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.    

scholarly journals Socialisation in the Age of New Media

2006 ◽  
Vol 11 (Media Education) ◽  
pp. 1-29 ◽  
Author(s):  
Johannes Fromme
Keyword(s):  
New Media ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Media Education ◽  
Media Usage ◽  
The Social ◽  
The World ◽  
Information And Communication

Media education is a comparatively young specialisation within educational science. It acts on the assumption that in modern (or postmodern) societies human's relation to the world is largely mediated by technical media. To act pedagogically therefore has to be conceived and understood as acting in a world shaped by information and communication technologies. Based on this media education addresses three different problems. First it tries to analyse and critically reflect on socio-cultural forms and practices of media usage in order to assess the social as well as individual relevance of technically mediated perception and communication. Second it tries do develop scientifically founded concepts for the practice of media education in order to foster people's media skills and media literacy. Third it tries to develop concepts for media didactics, that is for a methodical application of technical media in order to support teaching and learning processes.

scholarly journals Media Literacy in the Lifeworlds of Malaysian Children

2013 ◽  
Vol 3 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Shanthi Balraj Baboo
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Meaning Making ◽  
User Experiences ◽  
Childhood Experiences ◽  
Media Technologies ◽  
School Settings ◽  
The World ◽  
The Media ◽  
Home And School

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

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.

scholarly journals AVIADANDO O CURRÍCULO: INDENTIDADE/REPRESENTAÇÃO, GAY, CORPO E POLITICA PÚBLICA.

2020 ◽  
Vol 2 ◽  
pp. 229
Author(s):  
Antonio Santos Carvalho dos Santos Junior ◽  
Janaina Guimarães da Silva
Keyword(s):  
Public Policy ◽  
Public Policies ◽  
Paulo Freire ◽  
Liberation Movement ◽  
The World ◽  
Politica Publica ◽  
The Senses ◽  
Gay Identities ◽  
Theoretical Reflection

RESUMOOs debates em educação necessitam cada vez mais de concepções pedagógicas que emanem do movimento de libertação das oprimidas e dos oprimidos, assim como apregoava o professor Paulo Freire. Isso significa que é preciso realizar o ato educacional na aproximação dos sentidos elaborados pelos sujeitos participantes das dinâmicas pedagógicas, respeitando e potencializando suas identidades no movimento de busca do ser mais no/com o mundo. É preciso sentir o cheiro daqueles/as que conosco participam da construção das aprendizagens, que devem ser instrumentos políticos que re/elaborem nossa presença no mundo. É nesse sentido que este artigo reflete teoricamente acerca da necessidade da construção de currículos que respeitem as identidades gays elaboradas fora e dentro da escola; construídas pelos corpos que, com seus gestos, inscrevem sua presença no mundo e com isso também suscitam políticas públicas para esses sujeitos.Palavras-chave: Currículo. Políticas Públicas. Gays.ABSTRACTDebates on education increasingly require pedagogical conceptions emanating from the liberation movement of the oppressed and oppressed, as Paulo Freire proclaimed. This means that it is necessary to carry out the educational act in the approximation of the senses elaborated by the subjects participating in the pedagogical dynamics, respecting and potentializing their identities in the search movement of being more in / with the world. It is necessary to feel the smell of those who participate with us in the construction of learning, which must be political instruments that re-elaborate our presence in the world. It is in this sense that this article is made as a theoretical reflection about the need to construct curricula that respect the gay identities elaborated outside and within the school; constructed by the bodies that with their gestures, inscribe their presence in the world and, with this, also raise of public policies for these subjects.Keywords: Curriculum. Public policy. Gay.

scholarly journals THE DEVELOPMENT OF PROFESSIONALLY ORIENTED MEDIA EDUCATION AND ITS FUTURE

2020 ◽  
Vol 65 (1) ◽  
pp. 48-53
Author(s):  
P. Seyitkazi ◽  
◽  
A. Ahmetova ◽  
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Information Literacy ◽  
Information Technologies ◽  
Educational Process ◽  
Media Education ◽  
Scientific Article ◽  
The World ◽  
Technological Methods

