Comunicar: Revista Científica de Comunicacíon y Educacíon

El Parlamento Europeo apuesta por la alfabetización mediática

Políticas de educación en medios: Hacia una propuesta global.

The Alliance of Civilizations

UNESCO

A European approach to media literacy: Moving toward an inclusive knowledge society

Information skills: Conceptual convergence between information and communication sciences

Nowadays, information is one of the main resources for an individuals development and wellbeing, so distributing and using information must be a top priority for society. This entails establishing strategies so people can learn to use this resource. Further, scientific progress and present-day educational paradigms stress trans-disciplinary learning. Information and communication sciences are by nature complementary -one focusing on the medium and the other on the process- so there must be greater clarity and conceptual consistency in a number of key shared areas. This contribution is an effort, from the perspective of library science and information science, to identify some possible meeting-points between these disciplines, regarding the study and development of the necessary competencies to handle information adequately.

Curricular contribution for media education: A process in construction

This contribution analyzes media and information literacy from an educational and curricular perspective, emphasizing development of competencies that students require in order to participate actively in the modern world. It considers the political and technical components of curriculum development that reflect the type of society we wish to construct. Likewise, it presents the concept of inclusive education as an educational vision that aims at guaranteeing the right of all children, young people and adults to receive an education matching their expectations, needs and forms of learning, and that ensures participation and equal opportunities. The concept of a «glo-local» curriculum is discussed, which is based on developing competencies in students to enable feedback between global and local realities, trying to bring schools closer to the situations of daily life. The analysis concludes that media and information literacy should be cross-cutting in the curricula, which requires, among other tenets, high-quality teacher education, smooth communication among teachers, and solid, inclusive educational proposals within a participatory consensus-building process.

Media education issues for professionals and citizens. Bridging the divides in countries of the south

Information and communication technologies (ICTs) are imposing a radical reform in journalism and media education. Without a strategic, participatory pedagogical vision, journalism and media education will not work to the advantage of the project for a democratic and inclusive information society. By the same token, they will be unable to reduce the gap experienced world-wide between training and employment, nor will they have a positive impact on government or media operators policies, nor on the practices of professionals and citizens, particularly in cyberspace. Journalists and the media occupy a decisive place in society and vis-à-vis the State, which calls for public policies for introducing media literacy education starting in elementary school. The media are a source of knowledge, a development tool, a citizenship matrix, a source for the construction of the «social being» and for peace. The ultimate issue is the advent of an inclusive information society, and particularly in the countries of the South, its solid emergence depends on an «emancipation journalism». This must be one of the primary objectives of media education.

Media education as a development project: Connecting emancipatory interests and governance in India

The recent explosion of communication tools and services within last two decades has posed new questions that are beyond the comprehension of existing pedagogy in Indian communication studies. Indian society has witnessed a widespread proliferation of media technologies to such an extent that they have become ubiquitous in society. However, media education, in India, remains an almost unexplored area of studies. This contribution analyzes the reasons for this lack of interest in light of the international research debate. It also considers alternatives to a Western view of media literacy, based on Sens concepts of «capabilities» and «functionings». It shows the advantages of articulating emancipatory interests and media governance but considers also the local limitations of such an enterprise, if media education is not recast in new pedagogies and profound educational reform, that extends beyond the child to the whole of society.

Nurturing freedom of expression through teaching global media literacy

Freedom of expression is both a life and death matter and a bread and butter issue. Free media that allow a diversity of voices to be heard and all ideas to be discussed play a central role in the sustaining and monitoring of good government, as well as in the fostering of economic development and the encouraging of corporate transparency and accountability. Students in both developed and developing nations need to understand that there is no global issue or political arena in which the statement of problems and the framing of possible solutions are not influenced by media coverage. The Salzburg Academy on Media and Global Change convened for the first time universities from around the world, media organizations and International Institutions such as the Alliance of Civilizations and UNESCO to work jointly in the building of a global media literacy (GML) curriculum, related lesson plans, exercises and resources to teach students to evaluate the media they read, hear and see, as well as teach them to speak out for themselves. The GML materials are written by a global community for a global community and aim to prepare students the world over for active and inclusive roles in information societies.

