"Hay una variedad de estrategias y enfoques que se pueden aplicar para enseñar a la Alfabetización mediática e informacional (AMI), los cuales se centran en el conocimiento, la actitud y las habilidades. Por supuesto, las y los capacitadores están en la libertad de modificar las metodologías pr
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opuestas y desarrollar sus propios métodos de enseñanza. Sin embargo, deben tener muy claros sus objetivos y la manera de alcanzarlos. Deben también reflexionar sobre sus estrategias de formación después de cada sesión. Asimismo, es importante que sean conscientes de sus hábitos con relación a los medios de comunicación y de cómo estos influyen en su enseñanza. Se anima a las y los capacitadores a que sigan estos cinco pasos para la formación en AMI: acceder, analizar, crear, reflexionar y actuar (AACRA)." (Página 9-10)
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"Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of
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different MIL areas equally seems oversimplified. This study investigates associations between three types of ICT use and four MIL competence areas. It analyzes data of 315 secondary teachers in Germany employing exploratory structural equation modeling. After controlling for teacher and school traits, the findings show that teachers who use the computer lab in their schools and basic computer applications tend to foster their students’ critical, safety, information, and operational competencies more often. Conversely, using ICTs that mainly serve presentation and visualization purposes has a negative or no association with fostering the four MIL areas. Finally, using mobile devices and online resources is positively associated with fostering students’ information competence. The analysis contributes to a more specific understanding of teachers’ practices with digital media. Possible implications are discussed for teachers’ practice and training as well as for research and policy." (Abstract)
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"[This book] teaches students how to navigate through the overwhelming flood of information found in today’s media-saturated world. Drawing from thousands of media research studies, author W. James Potter explores key components to understanding the fascinating world of mass media. Potter presents
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examples and facts to help students understand how the media operate, how they attract attention, and how they influence the public. Chapters conclude with exercises to help readers apply the material to everyday life and improve their media literacy. The Tenth Edition integrates a stronger focus on digital media, features a streamlined organization, and updates facts to keep readers informed on the rapidly changing media phenomenon." (Publisher description)
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"This study examines the ways in which Arab citizens, as media users, could be enabled to influence news media conduct and thus enhance media practicioners’ commitment toward ethical journalistic practices and standards, particularly accuracy, balance and fairness. It aims to explore the possibili
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ties of making pan-Arab news media accountable to their publics, refocusing their attention on citizens rather than sponsors and governments. The first section provides an overview of the current state of accountability of the pan-Arab news media with a focus on state-funded broadcasters. Section two looks at the current and emerging media practices and internet-based forms of professional and public accountability in Arab countries. Section three investigates the role of critical media literacy in bolstering the value and effect of current forms of public accountability. Arab media are facing new forms of professional and public accountability and, although in its infancy, critical media literacy is a central factor in fostering and shaping this." (Abstract)
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"A media education plan supports the implementation, assessment and predictability of activities. Clearly planned work is easier to make visible also for others. A plan makes media education work easier to make visible to others. The plan can help to clarify the shared vision on the role and opportu
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nities of media education in your own organisation.Outlining operating conditions establishes peace to develop and do high-quality work. This guide helps you to prepare a media education plan. The plan and its´ preparation can be made in many different ways and in different scope. The themes and questions of the guide help to take into account the different aspect of media education work. You can choose the relevant questions based on your own perspective. This guide is based on the workshop conducted in the Finnish Media Education Forum 2020. We wish to share our acknowledgement to all the contributors." (Page 1)
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"The very basis for journalism to perform its societal role of enabling a well-informed citizenry through the factual reporting of news, grounded in professional standards of accuracy, sincerity and objectivity is that it is undertaken safely. Indeed, the ability of journalism to pursue what we here
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name a “civil role” (Harrison, 2019), which fosters solidarising inclusion among members of society in support of a shared communicative civil life, is conditioned by its inextricable relationship with a well-informed citizenry. Key to this relationship is a media and information literate public that is able, not only to critically evaluate media, but also has the capability to understand the societal value of journalism. This paper therefore argues that strategies to secure journalistic safety must consider how this relationship between journalism and a media and information literate citizenry is prone to attack by divisive anti-civil forces (e.g. from illegitimate state and market intrusion) that produce conditions of civil diminishment and un-safety for journalists (Harrison, 2019 and Torsner, 2019). This paper first develops a theoretical understanding of the link between a media and information literate citizenry and the (un)-safety of journalism. It establishes how journalistic safety is both positively linked to a media and information literate public that functions as a potential bulwark against attacks targeting journalism – forms of civil resistance, and negatively interlinked with a media and information illiterate citizenry that engenders hostility towards journalism. We conclude that strengthening the media and information literacy of society should be considered as a strategy to safeguard a free, independent and safe environment for journalism. Second, the paper uses empirical case studies to illustrate the role of citizens and communities of audiences in protecting journalism through expressions of solidarity that articulate an understanding of the societal value of journalism. Doing so the paper examines how a strong relationship of trust between journalism and communities of audiences, and between journalism and members of society, via media and information literacy, can serve to protect journalism in contexts where independent journalism is restricted and regularly attacked." (Abstract)
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"This book offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to ne
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w debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education." (Publisher description)
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"This book provides exemplars of how the Communication discipline and curriculum are responding to the demands of globalization and contributing to the internationalization of higher education. Communication as a discipline provides a strong theoretical and methodological framework for exploring the
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benefits, challenges and meanings of globalization. The goal of this book, therefore, is to facilitate internationalization of the communication discipline in an era of globalization. Section one discusses the theoretical perspectives of globalism, internationalization, and the current state of the Communication discipline and curriculum. Section two offers a comprehensive understanding of the role, ways, and impact of internationalizing teaching, learning, and research in diverse areas of study in Communication, including travel programs and initiatives to bring internationalization to the classroom. The pieces in this section will include research-based articles, case studies, analytical reviews that exam key questions about the field, and themed pieces for dialogue/debate on current and future teaching and learning issues related to internationalizing the Communication discipline/curriculum. Section three provides an extensive sampling of materials and resources for immediate use in internationalization in communication studies; sample syllabi, activities, examples, and readings will be included. In sum, our book is designed to enable communication curriculum and communication courses in other disciplines to be internationalized and to offer different approaches to enable faculty, students, and administrators to incorporate and experience an internationalized curriculum regardless of time and financial limitations." (Publisher description)
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"Media and Information Literacy (MIL) plays an essential role in helping people navigate the media. It helps them separate fact from fiction, exercise their right to access information and be active members of the media ecosystem. DW Akademie’s goal is to empower young people to be active and act
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responsibly in the media world." (Page 3)
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