The Influence of Imperfect Film Moral Values on Society Regarding Body Shaming Problems in the Digital Era

In this digital era, body shaming is increasingly prevalent on social media. Body shaming is the behavior of giving negative comments about a person's physical condition. Meanwhile, film is one of the mass media that is used as a medium of entertainment, information, and education to the public. In this case, we, the authors, examine the influence of the moral values of imperfect films on people's views in the digital era. The methods we use are observational methods and literacy studies. The result of this research is a film, especially in this case, imperfect films can be able to introduce or educate the public about the issue of body shaming that occurs in life in the digital era. The suggestion from this research is that the film industry in Indonesia should be more advanced in making positive works that can inspire and educate the public.

“I can read, I just can't see”: a disability rights-based perspective on reading by listening

PurposeThe aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.Design/methodology/approachThe study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.FindingsThe participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.Originality/valueThe article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.

O papel da memória discursiva em manchetes que desmentem notícias sobre Covid-19

A pandemia de Covid-19 trouxe-nos um contexto de exceção. Restrições impostas à sociedade foram aplicadas por governos de diferentes partes do mundo, gerando dificuldades, por exemplo, de escolha entre ter privacidade de dados ou saúde prometida por vigilância biométrica (HARARI, 2020). Como “resposta” à disseminação de fake news – não só sobre a doença, mas também sobre outros temas – as agências de fact-checking (PANGRAZIO, 2018; SPINELLI, SANTOS, 2018) surgem com o objetivo de verificá-las, classificando-as em “verdadeiras” ou “falsas”, segundo gradação. Quando publicam a checagem realizada, as agências utilizam manchetes que desmentem as notícias. Entre os padrões linguísticos observados, a negação é bastante frequente nas manchetes verificadas em mídias sociais. Por ser um índice de implícito, está presente no enunciado para produzir sentido: a memória discursiva é, pois, um modo de compreender o estatuto dos implícitos (ACHARD, 1999; PÊCHEUX, 1999). Logo, partimos da hipótese de que a prática de estruturar a negação, nas manchetes analisadas, pode fazer emergir questões interlocutivas via evocação de certa memória discursiva. Com base em pressupostos teórico-metodológicos dos estudos de letramentos (New Literacy Studies) e da Análise do discurso francesa, este trabalho objetivou analisar o papel da memória discursiva em 68 manchetes, publicadas em março de 2020 por duas agências (“Chequeado” e “Agência Lupa), as quais desmentem notícias sobre Covid-19 em mídias sociais. Os resultados obtidos permitiram identificar três estruturas de negação frequentes nas manchetes e parecem confirmar a hipótese de partida, contribuindo com os estudos de letramentos, quanto à formação do leitor em tempos de pandemia.

Competências em práticas letradas de estudantes de Ensino Médio no contexto da desordem informacional

Este artigo objetiva discutir competências de alunos de Ensino Médio em práticas sociais de leitura e escrita mediadas por mídias digitais, no contexto da desordem informacional e no tocante à identificação de informação falsa. O estudo ancora-se nos pressupostos dos Novos Estudos de Letramentos (New Literacy Studies), especificamente no que se refere à formação do leitor, a partir dos quais se descrevem e discutem orientações da Base Nacional Comum Curricular (BNCC). O conjunto do material é formado por 105 produções textuais coletadas em uma escola pública de São José do Rio Preto, interior de São Paulo, no primeiro semestre de 2019. Embora tanto a coleta do material quanto a BNCC sejam anteriores à pandemia da covid-19, faz-se pertinente problematizar também essa crise sanitária, a qual potencializou um contexto de “infodemia” e evidenciou desigualdades no acesso à educação. A análise dos dados demonstra que os estudantes de Ensino Médio são competentes em reconhecer informação falsa com base em critérios relacionados ao uso de norma culta. No entanto, parecem desconhecer questões não relacionadas diretamente a aspectos linguísticos e ignorar o atravessamento de vozes e crenças particulares no processo da desordem informacional. O trabalho aponta para o confronto entre as expectativas e orientações da BNCC e os letramentos que precisam ser discutidos e trabalhados pela instituição escolar, pensando, principalmente (mas não apenas) numa vida pós-pandemia.

Skills for Life: Fostering Creativity

As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

Strengthening Disaster Literacy as An Effort to Reduce The Risk of Disaster in D.I. Yogyakarta Society

This research aims to find out how to optimize GLS in building awareness of disaster literacy, the role of families in GLS to encourage the disaster literacy movement, and opportunities to strengthen disaster literacy in the digital era. The research subjects are the society and schools in D.I. Yogyakarta area. The research method used is literature study, data collection techniques are carried out by reviewing several books, literature, and other documents that are appropriate to disaster literacy studies. The results showed that optimizing the school literacy movement directed towards disaster literacy awareness can increase public understanding, disaster preparedness and can reduce the risk of disasters that will cause material and non-material losses. The strategy and pattern of implementing the school literacy movement includes three stages, namely: habituation, development, and learning activities. The role of the family will contribute to disaster literacy that can provide experience and knowledge of the society according to the conditions of the residence. Technological advances are also able to contribute to the society as literacy materials and provide information quickly and accurately related to natural disasters.

