scholarly journals The future of the digital society and values in media education

Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
pp. 247-258
Author(s):  
José-Manuel Pérez-Tornero

As the present world increase its complexity and speed in a society filled with information, it seems necessary to imagine the future. And media education must be included in this reflection because it is important to understand that complexity and that speed at the present as well as in the future, especially if we really want to rule our lives. This is the aim of this paper: to know the two basic pillars of audiovisual communication: digital television and the Internet, trying to deduce the values involved in this process in order to use some of them as a reference to renew the media education. Cuando los procesos se aceleran del modo que lo hacen en una sociedad plena de información circulante a la velocidad de la luz –como es la sociedad digital–, imaginar el futuro se hace imprescindible. Y a esa necesidad no puede escapar la educación en medios, que, en la medida en que depende de ello, tiene que intentar comprender el aceleradísimo desarrollo mediático del presente y del inmediato futuro, sobre todo, si quiere, aunque sea mínimamente, gobernar su propio presente. A esta tarea arriesgada de imaginación dedicaremos los renglones que siguen. Nos ocuparemos de conocer lo que significa la construcción de la sociedad digital –centrada, sobre todo, en la puesta en marcha de una red universal de comunicación audiovisual que tiene dos pilares la televisión digital e Internet–. Y, posteriormente, de deducir algunos de los valores que están en juego en la construcción de este tipo de sociedad, algunos de los cuales pueden servir de valores de referencia para la renovación de la educación en medios.

2019 ◽  
Vol 172 (1) ◽  
pp. 3-12
Author(s):  
Morry Schwartz

Reading Henry Mayer’s book, The Media in Australia published in 1964, Morry Schwartz ponders what has changed since then. What would Professor Mayer made of the Internet revolution? Could he have predicted the spectacular demise of the afternoon newspapers? He was also an enthusiastic supporter of the new national paper, The Australian; so what would he have made of it 50 years later? What would he think of the future of the media if he were here today? In light of the history of the media since Mayer’s study, Morry Shwartz’s 2018 Mayer Lecture shares his ideas and strategies for the future of The Monthly and The Saturday Paper, along with his decision to keep publishing editions in print, which has much to do with today’s critical issue of trust in the news.


Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 129-136 ◽  
Author(s):  
Vicent Gozálvez-Pérez ◽  
Paloma Contreras-Pulido

This article analyses the different meanings of the citizenship concept (political, legal, social, economic, ecological and intercultural) in order to justify the current media citizenship concept, which is particularly useful and valid for media education. The ultimate goal is to rebuild the social, ethical and political dimension of educommunication on a practical and philosophical foundation. With this in mind, we have analysed two very powerful and current ap proaches, the ethics of dialogue and ability, mainly because of their links to communication and their contribution to the human development concept, which is on the media education agendas of international organizations such as UNESCO or the European Commission. From the philosophical foundation proposed, the criteria for evaluating and reconstructing the practical dimension of educommunication are: civic participation, freedom as development and critical autonomy, which are also considered goals of the educational systems in pluralistic and democratic societies, especially from a model of deliberate and participatory democracy. The paper concludes with a positive evaluation of interdisciplinary approach in the study of media education, an educational project that is crucial for the revival of civil society and the empowerment of citizens in the current communicative context. En el presente artículo se analiza el concepto de ciudadanía en sus diferentes significaciones (ciudadanía política, jurídica, social, económica, ecológica e intercultural), con el fin de justificar la actualidad del concepto de ciudadanía mediática, sobre todo por su validez en el ámbito de la educomunicación. El objetivo último es reconstruir la dimensión social, ética y política de la educomunicación a partir de un fundamento filosófico práctico. En esta tarea de fundamentación, cabe apelar a dos enfoques muy potentes en la actualidad como son la ética dialógica y el enfoque de las capacidades, por su vinculación con el ámbito comunicativo y por su contribución a la noción del desarrollo humano, presente en los programas de educación mediática de organismos internacionales como la UNESCO o la Comisión Europea. A partir de la fundamentación filosófica ofrecida, los criterios para evaluar y reconstruir la dimensión práctica de la educomunicación son la participación cívica, la libertad como desarrollo y la autonomía crítica, consideradas asimismo como fines de los sistemas educativos en sociedades plurales y democráticas, sobre todo desde un modelo deliberativo y participativo de democracia. Tras esta argumentación, el artículo concluye a favor de la interdisciplinariedad en el estudio de la educación mediática, un proyecto educativo que es crucial para la reactivación de la sociedad civil y el empoderamiento de la ciudadanía en el actual contexto comunicativo.


Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Fernando Tucho-Fernández

In the near future, all television will be digital. Nowadays, indeed, digital television is already very common in most of our society. Thus, Media Education should include this new media within its studies. In this paper, we make a proposal for such integration, aiming to fulfill the Media Education’s goal of educating for the ever changing environment that we live in. Según las previsiones del gobierno, en el año 2010 toda la televisión en España será digital. Para el resto de Europa, la Comisión Europea ha propuesto completar el apagón analógico en 2012. Para entonces, cuando desde la Educación en Medios de Comunicación hablemos de televisión deberemos hacerlo en su vertiente digital, con las variantes que supone frente al modelo tradicional en un contexto en permanente transformación tecnológica y socioeconómica (hablamos por ejemplo de la multiplicación de la oferta, de la integración de diversos medios en un mismo canal gracias a la convergencia digital, de las posibilidades interactivas que se incluyen, de la diferente conceptualización que irá teniendo el espectador-usuario, etc.). Para ello sería adecuado ir introduciendo desde ya este medio en nuestras actividades educativas, pues es imprescindible que la Educación en Medios de Comunicación evolucione a la par, e incluso se adelante, a los cambios sociales en el ámbito de la comunicación. Lo que aquí presentamos son elementos y reflexiones para una propuesta de un programa de Educación en Medios de Comunicación utilizando la televisión digital como eje vertebrador. De forma resumida, nuestra propuesta se articula en torno a las siguientes claves: a) De cara al siglo XXI, consideramos que la Educación en Medios de Comunicación debe poner su énfasis principal en el estudio de los contextos y de las relaciones que los ciudadanos establecen con ellos y dentro de ellos. Sin abandonar tareas clásicas como el análisis de los textos, el desafío principal está ahora más que nunca, a nuestro entender, en las “lecturas del mundo” que se oculta detrás de esos textos, como afirmara Freire; b) La clave general que define a estos contextos que estamos viviendo es el cambio. Debemos estudiarlo pues en cuanto contextos en transformación, no como realidades ya establecidas e inmóviles; c) Una de las vías para realizar este estudio de los contextos desde la Educación en Medios de Comunicación nos la ofrece la televisión digital. En cuanto medio paradigmático nacido en el vientre de estas corrientes de transformación, los retos que nos presenta la televisión digital son a nuestro entender los mismos desafíos que nos plantean esos contextos de cambio. A través de este medio podemos pues cumplir nuestro objetivo; d) La televisión digital nos permite además afrontar nuevas vías para la Educación en Medios de Comunicación sin olvidar sus bases clásicas, así como estudiar los nuevos medios sin olvidar los viejos. En definitiva, se trata de incorporar la televisión digital en el seno de la Educación en Medios de Comunicación, dándole la importancia creciente que ya tiene en nuestra sociedad.


2018 ◽  
Vol 67 (5) ◽  
pp. 264
Author(s):  
Oleksandra I. Yankovych ◽  
Kateryna M. Binytska ◽  
Volodymyr O. Ocheretnyi ◽  
Iryna I. Kuzma

