"Le projet Generation Africa est basé sur des expériences vécues par la jeunesse africaine qui est la plus grande démographie de jeunes dans le monde et dont le futur va déterminer la forme que prendra nos sociétés sur les décennies à venir. La collection comprend 25 réalisateurs et socié
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tés de production sur 16 pays et elle rassemble une myriade de récits liés autour du thème de la migration. Ces récits sont uniques dans le sens qu’ils nous offrent la perspective d’initiés sur des thèmes universels qui ne peuvent que ressortir de témoignages de personnes qui les ont vécus. Grâce à nos partenaires de diffusion de par le monde et la distribution en ligne, un grand nombre de personnes pourra visionner ces récits remarquables sur l’espoir, la perte et la détermination. Mais la sensibilisation ne se traduit pas toujours en changement ou action.
C’est pour cela que la méthodologie d’apprentissage de STEPS assiste les communautés à gérer avec le sujet et à recevoir les outils pour engager l’audience de manière plus effective, pour susciter une discussion constructive avec elle. La méthodologie d’apprentissage de STEPS assiste des animateur.rice.s depuis plus de deux décennies dans l’explication et la coordination de la projection et en les guidant durant les discussions qui s’ensuivent. Ceci a produit des partages en groupe qui sont importants et plein d’empathie Les sujets abordés peuvent aussi bien être liés à la défendre les droits humains qu’à la lutte contre le sigma du VIH/sida. Le guide de facilitation et de vulgarisation de STEPS a pour approche de se concentrer sur des personnes qui font face à des combats que des milliers d’autres personnes de par le monde vivent aussi. Dans ce Guide de Facilitation Generation Africa, les facilitateurs.trices apprendront à acceuillir des projections (en présentiel et à distance) et à utiliser des films pour discuter de problèmes de société suivi de questions pour suivre sur des discussions après chaque projection " (Introduction)
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"The intention of this Brief is to support sports organizations – clubs and associations at both the grassroots and professional levels – to better protect children online. It aims to help:
– Develop a dedicated child online protection strategy and policy, which can be integrated into existin
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g child protection frameworks or guidelines and into child-friendly statements.
– Develop specific procedures and codes of conduct to promote safe online practices for children, young people and staff (e.g. for the use of videoconferencing platforms, social networks and Wi-Fi services).
– Define a protection focal point to receive reports and complaints from victims of online violence and establish mechanisms to respond effectively, linking victims to the appropriate support and referral services.
– Provide capacity building for children, coaches, parents, educators and staff, and support efforts towards the development of their digital skills." (Page 2)
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"In this study of Tapestry, a church-run foster youth mentoring network, and St. Sebastian’s Summer Camp, a predominantly Latinx church-run community day camp, I develop and document one promising pairing in response to this quandary: an adapted form of Digital Storytelling (Lambert, 2012) as a co
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mmunal spiritual practice appropriate to what I call faith-adjacent spaces. Such spaces are convened by modes of activity separate from formal institutional programs and rituals but still connected to religion in meaningful, visible ways. In this participatory multimodal ethnography, I draw on socio-spatial and narrative analytic frameworks to reveal and explore (1) organizational practices of belonging that already exist at Tapestry, (2) the function of new collaboratively designed Digital Storytelling practices at Tapestry and St. Sebastian’s, and (3) the role of my various researcher-facilitator identities in this work. I present these findings in the form of a four-part audio documentary that interweaves recordings from my ethnographic fieldwork, excerpts from the artifacts that participants and I co-created, audio engagements with academic and practitioner literature, and researcher narrative and analysis." (Abstract)
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"The Digital citizenship education handbook is intended for teachers and parents, education decision makers and platform providers alike. It describes in depth the multiple dimensions that make up each of 10 digital citizenship domains, and includes a fact sheet on each domain providing ideas, good
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practice and further references to support educators in building the competences that will stand children in good stead when they are confronted with the challenges of tomorrow’s digital world. The Digital citizenship education handbook is consistent with the Council of Europe’s Reference Framework of Competences for Democratic Culture and compatible for use with the Internet literacy handbook." (Back cover)
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"Presentamos en este texto una ingente obra colectiva de investigaciones, propuestas, reflexiones, estudios y proyectos en el emergente ámbito de la educación mediática. Con 151 capítulos de 298 autores únicos se ofrece una panorámica general en un mundo postpandemia global con un análisis po
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liédrico del complejo entramado educomunicativo que vivimos. Educadores, comunicadores y educomunicadores, así como profesionales de los más diversos ámbitos de las ciencias sociales abordan aproximaciones complejas, apegadas a la práctica, sobre la sociedad actual, no solo haciendo una radiografía, más o menos amplia, sino también realizando propuestas educomunicativas que mejoren los parámetros de convivencia con los medios." (Prólogo)
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"1. Social media is a key resource for news. A primary factor is its friendly user interface. It also acts as a “one-stop-shop” where users can shape the types of media they consume. This forms a stark contrast with offline media, which made little notable presence for attendees across all group
