"This study analysed the media-literacy content in curricula of nine select universities in Africa’s most populous nation: Nigeria. Some key findings revealed that: (a) media-literacy courses proper were not on the curricula; (b) media-literacy-related courses, which stood as proxies, accounted fo
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r about two per cent of the curricula; and (c) media-literacy-related courses were available to students only as electives. The present research indicates that media-literate students tend to be skilled in accessing information about their health, environment, education and work. They would also be able to evaluate media content critically and to make informed decisions as users of digital technology sources, as well as to becoming producers of media contents in their own right. Based on the accumulated skills of media literacy for contemporary young people, it was recommended that communications programmes redesign their curricula to include media literacy and related courses. Also, communication educators should be more receptive to the importance of media literacy skills in the education of their students." (Abstract)
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"This limited survey of the history of faith-based media literacy education includes its development in some communities, especially mainstream Protestants and Catholics, while acknowledging its existence in others, in one form or another, where extensive data is not yet available. In general faith
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communities that integrate media literacy education do so for three main reasons: (i) they want to use media to spread their beliefs, (ii) they realize the pervasive and often negative influence of media messages on the faith lives of their adherents, and (iii) they want to offer them navigational tools and skills to live faithful and meaningful lives in a world that may be hostile to or may not recognize or appreciate their beliefs and values. Media literacy, or media mindfulness, offers a positive and informed framework for bridging the two worlds of life and spirit in the person of faith and within faith communities that otherwise appear antithetical because of complex historical, moral, and theological issues residing in faith groups, and reflected back by the mores of the culture. While curricula and practices exist they are not coherent within faith communities or in widespread use within the communities considered. Globally there is a deep and growing interest evident in mainstream faith communities especially. This entry identifies many individuals from several countries who initiated media literacy in their faith communities and who continue this educational and spiritual work today." (Abstract)
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"Jugendliche informieren sich heute primär digital. Umso wichtiger ist es, dass sie bei der Nutzung von digitalen Medien in der Lage sind, Nachrichten und Informationsquellen richtig einzuordnen und wahre von falschen Meldungen zu unterscheiden. Dieses Buch gibt kompetent Auskunft zum Thema. Google
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, YouTube und andere Suchmaschinen und Soziale Netzwerke gehören heute ganz selbstverständlich zu unserem Alltag. Man kann sich rund um die Uhr informieren, sich mit seinen Freunden austauschen und eigene Fotos, Erlebnisse und Ideen posten. Bei der Informationsrecherche im Netz sind seriöse Angebote aber oft schwer zu unterscheiden von Werbung, manipulierten oder falschen Beiträgen. Quelle und Herkunft sind oft nicht ausfindig zu machen. Um sich nicht in den Filterblasen von Suchmaschinen und sozialen Netzwerken zu verlieren und nicht auf Fake News, gefakte Profile oder andere Manipulationen hereinzufallen, ist es wichtig, verschiedene Informationsquellen zu nutzen und sich eine eigene, unabhängige Meinung zu bilden. Dieses Buch gibt einen umfassenden Einblick in die vielfältige Welt der Medien und vermittelt Tipps und Hilfestellungen zum richtigen Umgang mit ihnen." (Verlagsbeschreibung Loewe Verlag)
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"Auf Glaubwürdigkeit und Vertrauen, auch auf die Allgemeingültigkeit grundlegender und verbindlicher Wertvorstellungen, gründet sich allerdings das Zusammenleben in der menschlichen Gesellschaft. Wo verbreitet Misstrauen herrscht, ist ein konstruktives Miteinander kaum noch möglich. Wenn Misstra
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uen sogar absichtlich geschürt wird, um zu polarisieren, gefährdet dies unsere Demokratie. Öffentliche Debatten werden in vielen Fällen aggressiver, falsche Aussagen verbreiten sich schneller denn je. Den klugen Umgang mit Informationen muss man lernen, möglichst schon in der Schule. Insofern ist Glaubwürdigkeit auch bedeutsam für die politische Bildung. Über ein so kontroverses Thema muss man mit überzeugenden Argumenten auf der Grundlage nachprüfbarer Informationen sprechen und auch streiten, um sich eine Meinung zu bilden. Dazu will dieser Band beitragen. Die Schwierigkeit – oder eher Kunst – bei einem so breit angelegten Thema liegt in der Beschränkung. Nach reiflicher Überlegung haben wir uns entschieden, „Glaubwürdigkeit“ in den drei gesellschaftlichen Feldern „Politik“, „Medien“ und „Gesellschaft“ aus verschiedenen Perspektiven zu beleuchten." (Editorial, Seite 8)
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"While Ukrainians consume a high volume of news content, barely one in four Ukrainians trust the media and only 23% cross-check news sources—the most basic form of media literacy [...] In this context, IREX designed and implemented Learn to Discern (L2D), a “demand-side” response to the proble
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m of manipulative information, an essential companion to “supply-side” solutions such as supporting independent, ethical, and truthful journalism. Citizens must be able to separate fact from fiction, recognize manipulation and hate speech, and demand and seek out independent, fact-based journalism. From October 2015 through March 2016, IREX implemented L2D with funding from the Canadian government and in partnerships with local organizations Academy of Ukrainian Press and StopFake. Through intensive skill-building seminars, L2D reached more than 15,000 people of all ages and professional backgrounds [...] The results of the impact evaluation showed that L2D participants had statistically significant higher levels of disinformation news analysis skills, greater knowledge of the news media environment, a stronger sense of agency over the media sources they consume, and were more likely to consult a wider range of news sources. Compared to the control group, L2D participants were: 28% more likely to demonstrate sophisticated knowledge of the news media industry; 25% more likely to self-report checking multiple news sources; 13% more likely to correctly identify and critically analyze a fake news story." (Executive summary, page 3-4)
