the three other ones to the viability and sustainability of companies. Authors start from a literature review related to media literacy and knowledge-based economy and then raise their own model that integrates the co-innovative sources and media literacy (the ‘Tetrahedron of Co-Innovative Sources') with which analyze media literacy in the business context. To verify the proposed relations, the research uses the Celot and Pérez Tornero's (2009) framework (proposed in the “Study on Assessment Criteria for Media Literacy Levels” delivered to the European Commission) with official statistical sources in Europe, returning results with which to test the hypothesis that a higher level of media literacy of citizens of a country has a positive influence on its companies and businesses.

scholarly journals Competencias básicas y procesos perceptivos: factores claves en la formación y orientación de los jóvenes en riesgo de exclusión educativa y sociolaboral

2014 ◽  
Vol 32 (2) ◽  
pp. 531-546 ◽  
Author(s):  
Patricia Olmos Rueda
Keyword(s):  
Young People ◽  
Vocational Training ◽  
Linguistic Competence ◽  
Social Citizenship ◽  
Learning To Learn ◽  
Surrounding Area ◽  
Model Sets ◽  
Key Skills ◽  
Key Competencies ◽  
Training Programmes

El presente artículo tiene como objetivo el estudio del perfil competencial de 228 jóvenes en situación de fracaso escolar participantes en 18 programas de formación inicial para el trabajo en 7 municipios del área metropolitana de Barcelona, a partir del análisis del autoconcepto y de la percepción que éstos poseen de su nivel de dominio de las competencias básicas y de la percepción que otros (16 tutores de formación y 9 agentes empresariales) tienen al respecto. Los resultados obtenidos de la aplicación de instrumentos como cuestionarios y entrevistas anticipan diferentes percepciones del nivel de dominio de las competencias analizadas, pero que evidencian una tendencia positiva respecto al autoconcepto y percepción de las mismas, y orientan un modelo interrelacionado de competencias a partir del cual articular propuestas de mejora en los procesos de formación profesional inicial orientados a la reinserción educativa y sociolaboral de estos jóvenes en situación de exclusión educativo-sociolaboral. This research suggests improvements in guidance processes and initial vocational training of young people between 15-21 years old that are at risk of educational, social and labour exclusion, drawing on the needs emanating from the findings. The present study is based on a comparative analysis of the self-perception of the mastery of key competencies of 228 young people involved in 18 training programmes in the surrounding area of Barcelona, Spain, and others’ perceptions on the matter (16 tutors and 9 entrepreneurs). The results show differences between the perceptions of the two groups of participants. Based on the findings, an interrelated model of key skills was designed. In this model, linguistic competence, learning to learn competence, social-citizenship competence and labour competence become the axis that articulate the connections between competencies. Likewise, this model sets training guidelines within these training programmes.

Cognitive Skill and Economic Inequality: Findings from the National Adult Literacy Survey

1998 ◽  
Vol 68 (1) ◽  
pp. 33-80 ◽  
Author(s):  
Stephen Raudenbush ◽  
Rafa Kasim
Keyword(s):  
Labor Market ◽  
African Americans ◽  
Gender Inequality ◽  
Gender Gap ◽  
Adult Literacy ◽  
Cognitive Skills ◽  
Hispanic Americans ◽  
Literacy Survey ◽  
And Gender ◽  
National Adult Literacy Survey

Few would deny that the civil rights and women's movements have substantially changed U.S. society. Yet ethnic and gender inequality in employment and earnings remain large. Even when comparisons are confined to persons of similar educational attainment, African Americans and Hispanic Americans earn less than European Americans, women earn less than men, and African Americans suffer a substantially elevated risk of unemployment. One prominent explanation for ethnic differences in earnings and employment is that, holding constant access to schooling, differences in economic outcomes reflect differences in cognitive skills that have become decisive in the modern labor market. A prominent explanation for the gender gap emphasizes gender differences in occupational preference, with women choosing occupations that are lower paying. Based on an intensive analysis of data from the U.S. National Adult Literacy Survey, the authors find that these two explanations are only partly successful in illuminating ethnic and gender inequality in employment and earnings. Alternative explanations emphasizing labor market discrimination and residential segregation cannot be ignored. In this article, Stephen Raudenbush and Rafa Kasim consider the implications of this new evidence for current debates about affirmative action and educational reform.

AUDITORS' LIABILITY AND ITS IMPACT ON THE EUROPEAN FINANCIAL MARKETS

2008 ◽  
Vol 67 (1) ◽  
pp. 62-68 ◽  
Author(s):  
Walter Doralt ◽  
Alexander Hellgardt ◽  
Klaus J. Hopt ◽  
Patrick C. Leyens ◽  
Markus Roth ◽  
...  
Keyword(s):  
Financial Markets ◽  
European Commission ◽  
Present Article ◽  
Working Group ◽  
Private Law ◽  
Max Planck ◽  
Working Paper ◽  
International Private Law ◽  
The Subject ◽  
Set Up

In 2007 the European Commission produced a Staff Working Paper seeking consultation on the development of auditors' liability in Europe. The present article represents the views of the Working Group on the subject set up by the Max Planck Institute for Comparative and International Private Law in Hamburg.

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