Education reform as an agent of change: The development of media literacy in Hong Kong during the last decade

Although media education is a comparatively new area of studies in Hong Kong, it is already flourishing. Why is this case? This contribution identifies education reform as an important factor in encouraging the development of media education in the last decade, and the three major forces of change in this reform have been: the emphasis on civic education since Hong Kongs return to China sovereignty, the introduction of information technology (ICT), and the recent review of the curriculum. The analysis confirms that five basic skills are developed via media education: communication, creativity, critical thinking, problem-solving and self-management. This development is especially fostered if the teaching materials are chosen from a wide array of media and if transversal modules are taught around student-centred strategies.

History, policy, and practices of media education in South Korea

The authors begin by providing the historical and social background of Korean media education, which has its roots in civil participation activities in the 1980s. Then, they discuss the legal and governmental policies on media education, focusing on the Broadcasting Act and the diverse programmes provided by governmental organizations, particularly those under the Ministry of Culture, Sports and Tourism. They also analyse good examples of media education practices by teachers groups, civil society associations and the media industry, in addition to introducing the recent changes in the newly reformed National Curriculum, which includes some elements of media literacy. They conclude by pointing out the need for a more consistent policy on media literacy and a forum to activate discussion on the topic.

Implementing mandates in media education: The Ontario experience

This analysis presents a report on media literacy education in Ontario. It provides an overview of the curriculum for media literacy that is mandated by the provincial government. Specifically, it describes various approaches for teaching about the media as well as the theory that underpins curriculum documents and classroom practices. The analysis also describes the work of key organizations and partnerships that helped prioritize media literacy education, and offers suggestions for the successful development and implementation of media literacy programs. The conclusion discusses the challenges and future directions for media literacy beyond the Ontario case, focusing on nine key tenets for success in implementation worldwide.

Making the introduction of multi-media technologies count in education reform in Africa: The case of Ghana

This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom.

Media literacy in MENA: Moving beyond the vicious cycle of Oxymora

At a time when the region of MENA (Middle East & North Africa) is full of potential for capacity building, social unrest, political agitation and poor civil liberties are still plaguing the population. The status of media education is low in MENA countries, preoccupied by many other vital issues, and yet the lack of it is detrimental to civic engagement Current literacy practices in MENA countries have poor standards for critically assessing the media and research findings show a widening gap between the general public and the journalists, which further impairs media literacy. The analysis deals first with MENA countries and their «mal-media situation», using the metaphor of the cycle of oxymora to explain the various tensions and contradictions that characterize media literacy in the region. It then attempts to provide a political and media related context to explain the current situation. It also uses research data to explore the challenges and opportunities to change the current dim picture in MENA, and concludes with several crucial implications for policy-making about media literacy in MENA.

When media education is State policy

One of the specific challenges faced by media education in Latin America is to narrow the divide and promote more equitable, fairer access to cultural and technological commodities among young people from the poorest families. Although the obstacles are more than a few and the challenges are by no means negligible, the first step toward facing them is to insert media education as a public policy, as State policy. Fortunately, we have always had teachers who have used the media and taught others to analyze, interpret and use them creatively. The idea, when media education becomes part of public policy, is to move beyond individual initiatives and turn these private efforts into a State commitment. This is the only way to overcome the huge obstacles and materialize the major challenges posed by media education in the 21st century.