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s; 2. Social media is considered a news source by itself, and several attendees took information there at face value. Given the effort required to verify information, most participants only took this extra step for topics they were genuinely interested in. Otherwise, some relied for confirmation on key journalistic figures or outlets who have proven themselves to follow higher professional and ethical standards; 3. Most attendees were extremely wary of sharing political content as they do not feel safe doing so or do not wish to be branded as supporters of certain political factions." (Findings, page 8)
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"BBC Media Action’s innovative sexual and reproductive health rights (SRHR) project - Ma Shet Ne (Don’t be shy!) – was designed to support young people living in Yangon to access quality information and realise their rights. Research findings show that young people are highly engaged with the
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digital content. They reported learning and becoming more open-minded and confident to talk about SHRH topics." (Page 1)
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"Auf insgesamt 36 Arbeitsblättern bietet das Arbeitsheft einen Querschnitt durch die Welt der Medien in insgesamt vier Kapiteln. Zunächst werden die begrifflichen Grundlagen und die Bedeutung von Medien für unser Alltagsleben wie auch für die Demokratie erarbeitet, dann werden zentrale Medien wi
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e Zeitung, Smartphone oder Social Media vorgestellt und ihre Besonderheiten bei der Nutzung analysiert. Im Anschluss widmet sich das Material unterschiedlichen Herausforderungen im Umgang mit Medien: Dabei wird u.a. die Rolle von Influencer/-innen hinterfragt, das Prinzip der Plattformökonomie untersucht oder die Gefahr einer Medienkonzentration erörtert. Abschließend beschäftigten sich die Lernenden mit ihrer eigenen Medienkompetenz: Wie erkenne ich sexistische Werbung? Habe ich meine Mediennutzung im Griff oder sollte ich mal "handyfasten"?" (Verlagsbeschreibung)
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"In 2020, the French Parliament passed an amendment that put the country at the forefront of attempts by democratic states to restrict young people's access to legal online pornography. This study examines the necessity for and potential efficacy of the amendment, Article 23, through a comparative a
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nalysis of emerging legislative and regulatory approaches in France, the UK, Canada, Utah, and Germany, and through a survey of French 15-,16-, and 17-year-olds. Among other things, our survey shows that 41% of 15-, 16-, and17-year-olds in France visit dedicated pornographic sites, on average monthly and often much more frequently. However, the range of media platforms via which French adolescents are exposed to pornography, their knowledge about technologies that could circumvent age verification, and the power, scope, and implementation of Article 23 may limit the legislation's efficacy. Our findings suggest the mechanisms that may limit its efficacy include media displacement, socio-technical circumvention, and the Article's relatively broad and imprecise nature. This study has implications for legislators and regulators in democratic countries beyond France as they too grapple with the challenges of regulating online pornography. Furthermore, it extends the often contradictory and/or limited evidence that exists about adolescents' consumption of pornography." (Abstract)
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"While political communication scholarship has long underscored the importance of political talk—casual conversations about news and politics that occur in everyday situations— as a way for citizens to clarify their opinions and as a precursor for political engagement, much of this literature te
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nds to depict political talk as uncomfortable and difficult for citizens. Yet, this focus on the challenging aspects of political talk has been informed predominantly by the US context. To what extent may a different picture emerge when looking across different cultural contexts? And how are these dynamics shaped by the affordances of the multi-platform social media environment? This paper explores these questions through a unique dataset of 122 qualitative interviews conducted between 2016 and 2019 with young people (ages 18–29) from five countries: Argentina, Finland, Israel, Japan, and the United States. Rather than solidifying the avoidance of controversial political talk as the key strategy at the disposal of young people, our findings point at a five-pronged typology of young people, with each type representing a different approach toward political talk. Our typology thus contributes to a more comprehensive and nuanced picture of various approaches towards political talk employed by young people across different countries and in relation to different digital media affordances." (Abstract)
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"En el Perú existen alrededor de nueve millones de adolescentes entre 12 y 17 años. De este grupo, se estima que el 92.9 % hace uso de internet para socializar, informarse, desarrollar pasatiempos y asistir a clases durante la pandemia. Según las estadísticas oficiales, la población de adolesce
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ntes muestra una brecha digital de género menor a la de otros grupos etarios, pero estas estadísticas solo se limitan a medir la brecha de acceso material. Para entender de manera integral las barreras que enfrentan los y las adolescentes, se debe ahondar en las formas de impacto que internet tiene en sus vidas diarias, así como los estereotipos de género que pueden ser fomentados dentro de su entorno social próximo. Es por ello que entrevistamos a expertos y actores clave sobre la situación actual de la brecha digital de género en el Perú y elaboramos un estudio de campo novedoso –basado en la metodología diseñada por UNICEF y Global Kids Online– que nos permitió descubrir la diversidad de factores que promueven e inhiben la apropiación de internet por parte de adolescentes." (Página 6)
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"Thanks to an inclusive and context-sensitive selection process of youth journalists and relevant and participatory capacity-building sessions, the project successfully empowered hard to reach youth by providing them with a range of transferable skills that they have been able to use both within and
