"Aus einer Forschungsperspektive wird die Rolle der Medien bei der Kriegs- und Krisenberichterstattung für Kinder beleuchtet. Es werden sowohl Aspekte der Rezeption und Produktion von Medientexten durch Kinder als auch die Sicht und Vorgehensweisen von ProduzentInnen von Kindernachrichten zusammeng
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etragen." (Zusammenfassung)
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"The following guidelines have been developed with the input of children and media professionals to assist journalists and media practitioners to produce better quality reporting on children, on the understanding that respecting children’s rights today will mean respect for all people’s rights i
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n the future." (Page 1)
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"The effective implementation of the “One Laptop per Child” program was not enough to overcome the difficulties of a design that places its trust in the role of technologies themselves. The use of technologies in education is not a magic and rapid solution through which educational problems and
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challenges can be solved with the simple acquisition of technological devices and system." (Summary)
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"This material summarizes the main results and trends of a survey carried out with children and young people aged 13-18 in Tirana. The material focuses on the preference of this age group regarding different media, on the trends of opinions, suggestions for improvement, especially regarding the port
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rayal of this age group, as well as the relationship of trust this group has with each of these media." (Page 2)
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"This report focuses on online risks for children and policies to protect them as Internet users. It examines direct and indirect policy measures available to OECD member and non-member countries to help mitigate risks for children online in order to: • Present and compare existing and planned pol
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icy approaches for the protection of children online; • Explore how international co-operation can enhance the protection of minors on the Internet. Three broad categories of online risks for children are considered in this report: i) content and contact risks, including exposure to pornography, cybergrooming and cyberbullying; ii) consumer risks related, for example, to online marketing and fraudulent transactions; and iii) privacy and security risks, including the use of social networks without sufficient understanding of potential long-term consequences." (Executive summary, page 4)
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"This compilation has been divided into four chapters. The first chapter briefly explains what a child helpline is, draws attention to the key elements of a child helpline and attempts to answer some of the questions you may have regarding particular activities of a child helpline and about getting
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started and scaling-up. The second chapter outlines the operations of a child helpline. The third chapter provides an overview of the structure of a child helpline and the implications this has. The fourth chapter outlines the suggested processes and steps to help you get prepared to launch or scale-up a child helpline in your country. The annexes at the end of the manual contain draft material from several child helplines. Please feel free to adapt this material to your own specific situation." (Preface)
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"Teaching Visual Literacy in the Primary Classroom shows how everyday Literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importan
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ce of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books. Designed to take account of the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating Literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into existing Literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy." (Publisher description)
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"El objetivo fue conocer las actitudes, hábitos, evaluación y opinión de los niños y adolescentes peruanos sobre los medios de comunicación, especialmente la radio y televisión. Los principales temas considerados fueron la tenencia y uso de medios, hábitos de uso de medios y actividades cotid
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ianas, hábitos de consumo de radio y televisión, control parental, grado de satisfacción, programación infantil, percepción de géneros televisivos y radiales en adolescentes, y medios de comunicación en la escuela. La cobertura del estudio fue de 12 ciudades del Perú: Lima Metropolitana (Lima y Callao), Trujillo, Piura, Chiclayo, Ica, Cajamarca, Huancayo, Arequipa, Cuzco, Puno, Iquitos y Pucallpa. Universo: niños y adolescentes de 7 a 16 años. Diseño muestral: 5.851 personas: 1.110 en Lima Metropolitana y 431 en cada una de las 11 ciudades restantes." (www.concortv.gob.pe, June 16, 2011)
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"While the safety of children and young people in digital spaces has become an important issue of qualitative as well as quantitative research in the developed world and has led to a significant body of knowledge, the research efforts in the developing nations, with few exceptions, are still relativ
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ely early stage. A brief analysis of digitally relevant developing world characteristics suggests that various contextual factors such as technological, economic, market, educational, and cultural parameters need to be taken into account at the levels of risk analysis and risk evaluation and with regard to response strategies." (Summary/conclusions, page 30)
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