Media education beyond school

Education in and for the media is doubtlessly necessary and is very slowly slipping into regular education, but not very satisfactorily. This work must be fleshed out by the media sector efforts to take some responsibility for the educational work as well, not by educating directly, but by trying to match their broadcasts to the values that education is trying to convey. Audiovisual Councils can play a role in driving media education, helping the educational system meet its responsibility to educate children to use properly television, Internet and other screens habitually surrounding them. At the same time, these Councils can help media professionals enforce and construe legislation about audiovisual contents freely and responsibly, thereby facilitating self-regulation. This contribution, showcasing the experience garnered by the Audiovisual Council of Catalonia in promoting media literacy, provides insights on the balancing act of bringing multi-stakeholders around the table to discuss issues on which they dont necessarily have shared and convergent positions.

The role of broadcasting regulation in media literacy

The author presents a global perspective on the reasons why television is regulated, the mechanisms used for regulation, and what regulation covers, particularly its cultural purposes and its human rights references. She explores the different regulatory systems and the major rules and instruments that are conducive to an independent body with democratic legitimacy. The author makes the case for continuous regulation of television in spite of the end of the scarcity rationale, positing that digital convergence will increase issues related to rights and responsibilities of broadcasters regarding content, advertisement, and other public value issues. She concludes with suggestions about how regulatory purposes and practices might change as nations move towards a converged, digital future. Taking the example of the UKs regulator, OFCOM, she examines how a regulatory authority can take a leading role in media literacy, adding to its existing missions of allocating and regulating spectrum. Regulation, to be truly effective and accepted by citizens, will need to rely on extensive media literacy.

Media education in turkey: Toward a multi-stakeholder framework

Starting with the 1990s, private radios and televisions were the primary steps in Turkish medias new structure. At that time, there was no interest in media literacy or media education for people, especially for children. In the past, the emphasis of media literacy education was to protect children and young people from possible harmful effects of media, which was later followed by critical thinking and development of media messages production skills. This application emphasizes the political, social, and economic implications of media messages and stresses the importance of using media effectively. Media literacy and education in Turkey has started with an agreement between the Ministry of National Education and the Radio and Television Supreme Council (RTÜK) in 2006-07 school period. Media literacy courses respectively consist of these topics: Introduction to communication; mass communication; media; television; family, children and television; radio, newspapers magazine, and Internet. This study uses a critical approach to reflect what has been done so far in Turkey in terms of media literacy and media education, and what needs to be accomplished in the future. There is still great need for critical understanding and questioning through media literacy and education. Some important issues, such as democracy, citizenship, human rights, freedom of expression, identity, the special needs population, and women, are essential to consider within media literacy and education.

Exploring media education as civic praxis in Africa

This contribution argues that African media education must define a pedagogical agenda for citizenship. That task lies in a postcolonial revisionism of liberal modes of thought and practice about media. This neo-colonial dependence of African media education is evident in the pedagogical emphasis on professional-journalistic automation. However, Africans are increasingly becoming politically and civically apathetic. This article calls for an emancipatory vision of journalism that is embedded in civil society. It uses a case study of radio listening clubs to illustrate the civic influence of the media in Malawi and Zambia. It concludes by proposing a model of media education for citizenship. The key tenets of the model include enhancing critical analysis of the correlation between media, democracy and development; developing an emancipatory vision of journalism; cultivating an active citizenship; entrenching a viable institutional infrastructure of democracy; and promoting an informed adherence to human rights.

Promoting youth civic participation with media production: The case of youth voice editorial board

Public space, especially online, is now offered more than ever before. Still, the role of public media production in youth cultures has not been very much noticed in civic pedagogic settings. This analysis provides insights into the relations between youth, civic participation and media publicity in the context of youth work. It is based on a three years follow up study of the Youth Voice Editorial Board in Finland, among youngsters aged 13-17 years. The results of the study show that youth citizenship can be strengthened with media literacy education. This process consists of three elements related with each other: youth civic participation (including media productions), media publicity, and pedagogy understood as learning community. They foster feelings of societal influence among young people and are conducive to online participation as well as traditional civic engagement and can prove effective in increasing cross-generational dialogue.

