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.

scholarly journals Informatization of Education. Media Education and Media Literacy

2021 ◽  
Vol 19 (1) ◽  
pp. 88-99
Author(s):  
Lilit ANTONYAN
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
21St Century ◽  
Public Awareness ◽  
Communication Technologies ◽  
Media Education ◽  
Quality Of Education ◽  
Information And Communication ◽  
Teachers Training

Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.

scholarly journals Media Education, Media Literacy and Digital Competence

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 31-39 ◽  
Author(s):  
Alfonso Gutiérrez-Martín ◽  
Kathleen Tyner
Keyword(s):  
New Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Media Education ◽  
Digital Competence ◽  
International Media ◽  
Competencia Digital

This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.

Married young women and girls' family planning and maternal heath preferences and use in Ethiopia

2017 ◽  
Author(s):  
Aparna Jain ◽  
Elizabeth Tobey ◽  
Hussein Ismail ◽  
Annabel Erulkar
Keyword(s):  
Family Planning ◽  
Young Women ◽  
Women And Girls

Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions

SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner
Keyword(s):  
Cultural Studies ◽  
Everyday Life ◽  
Media Literacy ◽  
Focus Of Attention ◽  
Popular Media ◽  
Media Education ◽  
Cultural Formations ◽  
The Relationship

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

A Narrative Critical Review of Research on Self-Sexualization

2021 ◽  
pp. 0887302X2110042
Author(s):  
Kim K. P. Johnson ◽  
Ui-Jeen Yu
Keyword(s):  
Young Women ◽  
Time Frame ◽  
Journal Articles ◽  
Data Bases ◽  
Self Presentation ◽  
Sexual Appeal ◽  
Search Terms ◽  
Multiple Data ◽  
Women And Girls ◽  
Self Objectification

Self-sexualization is an emerging area of research relevant to clothing researchers as evaluations of sexual appeal often stem from specific items and uses of dress. Our research purpose was to systematically review the available research on self-sexualization. In our review we focused specifically on three topics: what precedes self-sexualizing? What outcomes are associated with self-sexualizing? And how has self-sexualization been operationalized? The time frame for this review was 2007–2020. To locate the 31 journal articles that supplied the data for this research, multiple data bases were searched using the following search terms: self-sexualization, self-sexualizing, and sexual self-presentation. Important precursors to self-sexualization include exposure to media and social media, self-objectification, internalization of sexualization, and desiring attention from others. Empowerment has been studied as an outcome of self-sexualization along with negative inferences concerning both young women and girls that self-sexualize. Operationalization of self-sexualization is varied and likely contributes to inconsistent findings.

Tackling online disinformation through media literacy in Spain: The project ‘Que no te la cuelen’

2021 ◽  
Vol 13 (1) ◽  
pp. 149-157 ◽  
Author(s):  
Nereida Carrillo ◽  
Marta Montagut
Keyword(s):  
Media Literacy ◽  
Public Deliberation ◽  
Special Focus ◽  
Fake News ◽  
Public And Private ◽  
Extra Effort ◽  
Literacy Training ◽  
Fact Checking ◽  
Data Location ◽  
Detection Strategies

Media literacy of schoolchildren is a key political goal worldwide: institutions and citizens consider media literacy training to be essential – among other aspects – to combat falsehoods and generate healthy public opinion in democratic contexts. In Spain, various media literacy projects address this phenomenon one of which is ‘Que no te la cuelen’ (‘Don’t be fooled’, QNTLC). The project, which has been developed by the authors of this viewpoint, is implemented through theoretical–practical workshops aimed at public and private secondary pupils (academic years 2018–19, 2019–20 and 2020–21), based around training in fake news detection strategies and online fact-checking tools for students and teachers. This viewpoint describes and reflects on this initiative, conducted in 36 training sessions with schoolchildren aged 14–16 years attending schools in Madrid, Valencia and Barcelona. The workshops are based on van Dijk’s media literacy model, with a special focus on the ‘informational skills’ dimension. The amount of information available through all kinds of online platforms implies an extra effort in selecting, evaluating and sharing information, and the workshop focuses on this process through seven steps: suspect, read/listen/watch carefully, check the source, look for other reliable sources, check the data/location, be self-conscious of your bias and decide whether to share the information or not. The QNTLC sessions teach and train these skills combining gamification strategies – online quiz, verification challenges, ‘infoxication’ dynamics in the class – as well as through a public deliberation among students. Participants’ engagement and stakeholders’ interest in the programme suggest that this kind of training is important or, at least, attract the attention of these collectives in the Spanish context.

Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Zlatina Dimitrova ◽  
◽  
◽  
Keyword(s):  
United Kingdom ◽  
Media Literacy ◽  
Media Education ◽  
Theoretical Research ◽  
School Age Children ◽  
Educational Models ◽  
The United Kingdom ◽  
The World ◽  
The Media ◽  
Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

A role for traditional doctors in health promotion: experience from a trial of HIV prevention in Botswana

2018 ◽  
Vol 27 (2) ◽  
pp. 114-116 ◽  
Author(s):  
Anne Cockcroft ◽  
Leagajang Kgakole ◽  
Nobantu Marokoane ◽  
Neil Andersson
Keyword(s):  
Primary Prevention ◽  
Hiv Prevention ◽  
Young Women ◽  
Hiv Risk ◽  
Discussion Groups ◽  
Gender Violence ◽  
Evidence Based ◽  
Intervention Programme ◽  
Structural Intervention ◽  
One Year

Traditional doctors have been largely ignored in HIV prevention, particularly primary prevention. As part of a structural intervention programme to reduce HIV risk among young women in Botswana, we trained 147 traditional doctors in four districts as well as government health education assistants (HEAs) and teachers to run discussion groups in the community and schools, using an evidence-based eight-episode audio-drama, covering gender roles, gender violence, and how these are related to HIV risk. One year later, we contacted 43 of the 87 trained traditional doctors in two districts. Most (32) were running discussion groups with men and women, with links to the local HEAs and teachers. They were adept at recruiting men to their groups, often a challenge with community interventions, and reported positive changes in attitudes and behaviour of group participants. Traditional doctors can play an important role in primary prevention of gender violence and HIV.

scholarly journals Advancing children’s news media literacy: learning from the practices and experiences of young Australians

2018 ◽  
Vol 41 (5) ◽  
pp. 689-707
Author(s):  
Tanya Notley ◽  
Michael Dezuanni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
News Media ◽  
Social Impact ◽  
Literacy Learning ◽  
Literacy Education ◽  
Fake News ◽  
News Stories ◽  
Media Literacy Education ◽  
Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

scholarly journals SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 4-9
Author(s):  
O. Vysotska ◽  
S. Vysotska
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Education ◽  
Media Education ◽  
Successful Implementation ◽  
The West ◽  
Effective Media ◽  
Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

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