The scientific article analyzes the importance and relevance of media education. The author provides teachers with the pedagogical foundations of teaching media education in the field of information literacy in the field of vocational education. The scientific article takes into account the fact that the development of information technology in the world contributes to the latest trends in the development of pedagogical personnel and pedagogical technologies in the development of media education in the educational process, assuming that the younger generation will be crucial for information. In the article, the author draws on scientific conclusions, citing examples of the importance and necessity of media education. Considering that information technologies are developing in society, the ways of teacher education are analyzed in a scientific article. The development of science and technology is associated with the need for widespread use and application of the latest technological methods and equipment in the direction of vocational guidance and the role of media education in this direction.

scholarly journals Ways of Integrating Media Literacy Education into Ideological and Political Education for College Students in the New Media Era

2015 ◽  
Vol 3 (6) ◽  
pp. 129-134
Author(s):  
Xiaoqiong Zhou
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Literacy Education ◽  
Ideological And Political Education ◽  
Political Education ◽  
College And University ◽  
Media Literacy Education ◽  
World Outlook ◽  
The World ◽  
The University

In the new media age, the rapid quantity growth of media and the unlimited increasing of media information content have promoted the media’s influence to people’s daily life. In the college and university, it is not only changing greatly the university student's life, it also shaping university student’s life, value and the world outlook. Thus, it has become the necessity that improving media literacy of the ideological and political workers to make media literacy education being integrated into the ideological and political workers and teach students carry out a scientific, rational contact and use with media. Based on all these, this paper discusses the inevitability and feasibility of the combination of media literacy education and ideological and political education, and puts forward some proposed means of their integrations.

scholarly journals The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

2021 ◽  
Author(s):  
Paula Renés-Arellano ◽  
Ignacio Aguaded ◽  
Maria Jose Hernández-Serrano
Keyword(s):  
Teacher Training ◽  
New Media ◽  
Information Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Educational Systems ◽  
The Past ◽  
Media Ecosystem ◽  
The Media ◽  
New Curricula

Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.

Stanje i perspektive interkulturnog dijaloga s aspekta medijske i informacijske pismenosti

2020 ◽  
pp. 107-121
Author(s):  
Sarina Bakić
Keyword(s):  
Young People ◽  
New Media ◽  
Information Literacy ◽  
Intercultural Dialogue ◽  
Mutual Respect ◽  
Children And Young People ◽  
The World ◽  
Entire Society ◽  
The Creation

This paper analyses position and perspectives of intercultural dialogue in the context of media and information literacy. Besides author's presentation of several basic elements regarding intercultural dialogue concept, the article also points out significant obstructions regarding intercultural dialogue emphasising new media. In the focus of this article are media and informational literacy, which contribute to the creation of competencies (knowledge, skills and viwes) for developing an intercultural dialogue. In modern societies across the world, media and information literacy are an important part of wider education, which immanently strengthens intercultural dialogue within the entire society, as well as better understanding and mutual respect among different members of community. This is mostly referred to children and young people that are among the most numerous users of new media.

Perspectives on Media Literacy, Digital Literacy and Information Literacy

2012 ◽  
pp. 28-33 ◽  
Author(s):  
Monica Fantin
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Cultural Landscape ◽  
Writing Skills ◽  
Media Education ◽  
Literacy Programs ◽  
Digital Culture ◽  
Reading And Writing ◽  
Definition Of

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

scholarly journals Media education in the School 2.0 era: Teaching media literacy through laptop computers and iPads

2016 ◽  
Vol 1 (4) ◽  
pp. 435-449 ◽  
Author(s):  
Alice Y. L. Lee
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Media Education ◽  
Net Generation ◽  
Literacy Curriculum ◽  
Laptop Computers ◽  
Media Technologies ◽  
Hong Kong Students

In the School 2.0 era in Hong Kong, students are using laptop computers and iPads to explore and discuss media issues in the classroom. Using the innovation theory, this study investigates this new way of teaching and learning. It examines the effectiveness and challenges of learning media literacy through new media technologies. The results show that students are highly motivated by the new media and express great interest in the media literacy curriculum. The new methods not only enhance students’ media literacy, but they also strengthen their 4C skills (critical thinking, creativity, communication, and collaboration). Using new information technologies to teach media education is effective because the new curriculum can create “meaning” and “relevance” for the Net-Generation students.

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