Historias de Glasbolordos y Filfilinos

Propuestas para la formación en educación en medios en profesores chilenos

Este trabajo, desarrollado por un grupo de investigación chileno, expone los resultados de una investigación sobre la presencia de la educación en medios en el currículum de la enseñanza media chilena, los problemas que plantea y la formación y actitudes de los profesores de Lengua Castellana y Comunicación en ese ámbito. Para su análisis adopta las definiciones y parámetros contemplados por la UNESCO en Viena (1999) y Sevilla (2002) que indican, entre otros aspectos, que la educación en medios trata sobre la enseñanza y el aprendizaje «con» y «sobre» los medios, más que «a través» de los medios. El estudio concluye con una propuesta para implementar la formación continua de profesores en ese campo.

The article explains the results of a research about Media Education in Chilean Secondary School curriculum, its problems, and training and attitudes of teachers of Spanish Language and Communication. The analysis applies definitions and parameters adopted by UNESCO in Viena (1999) and Seville (2002) which indicate that Media Education means to teach and learn «with»» and «about» media more than «through» media. It proposes a schedule for continuous training of teachers in this field.

La representación positiva de la imagen de las mujeres en los médios

Este trabajo tiene como objetivo describir las valoraciones positivas realizadas por la ciudadanía a través del servicio del Instituto Catalán de las Mujeres (ICD) sobre los discursos mediáticos que contienen representaciones de género. Es una forma de ilustrar cómo los productos de las industrias culturales forman parte del imaginario social de la audiencia y cómo ésta es capaz de identificar, valorar, las representaciones constructivas de género. Los medios de comunicación y la au - diencia como agentes sociales de cambio sugieren vías pedagógicas sobre cuestiones de género. Finalmente, el texto nos anima a pensar en la posibilidad de crear y potenciar estrategias educativas para formar una audiencia crítica que genere propuestas, pautas, sobre un discurso de género acorde a la realidad social.

This article aims to outline the positive assessments made by the public, through the service of the Catalan Womens Institute (ICD) on speeches containing media representations of gender. It is a way to illustrate how the products of cultural industries are part of the audiences social imaginary and how it is able to identify and assess constructive representations of gender. The media and audience as agents of social change suggest ways of teaching on gender issues. Finally, the text encourages us to think about the possibility of creating and enhancing educational strategies to form a critical audience that generates proposals, guidelines, a discourse on gender according to social reality.

Una WebQuest para la orientación vocacional y profesional en bachillerato

En el presente artículo se expone una WebQuest diseñada para servir de complemento al Plan de Orientación Vocacional y Profesional (POVP) de Bachillerato, con ella se pretende facilitar al alumnado el conocimiento de sí mismo, el conocimiento del entorno académico y profesional y ayudarle en el proceso de toma de decisiones. Se describen las características de la herramienta, dónde está alojada, los objetivos que se persiguen, los procedimientos TIC utilizados, la metodología de trabajo, así como los recursos y actividades que se plantean. Como conclusión se destaca que la utilización de las TIC en orientación psicopedagógica permite optimizar y enriquecer las intervenciones que se llevan a cabo en los centros de Secundaria.

The present paper exposes a teaching resource, designed to serve as a complement to the Vocational and Professional Counseling Program of High Schools. The WebQuest intended to facilitate students´ self-knowledge, the knowledge of the academic and professional environment and to help them in the process of decision-making. This work also presents the characteristics of the tool, the websites where it is housed, the working methodology, the objectives of the teaching resource, a description of the process the learners should go through in order to accomplishing the task, the most representative result and the final conclusions. As a final conclusion, we underline that the ICTs use in professional counseling could optimize and enrichment those interventions developed in High School centers.

