"Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topi
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cs range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students’ wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators’ intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more." (Publisher description)
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"Featuring contributions from a diverse range of internationally-recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offe
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ring a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more." (Publisher description)
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"This two-part volume contains a comprehensive collection of original studies by well-known scholars focusing on the Bible’s wide-ranging reception in world cinema. It is organized into sections examining the rich cinematic afterlives of selected characters from the Hebrew Bible and New Testament;
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considering issues of biblical reception across a wide array of film genres, ranging from noir to anime; featuring directors, from Lee Chang-dong to the Coen brothers, whose body of work reveals an enduring fascination with biblical texts and motifs; and offering topical essays on cinema’s treatment of selected biblical themes (e.g., lament, apocalyptic), particular interpretive lenses (e.g., feminist interpretation, queer theory), and windows into biblical reception in a variety of world cinemas (e.g., Indian, Israeli, and Third Cinema)." (Publisher description)
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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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"In knowledge society, there is currently a call for cultivating a combination of media literacy and information literacy. This, however, requires cooperation from these two separate fields of study, and uncertainty regarding their boundaries hinders a smooth merger. It is unclear whether they are s
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ubsets of each other or separate entities. In this study, we have explored the relationship between these two fields by empirically mapping out their territories and discussing their similarities and differences. We have made use of the Web of Science database to delineate the content and boundary of these two fields. Our findings from 1956 to 2012 show that the two fields have different authors, university affiliations, and journals; they also differ in terms of academic origin, scope, and social concern. Information literacy has a closer tie to library science, while media literacy is more related to media content, media industry, and social effects. Due to their different academic orientations, the two fields adopt different analytical approaches. We have found that media literacy is not a subset of information literacy as some scholars have suggested,although the two fields have similarities. They share the same goal, and their publications overlap in terms of subject areas, countries of origin, and titles. The two fields could find common ground by cooperating together to contribute to the promotion of new literacy in knowledge societies." (Abstract)
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"We are pleased to be sharing with you the second yearbook on media and information literacy and intercultural dialogue. The first MILID Yearbook was published in June 2013 [...] The theme of the 2014 Yearbook is Global Citizenship in a Digital World. Global citizenship assumes ease of participation
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in global spaces in which persons are media and information literate and are equipped with competencies and attitudes to deal with the multi-faceted nature of a mediated world in which information is no longer bound by space or time. The unprecedented access to and use of media and Internet technologies for communication and collaboration especially among youth, suggest that effective strategies must be found to enable active critical inquiry and effective media production." (Foreword, page 7)
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