CURRICULUM AND INTERCULTURALISM IN PORTUGUESE LANGUAGE TEACHING AS A FOREIGN/ ADDITIONAL LANGUAGE

This study is part of the research project approved by the Ethics Committee of PUCPR, with the title “Internationalizationof the Portuguese language curriculum: the concept of interculturality in the teaching of PFL (Portuguese as a Foreign/Additional Language), CAAE: 45577221.8.0000.0020, PARECER number 4.830.917. In parallel the study is tied to the Research Group Theories and Analysis of Language and Applied Linguistics (CNPQ - PUCPR). This article presents one of the stages of the research, which refers to the historical and social contextualization of the theme, in addition to the didactic presentation of the theoretical assumption that it is based upon. This is a topic of extreme relevance for literacy studies, since the target audience are foreigners in the process of learning the Portuguese language as a foreign/additional language. We present the results of this stage that involves theoretical and methodological investigations on literacy (reading and production of oral and written texts) in PFL, on the Portuguese language discipline and on the valorization of the culture of the immigrants. In language teaching, it is important not to disassociate language and culture, because in the production of meaning there is a relationship with the context and interpretation of the immigrant, which is based on cultural, economic, social, ideological and historical issues. When one learns a language, new perspectives of the world and ourselves are acquired due to contact with new cultures.

Analysis Research Trends of Physical Literacy in Indonesia

In Indonesia, physical literacy has not developed as rapidly as in developed countries. Therefore, only a few studies are examining physical literacy in Indonesia. This study was aimed to scientifically reveal the focus of physical literacy studies in Indonesia by using an article review approach. The search for articles was limited to the latest ten-year publications and articles published in accredited National/International Journals and National/International Seminars with ISBN. A total of 7 articles were selected for further analysis using synthesis techniques. The study results revealed that there were only six studies on Physical Literacy in Indonesia published in National Journals and National/International Seminars. The focus of the study on physical literacy research in Indonesia included the lead to the measurement of physical literacy and the development of physical literacy instruments in elementary schools (three studies), using learning approach to improve physical literacy (two studies), and the concept of physical literacy in Physical Education (one study). This study is limited to an article review. For further research, it is hoped that new research focusing on physical literacy studies, using a research method approach adapted to the research objectives, will emerge from developing concepts, measurements, and implementations of physical literacy programs in Indonesia.

From critical information literacy to a critical theory of information

In addition to proposing a reflective and revisionist analysis of information literacy conventions and institutional norms, critical information literacy studies assume a practical commitment to engage in the struggle against the power structures that support the dominant production and dissemination of information, creating obstacles to autonomy and social emancipation. This commitment is based on Paulo Freire's pedagogical perspective of praxis, which has in its (often overlooked) roots the critical fortune of Marxist historical materialism – which, in turn, also underpins the critical theory of the Frankfurt School philosophers. With this epistemological recognition in mind, this article presents a proposal for a critical theory of information conceived from a mediation between critical information literacy studies, critical pedagogy and critical theory, in an attempt to strengthen the theoretical-methodological perspective that guides the pedagogical praxis of such studies in the field of Library and Information Science.

“Para que se actualicen”: Procesos de apropiación digital en familia

<p>Actualmente existen estadísticas nacionales e internacionales que brindan datos sobre el uso y acceso a las tecnologías digitales en la población para que los gobiernos desarrollen políticas públicas que reduzcan la brecha digital. Sin embargo, estas estadísticas no arrojan luz sobre cómo las personas participan en una cultura digital. En este artículo, analicé los procesos de apropiación de las tecnologías digitales de una familia que vive al suroriente de la Ciudad de México en condiciones precarias en términos de infraestructura local, ingresos económicos y acceso a prácticas digitales. Mi propósito fue comprender el acceso y disponibilidad a los recursos digitales, así como identificar las relaciones que mediaron sus procesos de apropiación digital. Construí un enfoque teórico-metodológico basado en la Teoría Sociocultural, los<em> New Literacy Studies</em> y la teoría de la Práctica Social. Bajo un marco cualitativo y etnográfico reuní un corpus de datos de donde extraje una serie de eventos digitales para mostrar lo complejo que era para esta familia apropiarse de las tecnologías digitales. La presencia de recursos digitales en la escuela, en la comunidad o en el hogar no es suficiente, la apropiación ocurre a través del uso de la tecnología, la participación en múltiples actividades sociales y al establecer relaciones sociales con otros usuarios que vinculan a los educandos con los conocimientos y <em>know-how</em> necesarios para incorporar tecnologías en sus prácticas diarias.</p>