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.

scholarly journals Media education in Switzerland

Comunicar ◽  
2007 ◽  
Vol 14 (28) ◽  
pp. 103-109
Author(s):  
Christian Georges
Keyword(s):  
High Speed ◽  
Media Education ◽  
Educational Systems ◽  
Educational Standards ◽  
Ict Skills ◽  
The Past ◽  
Life Long Learning ◽  
The Media ◽  
Learning Software ◽  
Medios De Comunicacion

It is difficult to set educational standards in Switzerland: given the complexity of the political structure and the different languages spoken, 26 educational systems are in function. Most pupils are familiar with the practical use of ICT. But few of them are taught to analyse the media themselves. Media education is integrated to other branches of learning. Thus, it depends most of the time on the good will of the teachers! In the past five years, high speed connections to the Internet have strongly increased in schools, thanks to a public-private partnership launched by the State. The program also improved ICT skills among teachers. Many locally based projects encourage pupils and students to use ICT to learn. Multimedia products crafted in schools are even broadcasted on TV websites. However, media education remains uneven among teachers. The use of audiovisual resources in the classroom is decreasing. Most teachers express reluctance towards the media. When it comes to life long learning, software proficiency is more sought after than media knowledge. En Suiza, saturada de medios, compartimentada en 26 sistemas educativos propios, los alumnos se impregnan de una cultura que favorece naturalmente los usos prácticos de los medios de comunicación frente al análisis crítico. La educación de los medios es a menudo «integrada en otras ramas de la enseñanza». ¡Es decir, dejada a la libre elección de los profesores! Gracias a la cooperación público-privado, se ha dado un fuerte impulso en la Confederación para conectar los colegios a Internet de alta velocidad y para formar a los profesores en el uso pedagógico de las tecnologías. Además, a nivel local, se realizan acertadas acciones que en muchos casos desembocan en aplicaciones prácticas muy estimulantes: los alumnos aprenden a dominar la imagen, el sonido y la información a través de producciones originales. Pero globalmente, el panorama es algo desalentador: los profesores acceden a una formación muy desigual de los medios y las TIC, utilizan menos los audiovisuales que antiguamente y la mayoría desconfían bastante de los medios.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals Who Keeps the Gate? Digital Gatekeeping in New Media

2021 ◽  
Vol 64 (2 (246)) ◽  
pp. 91-99
Author(s):  
Karolina Pałka-Suchojad
Keyword(s):  
Social Media ◽  
New Media ◽  
Technological Progress ◽  
Media Ecosystem ◽  
The Media ◽  
Echo Chamber ◽  
New Perspective ◽  
Network Diffusion

This article is the result of noticing the need to transpose the gatekeeping theory. Technological progress has left its mark on the media ecosystem, generating and then strengthening the convergence processes, and has also changed the understanding of gatekeeping. The architecture of new media, especially social media, places gatekeeping in the context of the network. This allows one to look at the classically understood process from a new perspective, in which the key is to base the concept on network diffusion. Contemporary gatekeeping should be analyzed in the context of such mechanisms as: information bubble, echo chamber, filtering information by users and algorithms. Basic conceptual categories, the gate and the keeper, are also modified. There is a noticeable trend towards the transformation of gatekeeping towards gatewatching, in which social media users do not create their own gates, but observe and use already existing gates. Gatekeeping in the era of social media makes the audience an important element of it, moving towards secondary gatekeeping.

scholarly journals The importance of media education in rationalizing youth use of digital media An educational vision according to the work of the gatekeeper theory

2021 ◽  
Author(s):  
محسن عبود كشكول
Keyword(s):  
New Media ◽  
Digital Media ◽  
Negative Impact ◽  
Media Education ◽  
Fourth Power ◽  
Entertainment Education ◽  
Educational Vision ◽  
The Family ◽  
The Media ◽  
Use Of The Internet

The importance of media education in our present time lies in its supposed role in rationalizing the youth’s use of digital media, as the school is no longer able to continue its knowledge and educational pioneering role in light of the excessive and absurd use of the Internet, just as the teacher is no longer a main source of science and knowledge. Considering the study curricula, addressing the negative impact of the excessive use of digital media on the school, as well as addressing the decline in the role of the family and its withdrawal from educational competition with the school, and thus education has lost the mandate of the school and the family to educate the new generation in favor of the hegemony of the new media authority, which is called metaphorically. Fifth, which overtook all authorities, including the authority of traditional media (the fourth power), so that control over the child went beyond control of his family and parents, and the challenge became before those concerned with education, how can the new media be a source of education, entertainment, education, guidance and direction, and in various methods of influence, By using multiple and amazing techniques that are characterized by transcending the limits of time and space, and according to that the great impact of the new media, we see a decline in public education. Illiteracy and its limited means, as well as retreating and losing its control over the social environment, which calls on researchers to study ways to rationalize media education, enhance human awareness of the media, and give it the largest share in influence and direction, and in social upbringing and raising young and old together.