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"This book argues for dynamic and relevant school experiences for primary and early secondary learners that embed digital media production. It proposes a vision of literacy that combines new technologies with multiple modes of meaning-making. Drawing on theories related to cultural studies, media li
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teracy, anthropology, and creativity, the author explores learning strategies with digital media based on an empowering, values-driven framework. The book advances innovative teaching methods, critiquing educational 'reforms' that marginalise media and fail to engage with the complex tensions and textures of modern pedagogy. Positioning film and media-making as vital practices in schools that nurture the skills, dispositions and competencies of modern literacy, the model foregrounds connections between human agency, cognition, and creative practice." (Publisher description)
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"La presente cartilla es el resultado de un proceso largo de experiencia en el campo de la formación del uso pedagógico de la radio en la escuela. Nos complace muchísimo presentarla desde Grupo Comunicarte como una herramienta básica para construir ciudadanía, fomentar la participación, democr
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atizar la palabra, desarrollar las habilidades o competencias comunicativas, la lecto-escritura, generar procesos edu-comunicativos, pedagógicos y de interaprendizaje. La emisora escolar utilizada como un escenario para el diálogo, mejroar la convivencia, manejar los conflictos, hablar de la vida cotidiana de la comunidad educativa, donde se plantean propuestas que mejoren las relaciones y la calidad de vida de cada uno de los miembros de las instituciones, se constituye en un elemento pedagógico que atraviesa el Proyecto Educativo Institucional donde todos los proyectos se articulan y se fortalecen a través de la comunicación." (Presentación, página 15)
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"At the forefront in its field, this Handbook examines the theoretical, conceptual, pedagogical and methodological development of media literacy education and research around the world. Building on traditional media literacy frameworks in critical analysis, evaluation, and assessment, it incorporate
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s new literacies emerging around connective technologies, mobile platforms, and social networks. A global perspective rather than a Western-centric point of view is explicitly highlighted, with contributors from all continents, to show the empirical research being done at the intersection of media, education, and engagement in daily life. Structured around five themes—Educational Interventions; Safeguarding/Data and Online Privacy; Engagement in Civic Life; Media, Creativity and Production; Digital Media Literacy—the volume as a whole emphasizes the competencies needed to engage in meaningful participation in digital culture." (Publisher description)
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"This study shows that the use of media in Iraq is only partly based on ethno-sectarian patterns, and that the majority of media users are not naively susceptible to the views of individual media offerings. There are broadcasters that explicitly appeal to ethno-denominational target groups, and ther
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e are user groups that follow only one broadcaster in a monothematic fashion. However, the majority of the public seems to be interested in the interpretations of reality by different camps and therefore receives and compares different media offerings. As a result, it is possible that biased reporting achieves the opposite of its intended effect. Instead of gaining more support in the public for certain positions, the partisan channel loses its credibility and thus its effectiveness, as well. From this standpoint, a departure from partisan and biased reporting would be in the interest of both media users, a majority of whom are critical of biased reporting, and media producers, who would also strengthen their position in the public by attaining greater credibility. One could object here that the results of the study are based on the self-assessments and self-perception of the respondents, and therefore do not reflect real behavior but social expectations. Conversely, however, this would mean that the majority of the respondents perceive anti-sectarian use of the media as a social expectation they would like to fulfill. This too would only reinforce the conclusions stated here." (Final remarks, page 21)
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"This article presents an ethnographic approach to how low-income Brazilians of impoverished urban areas have engaged in community journalism and media activism. Exploring empirical materials collected during a seven-year research process (2009-2016), the article has two main objectives. One is to a
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nalyze how low-income youth reflect on their own processes of engagement in communication for social change (CFSC). Another objective is to demonstrate how ethnography can provide in-depth analyses of trajectories and initiatives in CFSC. The article primarily focuses on retrospective accounts of young adults who had participated in media-educational projects by nongovernmental organizations (NGOs) and subsequently became active agents of change in, through and about media. The analysis of these accounts indicates how the participation in NGO projects characterize actions for self-development. It also demonstrates how interactions among participants–not necessarily anticipated by NGOs –are crucial for low-income youth to engage in activist media and journalism in peripheral Rio de Janeiro. The article ends with a reflection about how ethnography is a useful method to add in-depth qualitative layers to the evaluation of CFSC initiatives." (Abstract)
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