"In den letzten Jahren hat die Verbreitung der neuen Informationsund Kommunikationstechnologien weltweit zu tief greifenden Veränderungen in Gesellschaft, Wirtschaft und Politik geführt, die inzwischen auch den Bereich der Entwicklungszusammenarbeit erreicht haben. Welche Chancen und Gefahren vor
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allem aber welche Herausforderungen sind mit diesen neuen Kulturtechniken verbunden? Was bedeuten diese, insbesondere für die Sozialisation von Kindern, auch und gerade in den Ländern des Südens? Wie ist das Problem der Gefährdung durch Gewaltdarstellungen in Neuen Medien und deren zunehmende Einbeziehung in Gewalthandlungen und Kriegsstrategienzu bewerten? In dieser Broschüre werden – vor dem Hintergrund der Entwicklungszusammenarbeit – neben zentralen Entwicklungen der Neuen Medien und deren Herausforderungen wichtige Strategien des Umgangs im Kontext der Medienpädagogik diskutiert." (Verlagsbeschreibung)
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"This bibliography, by a Kenyan scholar and children’s author, lists 1,759 titles in English and in Kiswahili. In her introduction the author states that a proportion of the books were personally examined by her, while other entries are based on listings in Kenya Books in Print, publishers’ cata
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logues, as well as catalogues issued by African Books Collective. It includes children’s books written by both African and non-African authors. The majority of the titles are published in Africa, but there are also listings of African children’s books published in the UK and in North America. Material is listed alphabetically by name of author. Each entry gives author name, title, page extents for some titles, ISBN, and name of publisher; names of illustrators are also given for a number of entries. There are no annotations, nor indications of reading levels or age groups. Includes a list of publishers, but which lacks address or distributor details. While this is a fairly comprehensive listing – and some public libraries may find it useful as a starting point for acquiring African children’s books – without annotations, evaluations, or analysis of any kind, it is difficult to see how the bibliography can serve much purpose in its present form." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1630)
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"Welcome to this module on children‘s rights for journalists. The objective of the module is to provide you, the trainee journalist, with the concepts and the information that will help you to develop responsible news reporting skills that appreciate and respect children's rights [...] The module
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is organised into two main units. Unit 1, Introducing Children‘s Rights, provides the background to why understanding rights is so important and will look at good practice as well as the problems and challenges that arise in reporting news concerning children. Unit 2, Children‘s Rights and Professional Journalism Practice, deals with professional journalism practice from a children's rights perspective and looks at the policies and the contexts in which we need to think about how to improve our work as journalists. The material presented here should be read alongside the many supporting references and recommendations for further reading. We hope that what you learn in the module will provide a foundation and a reference point for all forms of news reporting but particularly so when children are central to the story." (Pages 5-7)
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"Der Band fasst wesentliche Ergebnisse aus dem EU-Praxisforschungsprojekt CHICAM (Children in Communication about Migration) zusammen. Im Mittelpunkt stehen die Erfahrungswerte aus der medienpädagogischen Praxis mit Kindern und Jugendlichen aus sechs europäischen Ländern (UK, Schweden, Italien, G
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riechenland, Niederlande und Deutschland). Hinweise zur Entwicklung mediengestützter Forschungsprojekte für Studierende sowie Beispiele zur Gestaltung von Hochschulseminaren im Bereich interkulturelle Medienpädagogik möchten dazu beitragen, das Thema Interkulturelle Kommunikation mit Foto und Video in Ausbildung und pädagogischer Praxis zu fördern." (Verlagsbeschreibung)
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"The Encyclopedia of Children, Adolescents, and the Media presents state-of-the-art research and ready-to-use facts on the media's interaction with children and adolescents. With more than 400 entries, the two volumes of this resource cover the traditional and electronic media and their controversia
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l impact—for good and ill—on children and adolescents." (Publisher description)
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"Chapter One focuses on the story of the Kidz Radio Project, and its vision; children's radio in South Africa (case studies and examples); international children's radio initiatives. Chapter Two is a market-place of ideas from kids, mentors and teachers who work in the field of children's participat
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ion. It includes tips from Kidz Radio participants; tips from older people; thoughts on participation and power-sharing; guidelines on how to create a healthy environment for learning. Chapter Three explores a range of activities that you can use in your Kidz Radio training. For example: confidence-building games and energisers; activities to release creativity; role plays; tools for teaching children interview skills, presentation techniques, and “writing for the ear”. Chapter Four discusses the most popular formats in Kidz Radio: magazine shows (including drama, storytelling, interviews, radio diaries, jokes and phone-ins); and news (how to report the stories that matter most to young people in your community). Chapter Five is a library of articles, toolkits, handbooks and websites about children's radio – not just in South Africa, but in other parts of the world too." (Page 7)
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"A pesar de que Educación (22,45%) y Violencia (13,72%) aparezcan como temas destacados en la pauta periodística, otros asuntos relevantes para el universo de la infancia y de la adolescencia – como Salud (10,68%), Deportes y Recreación (9,39%) o Derechos y Justicia (6,38%) – también tienen
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repercusión en la cobertura. Por otro lado, todavía se dejan de lado cuestiones importantes como Discapacidad (0,78%), Trabajo Infantil (0,71%) y Medidas Socioeducativas (0,60%). Sin embargo, es interesante señalar que en algunos países, la diferencia entre la cantidad de textos publicados sobre Educación y Violencia no es tan significativa. Este es el caso de Colombia, Guatemala y Nicaragua. A su vez, Argentina es el único país donde la cobertura de Violencia supera cuantitativamente a la de Educación." (Resumen ejecutivo, página 6)
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