"Este libro nació con el deseo de formar chicos y chicas para una relación serena, constructiva y equilibrada con los medios de comunicación (Media Education), convencidos de que sólo en este tipo de vínculo se enriquece la construcción de la persona. Por eso queremos ofrecerles un material do
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nde el juego, como base, sea motivo de diversión y de crecimiento en la experiencia placentera de la creatividad. Para chicos entre 8 y 12 años." (Cubierta del libro)
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"Un catalogue et une bibliographie attrayants des livres pour enfants d'auteurs africains et des travaux d'illustrateurs africains de livres pour enfants, conservés dans les collections des bibliothèques de la ville de Paris. Inclut des titres en français et en anglais, avec un index des auteurs
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et des illustrateurs, ainsi que des listes d'éditeurs et de distributeurs." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1552)
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"Looking at how the family is represented by the media, and by scrutinizing the manner in which it is regulated, this book uncovers the ways in which academic research and welfare policy have colluded with political rhetoric and the popular media to re-invent a mythical ideal family. 'Representing t
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he Family' combines perspectives from a range of theories including media and cultural studies, sociology, and social history to show how certain types of family life are pathologised; highlights the discrepancies between contemporary representations of the 'ideal' family and lived experience; and compares the British experience with that of the United States and Australia." (Publisher description)
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"The idea for this helpful handbook was inspired by two workshops for writers of children’s books held in Tanzania and Uganda in January-February 2000. The workshops were organized by the National Book Development Council of Tanzania and the Book Development Council of Uganda, under the UNESCO/DAN
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IDA Basic Learning Materials Initiative, with the aim of assisting the countries to enliven their publishing industries by promoting local writing and the production of attractive children’s books. The Handbook draws on some of the lessons learned in the Tanzania and Uganda workshops. It does not pretend to provide a detailed and comprehensive guide, but aims to present some basic principles that should be taken into account when writing for children. There is also a useful checklist of ‘dos and don’ts’ for writers of picture story books to make sure nothing vitally important has been left out, and some stories that were written during the workshop for writers are also included." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1582)
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"The 2000 Yearbook treats two themes, both of which relate to newer features of the media landscape: violence in video and computer games, and pornography on television and on Internet. Some articles in the Yearbook also discuss findings on audience perceptions of violence and sex in the media. The
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choice of these themes has to do with the marked increase in the availability of such content to children and youth via new media technologies. The Yearbook comes with two bibliographies: Research on Pornography and Sex in the Media and Research on Video and Computer Games." (Publisher description)
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"This yearbook compiles research findings on children and youth and media violence from the perspective of the United Nations Convention on the Rights of the Child. The thematic focus of this yearbook is on what is being done to combat gratuitous media violence. It presents information on media educ
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ation and children's media participation. Section 1 of the yearbook, "Children's Access to Media and Media Use," presents research on media access and use for children in Europe and worldwide. Section 2, "The Image of the Child in the Media," details how children are presented in news and entertainment media, and in advertising, in various countries. Section 3, "Media Education," provides information on media education programs in Canada, South Africa, Australia, the Nordic countries, the UK, India, and Latin America. Section 4, "Children's Participation in the Media," includes articles describing programs from various countries in which children and youth participate in media production, such as videotapes, television, radio, the Internet, and magazines. Section 5 contains several international declarations and resolutions concerning children and the media. Section 6 provides information on organizations worldwide concerned with children and the media, and a compilation of Internet addresses by and for children." (https://files.eric.ed.gov)
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