scholarly journals Atrocity Prevention in the New Media Landscape

AJIL Unbound ◽  
2019 ◽  
Vol 113 ◽  
pp. 262-266
Author(s):  
Rebecca Hamilton
Keyword(s):  
New Media ◽  
Radical Change ◽  
Preventive Action ◽  
Government Officials ◽  
Foreign Correspondents ◽  
Civilian Protection ◽  
The Past ◽  
Legal Obligations ◽  
The Media ◽  
The Impact

Journalists have traditionally played a crucial role in building public pressure on government officials to uphold their legal obligations under the 1948 UN Convention on the Prevention and Punishment of Genocide. But over the past twenty years there has been radical change in the media landscape: foreign bureaus have been shuttered, young freelance journalists have taken over some of the work traditionally done by experienced foreign correspondents, and, more recently, the advent of social media has enabled people in conflict-affected areas to tell their own stories to the world. This essay assesses the impact of these changes on atrocity prevention across the different stages of the policy process. It concludes that the new media landscape is comparatively poorly equipped to raise an early warning alarm in a way that will spur preventive action, but that it is well-positioned to sustain attention to ongoing atrocities. Unfortunately, such later stages of a crisis generally provide the most limited policy options for civilian protection.

scholarly journals Empowering media citizenship through educommunication

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 129-136 ◽  
Author(s):  
Vicent Gozálvez-Pérez ◽  
Paloma Contreras-Pulido
Keyword(s):  
Interdisciplinary Approach ◽  
Media Education ◽  
Educational Systems ◽  
Philosophical Foundation ◽  
Political Dimension ◽  
The Social ◽  
The Media ◽  
Sociedad Civil ◽  
Communicative Context ◽  
Sobre Todo

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.

scholarly journals A digital television-based program in Media Education

Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Fernando Tucho-Fernández
Keyword(s):  
New Media ◽  
Media Education ◽  
Digital Television ◽  
Changing Environment ◽  
The Media ◽  
Near Future ◽  
Medios De Comunicacion

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.

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.

How Social are New and Social Media for National Minorities? Perspectives from the FCNM

2019 ◽  
Vol 16 (1) ◽  
pp. 1-27
Author(s):  
Bojana Kostić ◽  
Tarlach McGonagle
Keyword(s):  
Social Media ◽  
New Media ◽  
Advisory Committee ◽  
Digital Communication ◽  
Freedom Of Expression ◽  
National Minorities ◽  
Media Ecosystem ◽  
The Media

Understanding the transformation of digital communication gives important insights into how new media, including social media, affect the ability of persons belonging to national minorities to exercise their rights to freedom of expression and participation in society. Thus, the new media ecosystem calls for greater attention for minority-related issues. The Advisory Committee on the Framework Convention for the Protection of National Minorities (ACFC) has already observed that the media ecosystem is increasingly used for the expression of intolerance and hostility towards minorities, but that it also provides them with valuable expressive opportunities. This article starts with an analysis of how the advent and growing dominance of social media are causing farreaching changes in how we communicate in the new media ecosystem. The potential and drawbacks of new and social media for national minorities is the next focus. The article then analyses the ACFC’s monitoring work regarding new and social media. The article’s conclusions are supplemented by a set of recommendations that may guide the ACFC’s future monitoring work on relevant issues.

Invisible threads linking phantasmal landscapes in Java: Haunted places and memory in post-authoritarian Indonesia

2021 ◽  
pp. 175069802199596
Author(s):  
Kar-Yen Leong
Keyword(s):  
Authoritarian Regime ◽  
Transitional Period ◽  
Media Education ◽  
Imagined Community ◽  
The Past ◽  
The Media

The nation is often ‘imagined’ through various elements such as the media, education, ideologies, each providing the necessary ‘boundaries’ for its existence. It is also a space where the landscape is constructed and utilised to shape its citizens’ perception. However, the idea of a nation is not just circumscribed by what is celebrated or visible but also by what is ‘silenced’. During the transitional period between the Sukarno and Suharto administrations in the mid 60’s, approximately 500,000–1 million suspected leftists, communists and dissidents were incarcerated and disappeared. Thus even 20 years after the downfall of Suharto’s authoritarian regime, the incident continues to be an unspeakable ‘open secret’. This paper posits that beneath Indonesia’s modern veneer lies ‘pockets’ of spaces that physically mark this hidden history. I ask how Indonesians conceive and tell of this ‘unmentionable’ history through narratives that surround places of death and violence. I will be looking specifically at sites where dissidents have either been interrogated, imprisoned as well as executed. This research looks at how Indonesians utilise tales of the ghostly and the spectral as a way to bypass the taboo which surrounds the event and at the same time ‘narrativise’ it. I state that these tales of ghosts, hauntings and the supernatural are attempts by Indonesians to comprehend better what was otherwise an ‘incomprehensible’ event. Also, despite the state’s best efforts in creating a vacuum on the event, I state that these sites of violence, the landscapes which they inhabit and the tales they carry, are part of an invisible landscape where a counter ‘imagined community’ exists linking these sites as well as the past and present. With each of the sites, a hidden history is thus revealed despite efforts in suppressing this knowledge.

Sign in / Sign up

Export Citation Format

Share Document