The article provides comparative analysis of the forms, methods, means of the future specialists of pre-school education preparation at the universities of Ukraine and Poland to realization of media education for children and their parents. The achievements of Polish higher educational institutions have been shown: the study of courses “Media Pedagogics”, “Media in Education” the main forms of teaching, these subjects are lectures, practical classes, conversations, master classes; methods –interactive, project, demonstration of films on the formation of media literacy; analysis of media products for the pre-schoolers. The achievements of the Ukrainian pedagogical science have been highlighted, in particular the development of the complex of professionally oriented technologies for the formation of readiness of the future kindergartners for the use of media education. The focus is on the activity of the Academy of Ukrainian Press in forming the readiness of kindergartners, university teachers for media education, in particular organization of summer schools and the publication of the necessary literature. Author’s interpretation of the concept “Media Education in the Establishment of Pre-School Education” has been proposed. The results of experimental researches in Poland and Ukraine have been presented. The necessity of providing system character of media education has been proved. The possibilities of using positive ideas in the field of media education at higher and pre-school educational institutions have been substantiated: the continuous nature of study of topics on the formation of pre-school children media literacy at universities; development of didactic-methodical support of media education; carrying out master-classes on the media topics at pre-school age. The ways of prevention of media threats for children through the organization of parental media education, improvement of training for its implementation have been determined. The necessity to use traditional media, namely books, children’s press together with modern ones has been emphasized. The expediency of studying the experience of national and foreign institutions of pre-school education, which implement individually developed media education programs for children, has been shown. The attention has been focused on the “Preschooler in the Media World” program.


Comunicar ◽  
2009 ◽  
Vol 16 (32) ◽  
pp. 139-145 ◽  
Author(s):  
Victoria Camps-Cervera

Education in and for the media is doubtlessly necessary and is very slowly slipping into regular education, but not very satisfactorily. This work must be fleshed out by the media’s effort to take some responsibility for the educational work as well, not by educating directly, but by trying to match their broadcasts with the values that education is trying to convey. Audiovisual Councils can play a role in driving media education, helping the educational system to meet its responsibility to educate children to use properly the television, the Internet and other regular screens habitually surrounding them. At the same time, these Councils can help media professionals enforce and interpret legislation about audiovisual contents freely and responsibly, thereby facilitating self-regulation. The article contributes the experience garnered by the Audiovisual Council of Catalonia in promoting media literacy. La educación en y para los medios de comunicación es una necesidad indudable que, muy lentamente y de forma poco satisfactoria, se está introduciendo en la educación reglada. Dicha labor, por otra parte, debería verse complementada por un esfuerzo de los medios audiovisuales de hacerse responsables también de la tarea educativa, no educando directamente, pero sí procurando que sus emisiones fueran coherentes con los valores que la educación procura transmitir. Los Consejos Audiovisuales pueden ejercer una función en el impulso de la educación en medios, propiciando que el sistema educativo asuma la responsabilidad de formar a los menores para el buen uso de la televisión, de Internet y del resto de «pantallas» que constituyen su entorno habitual. Al mismo tiempo dichos Consejos están en condiciones de ayudar a los profesionales de los medios a aplicar e interpretar la legislación relativa a los contenidos audiovisuales de una forma libre y responsable, facilitando de este modo la autorregulación. El artículo aporta las experiencias realizadas por el Consejo Audiovisual de Cataluña para promover la alfabetización mediática.


2008 ◽  
pp. 292-309
Author(s):  
Jose Manuel Perez Tornero

This chapter concerns the conceptualization of information society and its social impact. From this point of view it worked like a myth, emphasizing the role of technology and producing some effects on social behaviours. This idea is develop in three main ways. First of all the chapter explains how the myth was born and how it is producing effects. Second, it investigates how it is changing the anthropology of how we are thinking about technology and its development. Finally, it imagines how media education is affected by this process, pointing out some ideas for redesigning its epistemological profile.


