Public Policies in Media and Information Literacy in Europe

2017 ◽  
Keyword(s):  
Information Literacy ◽  
Public Policies

scholarly journals Políticas públicas en Educación y Comunicación: Debates y avances

Tripodos ◽  
2021 ◽  
pp. 43-57
Author(s):  
Ana Isabel Rodríguez-Vázquez ◽  
Rosa García-Ruiz ◽  
Ignacio Aguaded
Keyword(s):  
Public Policy ◽  
Content Analysis ◽  
New Media ◽  
Media Literacy ◽  
Information Literacy ◽  
Design Education ◽  
Public Policies ◽  
Media Education ◽  
The World ◽  
New Curriculum

Las relaciones de la ciudadanía con los medios de comunicación son cada vez más complejas y hacen necesario planificar y proyectar la educación en un contexto hipermediático, planteando nuevos retos: en la educación se integra la responsabilidad de formar a los ciudadanos para consumir y producir en un ecosistema de medios con capacidades y potencialidades para los nuevos públicos. En esta relación estratégica entre educación y comunicación, las políticas públicas deben fortalecer las condiciones que favorezcan la capacitación personal, uniendo la creatividad con la comprensión de las estructuras, procesos y técnicas que refuercen un consumo crítico. Se ofrece una panorámica de los avances que se han producido en torno a la alfabetización en los nuevos medios, a partir de un análisis de contenido desde la definición de este concepto por la UNESCO en 1979 hasta la actualidad, pasando por el New Curriculum for Teachers on Media and Information Literacy de 2011 y el Mapping Media Education in the World de 2009. También se recogen los principales debates abiertos en un contexto global que debe reforzar el valor de la diversidad ante el gran desafío de la convergencia. El empoderamiento de la ciudadanía es un valor indudable que favorecerá su inclusión cultural y su participación crítica en la esfera mediática convirtiéndose en prosumidores mediáticos y digitalizados, para lo que las políticas públicas en educación y comunicación deben seguir avanzando y sumando esfuerzos.  Education and Communication Public Policy: Discussions and Developments Relations between citizens and mass media are becoming increasingly complex, making it necessary to plan and design education in a hypermediatic society, where new challenges arise: education has got the primary responsibility of training citizens to consume and produce in a media ecosystem with great capacities and potentialities for new audiences. In this strategic relation between education and communication, public policies should strengthen a framework that encourages personal empowerment, combining creativity with understanding of the structures, processes and techniques that enhance critical consumption. This paper offers an overview of the advances that have occurred with regard to the new media literacy, based on content analysis, from the definition of this concept by UNESCO in 1979 to the present, through “New Curriculum for Teachers on Media and Information Literacy” of 2011 and “Mapping Media Education in the World” of 2009. Additionally, we deal with the main discussions held in a global context because it is imperative to reinforce the value of diversity in the face of the great convergence challenge. The empowerment of citizenship is an unquestionable value that will be beneficial to their cultural inclusion and their critical participation in the media sphere, so that they become media and digital prosumers, and to this effect public policies in education and communication must continue advancing and joining efforts.   Palabras clave: educación en medios, políticas públicas, convergencia, análisis de contenido, alfabetización mediática. Key words: media education, public policy, convergence, content analysis, media literacy.   Education and Communication Public Policy: Discussions and Developments Relations between citizens and mass media are becoming increasingly complex, making it necessary to plan and design education in a hypermediatic society, where new challenges arise: education has got the primary responsibility of training citizens to consume and produce in a media ecosystem with great capacities and potentialities for new audiences. In this strategic relation between education and communication, public policies should strengthen a framework that encourages personal empowerment, combining creativity with understanding of the structures, processes and techniques that enhance critical consumption. This paper offers an overview of the advances that have occurred with regard to the new media literacy, based on content analysis, from the definition of this concept by UNESCO in 1979 to the present, through “New Curriculum for Teachers on Media and Information Literacy” of 2011 and “Mapping Media Education in the World” of 2009. Additionally, we deal with the main discussions held in a global context because it is imperative to reinforce the value of diversity in the face of the great convergence challenge. The empowerment of citizenship is an unquestionable value that will be beneficial to their cultural inclusion and their critical participation in the media sphere, so that they become media and digital prosumers, and to this effect public policies in education and communication must continue advancing and joining efforts.   Palabras clave: educación en medios, políticas públicas, convergencia, análisis de contenido, alfabetización mediática. Key words: media education, public policy, convergence, content analysis, media literacy.    

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

Nouakchott: Urban Development, Public Policies and Citizens' Reactions

TERRITORIO ◽  
2017 ◽  
pp. 59-60
Author(s):  
Marta Alonso Cabré ◽  
Francesca Nucci
Keyword(s):  
Urban Development ◽  
Public Policies
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