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beyond the project. The young journalists were able to produce quality radio programming which was very positively received by the communities, as 90 percent of surveyed community members found that the radio programs produced by the young journalists as part of the project bring an added value on critical social and political issues. This is a significant improvement from the baseline (35,7 percent in South Sudan, 16,7 percent in CAR and 76,2 percent in Mali), thus indicating the program’s success in changing perceptions regarding the value of youth’s perspectives. Nonetheless, both the audience and project staff identified avenues for improving the reach of the radio programs, including exploring other media, and increasing communication around the program and broadcast times. Beyond enabling youth journalists to produce high-quality radio programs, the project also benefits them by fostering motivation, entrepreneurialism, agency and success as the evaluation found evidence of youth journalists creating their own initiatives, and acting as mediators in conflicts between friends or in their family. In addition, amongst youth from the community who participated in project activities, the project led to increased awareness of their role and capacities as change agents." (Key findings, page 6)
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"This document is a first introduction for educators, working in and outside of formal schooling, on how to identify, prevent and address conspiracy theories in education settings. It seeks to provide educators with key definitions and essential knowledge to grasp the complexity of the phenomenon an
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d alert learners about the key characteristics and harmful effects of conspiracy theories for a first, immediate response. To support educators in this endeavour, this document outlines strategies to prevent the belief in conspiracy theories as well as to engage with learners who already believe in them." (Back cover)
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"UNESCO strived to improve access to information for Yemeni youth through building capacities of young Yemeni journalists to produce content that ensures balanced coverage of the peacebuilding process. The produced content necessitated the development of an information platform to disseminate messag
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es to the youth. In addition, the intervention supported youth-led peacebuilding initiatives through the “My Solution” activity, further promoting content creation for the youth and by the youth. In order for the Yemeni Youth to be able to express themselves freely and in a secure and welcoming environment, UNESCO and its partners worked around different platforms, either physical or online, to provide them with safe places to exchange. Whether through online surveys (Yemeni Youth Barometer), debates, community radio programmes, or through their participation in international platforms, Yemeni youth were given the opportunity to share among themselves but also with decision-makers their views and opinions." (Page 7)
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"En este documento presentamos una secuencia didáctica para que las y los docentes trabajen en el aula sobre las desinformaciones en contextos electorales teniendo en cuenta que las y los adolescentes son parte fundamental de los debates públicos e incluso en varios países pueden ejercer el derec
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ho al voto. Si bien es de esperar que los contenidos específicos de las desinformaciones puedan variar a lo largo del tiempo y de país en país (y en niveles subnacionales), hay algunos elementos del fenómeno que son comunes en toda la región y en todos los períodos electorales. Proponemos abordar estos elementos en las aulas como una estrategia para mitigar la masiva circulación de estos contenidos y propiciar que jóvenes tomen decisiones informadas, un desafío que, por supuesto, tenemos también las personas adultas. En el Programa de Educación de Chequeado sabemos que la escuela en general y los docentes en particular pueden promover espacios de participación que fomenten la construcción de habilidades de pensamiento crítico para que, al momento de votar, las y los jóvenes lo hagan a partir de información verificada. Entendemos que enseñar en la escuela estas habilidades, especialmente aquellas vinculadas con la identificación de desinformación, como parte de la Alfabetización Mediática e Informacional (AMI) es prioritario para el fortalecimiento del sistema democrático." (Introducción)
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"Adolescents in Mexico experience high pregnancy and birth rates. A collaboration with Grupo Televisa led to the development of an entertainment-education telenovela intervention, Overcome the Fear (OTF), which aired in 2020 to a national audience and addressed adolescent sexual and reproductive hea
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lth (SRH) topics. This study details the development and evaluation of OTF’s impact on adolescent contraceptive practices and parent-adolescent SRH communication in Mexico" [...] Conclusions: This study suggests that viewership of a high-quality entertainment-education telenovela informed by extensive formative research is related to adolescent health outcomes and to parent-adolescent SRH communication on a country-wide scale in Mexico. Entertainment-education remains an underutilized public health strategy, despite its promise to engage viewers and motivate healthful behaviors." (Abstract)
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"In dieser Open-Access-Publikation stellen Katharina Kärgel und Frederic Vobbe anhand sieben typischer Fallbeispiele Handlungsempfehlungen für einen adäquaten Umgang mit mediatisierter sexualisierter Gewalt dar. Die Empfehlungen sind das Ergebnis des vom Bundesministerium für Bildung und Forschu
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ng geförderten Projekts „HUMAN“. Sie wurden empirisch unter Beteiligung von Betroffenen sowie Expert*innen der Bereiche Recht, Psychologie, Pädagogik und Soziale Arbeit entwickelt. Sie umfassen jeweils Fallreflexionen sowie konkrete Handlungsansätze. Digitale Medien sind Instrument und Kontext sexualisierter Gewalt gegen Kinder und Jugendliche. Sie müssen bei Übergriffen durch zuvor fremde wie nahestehende Personen stets mitbedacht werden. Ihr Einsatz verstetigt die Belastungen Betroffener und führt zu einer hohen Komplexität von Interventionen." (Verlagsbeschreibung)
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