scholarly journals THE LEGITIMATIZATION OF YOUNG PEOPLE’S DIGITAL MEDIA PRACTICES WITHIN NEOLIBERAL CONTEXTS AND ECOLOGIES

2021 ◽  
Author(s):  
Natalie Coulter ◽  
Daniela DiGiacomo ◽  
Briana Ellerbe ◽  
Rebekah Jane Willett
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Future Generation ◽  
Children And Youth ◽  
Media Consumption ◽  
Time Period ◽  
The Future ◽  
Social Controls ◽  
Media Practices ◽  
Discursive Constructions

This panel focuses on different ways that practices of children, youth, and families are legitimatized (and deligitimatized) in schools, homes, and market places. With a focus on media consumption, the four papers examine the lived realities of families in the late 2010’s, a time period dominated by Trump-era politics, neoliberal ideologies, digital capitalisms and dilemmas of trust. In this moment, children and youth are positioned variously as in need of media literacy, parental regulations, and social controls. Simultaneously, children and youth are looked to as the future generation of political activists, savvy consumers, and promotional actors. In these polarized and sometimes conflicting positions, particular practices are recognized and condoned, while others are subject to intense scrutiny. We ask a number of questions: what discursive constructions are available for children and youth engaging with digital media? What options do parents have in terms of positioning themselves and their parenting in relation to children and media? In what ways are hierarchies of value enacted and replicated in relation to media and education? These questions are all framed by larger questions from the field of child studies and how the child is framed in various discourses - civic, parental, promotional and educational.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 107-127 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 937-957
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

scholarly journals Sociálna a postpenitenciárna starostlivosť o ťažko vychovateľnú mládež na Slovensku v 70. rokoch 20. storočia – ako sa riešil „neexistujúci“ problém?

2020 ◽  
Vol 6 (2) ◽  
pp. 35-45
Author(s):  
Ivana Šuhajdová
Keyword(s):  
Social Workers ◽  
Social Problems ◽  
Political Representation ◽  
Future Generation ◽  
Children And Youth ◽  
Socialist Society ◽  
Bubble Bursting ◽  
The Future ◽  
Clear Idea

The Socialist society had a clear idea on an education and on a direction of the development of children as the future generation. Children were expected to become physically and morally developed citizens according to the requirements of the then government in power. Even though the governing political representation promoted the claim that social problems were a capitalist advancement and had no place in the socialist society, the opposite was true. The idea of the perfect society without social problems was only a political bubble, bursting of which, besides other areas, was very quickly manifested also in lives of some children and youth in a form of a delinquency. The contribution aims to describe the activities of social workers and social curators of the national committees in terms of a social and post-penitentiary care for difficult youngsters in Slovakia in the 1970s.

An Inquiry into Young Children's Multimodal Media Practices

2012 ◽  
pp. 135-149
Author(s):  
An Chih Cheng
Keyword(s):  
Cultural Capital ◽  
Digital Media ◽  
Media Literacy ◽  
Digital Cameras ◽  
Social Ideology ◽  
The Social ◽  
Media Experience ◽  
Informal Learning Environment ◽  
Digital Media Literacy ◽  
Media Practices

This chapter explores young children’s interactive and authoring experience with digital media, such as smartphones, digital cameras, and touch-screen computers, in an informal learning environment. A visual ethnographic approach was undertaken in order to understand the social and multi-dimensional nature of media experience. The results indicate that children acquire digital media literacy at a very young age; that children’s competency in digital media can be considered as a valuable form of cultural capital; and that children’s digital media practices reflect their personal and family histories as well as broader social ideology.

Digital and Technical Developments in the Amblyopia Therapy

2020 ◽  
Vol 237 (10) ◽  
pp. 1172-1176
Author(s):  
Charlotte Schramm ◽  
Yaroslava Wenner
Keyword(s):  
New Media ◽  
Digital Media ◽  
Technical Progress ◽  
Therapy Monitoring ◽  
Everyday Lives ◽  
Technical Developments ◽  
The Future

AbstractThe digital media becomes more and more common in our everyday lives. So it is not surprising that technical progress is also leaving its mark on amblyopia therapy. New media and technologies can be used both in the actual amblyopia therapy or therapy monitoring. In particular in this review shutter glasses, therapy monitoring and analysis using microsensors and newer video programs for amblyopia therapy are presented and critically discussed. Currently, these cannot yet replace classic amblyopia therapy. They represent interesting options that will occupy us even more in the future.

PENDIDIKAN KARAKTER KAJIAN KONSEPTUAL DAN KEMUNGKINAN IMPLEMENTASI

2009 ◽  
Vol 10 (2) ◽  
pp. 85-94
Author(s):  
I G. A. K. Wardani
Keyword(s):  
Teacher Education ◽  
Character Education ◽  
Future Generation ◽  
Human Being ◽  
The Future ◽  
Good Manner ◽  
Changing World

Facing the rapid changing world, concern on the future of the nation is increasing. This is due to the fact that a lot of practices in schools, families, as welf as in society do not conform with the etical conduct, moral, and good manner that are universially accepted by human being. Therefore, all people who concern on the future of the nation, especially educators, should aware of the importance of character education, in order to save the future generation from moral degradation. Related to the problem, this aims at trigerring the awareness of educator to the importance of character education, by discussing the conceptual meanings ( what, why, and how) of character education, then followed by the possibility for implementation, and ended with the implication on education and teacher education.

NAMING OF BASOTHO MEDICINAL PLANTS: SEMANTIC CONNECTION TO THEIR REMEDIES

2015 ◽  
Vol 25 (1) ◽  
Author(s):  
R Possa ◽  
P Khotso
Keyword(s):  
Medicinal Plants ◽  
Medicinal Plant ◽  
Indigenous Knowledge ◽  
Future Generation ◽  
Speech Community ◽  
Traditional Medicines ◽  
Traditional Medicinal Plants ◽  
The Future ◽  
Economic Sphere ◽  
Medical Plants

The indigenous knowledge of the Basotho makes it simple for this speech community to name their traditional medicinal plants in such a way that they are meaningful; this could also be viewed as an empowerment technique, especially in the economic sphere. Their medicinal plants names seem to be idiomatic and to express certain philosophies of the Basotho society. Creativity is observable in this kind of naming, and many names allude to the kind of remedy that is associated with the medicinal plant. It is therefore the interest of this paper to consider the names of medical plants among the Basotho whose names allude to the remedy they provide. The names of Sesotho medicinal plants and the reasoning of the Basotho in general behind the name and the use of each medicinal plant will be discussed in this article. This paper will further preserve and promote the use of Basotho traditional medicines for the future generation.

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