"Este libro realiza un análisis situacional de la alfabetización mediática en Ecuador, a su vez procura agrupar los principales resultados obtenidos a través de numerosos estudios en las regiones y ciudades del país donde se ha determinado el nivel de competencia mediática en varios grupos de
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la sociedad ecuatoriana: estudiantes y profesores de escuelas, colegios y universidades. Se analiza también, la presencia de contenidos curriculares en los planes de estudio que en algunos casos incrementan el nivel de competencia mediática. Además, se examina la normativa que rige el desarrollo de la competencia mediática, tanto a nivel comunicacional y educativo, su visualización a nivel científico y las distintas aplicaciones y proyectos realizados como intentos de mejorar la situación actual en este tema." (Cubierta del libro)
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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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"O material aqui divulgado representa, em essência, a contribuição do VII Encontro Brasileiro de Educomunicação ao V Global MIL Week, da UNESCO, ocorrido na ECA/USP, entre 3 e 5 de novembro de 2016. Estamos diante de um conjunto de 104 papers executivos, com uma média de entre 7 e 10 páginas,
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cada um. Com este rico e abundante material, chegamos ao sétimo E-book publicado pela ABPEdu-com, em seus seis primeiros anos de existência. A especificidade desta obra é a de trazer as “Áreas de Intervenção” do campo da Educomunicação, colocando-as a serviço de uma meta essencial ao agir educomunicativo: o diálogo intercultural." (Plano de leitura e de pesquisa, página 14)
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"The Chinese government has long kept tight control on both traditional and new media to prevent potential challenges to its authority. But, for better or worse, China has now reached a stage where it is difficult to exercise political hegemony through laws and regulations and the control of the mas
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s media. China has become a global superpower and in 2011 surpassed Japan as the world's second largest economy, second only to the USA. China's entertainment industry is also flourishing, and the market is large enough to attract foreign investors that either view China as an important market or are interested in Chinese capital. Today, more children in China watch television than in any other country in the world, and Internet usage is also increasing, making the implementation of media literacy education an important issue. This book presents the prevailing perspectives on media literacy education in China and describes how the current curriculum reform for implementing media literacy education is being developed. It will not only stimulate debate and further research, but will also influence policy decisions regarding media literacy education in China." (Publisher description)
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