Medios de comunicación y encuentro de culturas: Propuesta para la convivência

El artículo parte de una reflexión sobre la sociedad del conocimiento, necesaria para mejorar las estrategias de convivencia en el mundo mediante la riqueza y la fuerza impulsora que aportan la diversidad de civilizaciones y culturas. Los medios de comunicación y las nuevas tecnologías incrementan la posibilidad de la interrelación humana mediante la conexión en redes. El cine, en concreto, presenta nuevas pautas de conducta, acerca conocimientos y culturas y se hace imprescindible para mostrar diferentes formas de resolución de conflictos, aspectos desconocidos del dialogo intercultural y examina la alianza en la solución de problemas comunes y la búsqueda de respuestas creativas a los principales problemas de la humanidad, principalmente los que tienen que ver con la paz y la solidaridad. Se debe ayudar a los sistemas educativos a promover la formación, instrucción y educación en el uso de las nuevas tecnologías, clave del futuro social, con el fin de preparar a las generaciones venideras en el uso crítico de los medios como instrumento y camino de interrelación humana, búsqueda de información e instrumento de investigación y de aprendizaje.

The article begins with a reflection on the knowledge society as foundational for improving strategies to live together on the planet, through the enrichment and driving force that spring from a diversity of civilizations and cultures. The media and new technologies increase possibilities for human inter-relationship through the connection in networks. The cinema, in particular, presents new guidelines for behavior, brings new knowledge and cultures within reach, and becomes indispensable for illustrating new ways to resolve conflict and previously unknown aspects of intercultural dialogue. It explores alliance-forming in solving common problems, and the search for creative answers to humanitys major problems, principally those having to do with peace and solidarity. Educational systems should receive help to promote training, instruction and education in the use of new technologies, a key to the future of society, so that future generations will be prepared to make critical use of the media, as an instrument and channel for human interrelationship, for information searching, and as a tool for research and for learning.

Internet como marco de comunicación e interacción social

En este trabajo se estudian las interacciones sociales en Internet, a partir de las respuestas de un cuestionario on-line. Se analizan las características sociodemográficas, los hábitos y las relaciones de estos usuarios en la Red. Internet se manifiesta como un espacio de interacción social, en el que las relaciones personales han tenido lugar en una gran mayoría de usuarios. Estas relaciones se muestran, en algunos aspectos, de forma diferente a las que tienen lugar cara a cara. Asimismo, las motivaciones y las consecuencias de mantener relaciones personales reflejan resultados diferentes con relación al sexo y al estado civil de los internautas.

This article addresses social interaction on the Internet using an online questionnaire. The socio-demographic characteristics are analysed as well as the web users habits and relationships. The Internet is a social interactive place where personal relationships among users develop into important aspects of their lives. These relationships develop in different ways to relationships where people meet face to face. Also, motivation and the consequences of maintaining a personal relationships reflect, different results when comparing the web users gender and marital status.

Sociedad responsable... medios responsables

Empowerment through media education

La edad de la pantalla. Tecnologías interactivas y jóvenes peruanos

Enseñar con TIC en el siglo XXI

Media Education. Advances, obstacles, and new trends since Grünwald: Towards a scale change

Cultural Diversity

Pequeños directores. Niños y adolescentes creadores de cine, vídeo y televisión

Aprender a ver televisión en la escuela

African media, African children

A European research project: The appropriation of New Media by Youth

Lectura de imágenes y contenidos

Discursos e práticas de qualidade na televisão

Le JT: Apprendre la téle. Le premier environnement numérique pour comprendre le journal télévisé

Mitos globales y alteralidad. Una mirada crítica sobre el poder mediático y el conflicto intercultural

Diseño y producción de TIC para la formación

New heroes on screen. Prototypes of masculinity in contemporary science fiction cinema

Televisión y urnas 2004. Políticos, periodistas y publicitarios

TIC@AULA 2007. Aula Digital

Cooperantes

Comunicación y música I. Lenguajes y médios

Consumos y mediaciones de familias y pantallas. Nuevos modelos y propuestas de convivência

Linhas críticas nº 24

Laberinto visual

La escuela en la sociedad red. Internet en la educación

Para investigar la comunicación. Propuestas teórico-metodológicas

Gestionando los nuevos actores y escenarios de la formación en la sociedad del conocimiento