M/C Journal ◽  
1998 ◽  
Vol 1 (2) ◽  
Author(s):  
Axel Bruns

Memory is everywhere. We remember, more often than not, who and what we are, recognise friends and acquaintances, remember (hopefully) birthdays and anniversaries, and don't forget, as much as we'd sometimes like to, our everyday tasks and duties. But that's just the tip of the iceberg: we also speak of computer memory (usually in the context of needing more to run the latest Microsoft-made memory hog), of digital archives where we store what we don't want to bother our braincells with, and of those storerooms of human knowledge -- libraries -- which are gradually moving from analogue to digital storage as they join the new global memory that is the Internet (according to the visionaries). And then there are the alternatives to this 'official' memory: repressed memories, oppositional views of history, new discoveries that challenge our ideas of the past. It is in this wide field of possible cultural interaction that this, the second issue of M/C operates. At a time when half the world remembers the first anniversary of Princess Diana's death, with the other half trying desperately to avoid the tabloids' crocodiles' tears, at a time when most of us are looking forward to forgetting all about the White House sex scandals, and at a time, finally, when cultural commentators the world over are beginning to sort out which events of the past decade, century, and millennium will have been worth remembering, we review the idea of 'memory' from a variety of angles -- some broad, some narrow, some focussed on individual human memory, some on the memory of humanity as such. Our featured M/C guest writer, Canadian scholar Paul Attallah, opens this issue. In his article "Too Much Memory", he covers a lot of ground -- from the growing nostalgia for cultural products of the past to the recovery of political memory of past wrongs, to the memory of Princess Diana and other deceased celebrities. The media, he writes, are today in the business of creating 'pseudo-events' -- but the public are getting better at looking behind the façades: they might come to reject this constant stream of too much (fake) memory. As P. David Marshall writes, the problem becomes even more complicated if you're in Australia, at some distance from the centres of mainstream cultural production. As publicity leaks across the Internet and similar channels, Australians collect 'anticipatory memories' of those pseudo-events created by the media -- before the events even take place in the local channels of popular culture. The result of this phenomenon, Marshall suggests, may be an even stronger hegemonic grip of American broadcast standards. Adam Dodd takes us from memories of events in the immediate future to repressed memories -- of alien abductions. He points out that whatever the truth behind abduction stories, we should take note of the fact that these stories are reported as truth, and promptly rejected by the scientific establishment. This raises age-old questions of the nature of 'reality' in a postmodern world where objectivity has come to be recognised as an unattainable dream. Continuing the extraterrestrial theme, Nick Caldwell turns to the possible revival of 1950s science fiction iconography. After the cynical 80s with its dark and dirty SF designs, fond memories of the curvy, stylish interstellar dreams of post-war times are beginning to emerge again -- at a time of frantic artistic recycling of works from all eras, and at the dawn of a new millennium where again everything seems possible, perhaps now the rocketship designs of the 50s can finally come true. Axel Bruns returns the focus earth-wards, but remains on the topic of modern technology. He points to the opportunities and threats brought about by Internet archives such as Deja News -- with every newsgroup article at every user's fingertips, the potential for abuse is immense. As the perfect digital memory offered by Deja News is becoming a favourite search tool, it is high time to question the ethical implications of archiving the ephemeral. Paul Mc Cormack's article offers some more general thoughts on the future of the Internet. Comparing what still are the early days of this new medium with the first decades of radio, he suggests that we may 'remember' the future of the Net by learning from the past. The commercialisation of radio after its 'anarchic' childhood may be what's in store for the Internet, too -- despite the obvious differences between the two media. Finally, in her article on "Memory and the Media", Felicity Meakins closes the circle by returning to an issue touched on by Paul Attallah -- the death of Princess Diana. She describes how since Diana's demise the media's rhetoric has changed profoundly to consist almost exclusively of forms of eulogy. Using Speech Act Theory, Meakins identifies the performative function of this rhetoric, and points out how it has influenced our memories of Diana. Finally, in her article on "Memory and the Media", Felicity Meakins closes the circle by returning to an issue touched on by Paul Attallah -- the death of Princess Diana. She describes how since Diana's demise the media's rhetoric has changed profoundly to consist almost exclusively of forms of eulogy. Using Speech Act Theory, Meakins identifies the performative function of this rhetoric, and points out how it has influenced our memories of Diana. Citation reference for this article MLA style: Axel Bruns. "Editorial: 'Memory'." M/C: A Journal of Media and Culture 1.2 (1998). [your date of access] <http://www.uq.edu.au/mc/9808/edit.php>. Chicago style: Axel Bruns, "Editorial: 'Memory'," M/C: A Journal of Media and Culture 1, no. 2 (1998), <http://www.uq.edu.au/mc/9808/edit.php> ([your date of access]). APA style: Axel Bruns. (199x) Editorial: 'memory'. M/C: A Journal of Media and Culture 1(2). <http://www.uq.edu.au/mc/9808/edit.php> ([your date of access]).


Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 75-82 ◽  
Author(s):  
Joan Ferrés ◽  
Alejandro Piscitelli

The changes occurring in the media environment over the last decade force us to revise the parameters from which media education is to be implemented today, in a new age of communications. This article seeks to provide some criteria that media education or media literacy should follow, and especially a coordinated proposal of dimensions and indicators to define the new media competence. The proposal has been made by the authors of this article from the contributions made by 50 renowned Spanish and foreign experts in Media Literacy. The proposal focuses on six major dimensions: languages; technology; interaction processes; production and dissemination processes; ideology and values, and the aesthetic dimension. And it is structured around two areas of work in every dimension: the production of their own messages and the interaction with outside messages. We propose to develop this media education in the context of participatory culture, combining critical and aesthetic thinking with the expressive capacity; the development of personal autonomy with social and cultural commitment. Finally, we propose to combine technological revolution with neurobiological revolution, assuming changes produced in the conception of the human mind, especially as regards the importance of emotions and unconscious processes over reasoned and conscious ones.Los cambios que se han producido en el entorno comunicativo durante la última década obligan a revisar los parámetros desde los que se ha de impartir la educación mediática. En este artículo se ofrecen algunos criterios que deberían presidir esta educación y, sobre todo, una propuesta articulada de dimensiones y de indicadores para definir la nueva competencia mediática. La propuesta ha sido realizada por los autores y ajustada a partir de las aportaciones hechas por 50 reconocidos expertos, españoles y extranjeros, y gira en torno a seis grandes dimensiones: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores, y dimensión estética. Y está estructurada en torno a dos ámbitos de trabajo: el de la producción de mensajes propios y el de la interacción con mensajes ajenos. Se propone desarrollar esta educación en el marco de la cultura participativa, compaginando el espíritu crítico y estético con la capacidad expresiva, el desarrollo de la autonomía personal con el compromiso social y cultural. Se pretende, en fin, compaginar la revolución tecnológica con la neurobiológica, asumiendo los cambios producidos en la concepción de la mente humana, sobre todo en lo referente al peso de las emociones y del inconsciente sobre los procesos razonados y conscientes.


Author(s):  
И.Ю. Стрельникова

Статья посвящена анализу феномена медиаобразования в современном мире. Исходя из работ отечественных и зарубежных исследователей, автор полагает, что современная ситуация в мире делает медиаобразование необходимым атрибутом каждого человека, который использует интернет. Постулируется всепроникающий характер средств массовой коммуникации (СМК) в жизни современного человека и общества. Любая сфера человеческой деятельности (от труда до развлечения) в той или иной мере связана с медиапространством, будь то интернет или телевидение. Обучение потенциальных реципиентов грамотному взаимодействию с медиасредой — насущная педагогическая задача. В настоящее время особенно остро стоит проблема дифференциации реципиентом предлагаемого СМК контента на заслуживающий доверия или внимания и так называемый «информационный шум». В этом вопросе может помочь только целенаправленно воспитываемая медиаграмотность. The paper is devoted to the analysis of the phenomenon of media education in the modern world. Based on the work of domestic and foreign researchers, the author believes that the modern situation in the world makes media education a necessary attribute of every person who uses the Internet. The work proves the pervasive nature of the mass communication media (SMK) in the life of modern man and society. Any sphere of human activity (from labor to entertainment) is in one way or another connected with the media space, whether it is the Internet or television. Therefore, training potential recipients in competent interaction with the media medium is an urgent pedagogical task. Currently, the problem of the recipient differentiating the content offered by the QMS into trustworthy or noteworthy and the so-called «information noise» is especially acute. Only purposefully nurtured media literacy can help in this matter.


2004 ◽  
Vol 110 (1) ◽  
pp. 96-104
Author(s):  
Mark David Ryan ◽  
Lindsay Tanner

The findings of the ACCC report, Emerging Market Structures in the Communications Sector, in June 2003 painted a bleak future for the Australian communications and media industries unless some major policy and regulatory changes are implemented. This report, along with the very important recommendations it made, is paralleled by a number of equally important contemporary issues regarding the future of these industries, such as telecommunications regulation and the issue of Telstra, the media ownership debate, the government's digital television policy framework and the future of the ABC. With the next federal election expected in mid-2004, the objective of this interview was to gain a broad outline of the alternative communications policy framework. In so doing, it captures the thoughts, the ALP perspective and the policy positions and priorities of the Shadow Minister for Communications, Lindsay Tanner MP, on the above issues.


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