"Media education in Asia is a relatively young, but rapidly developing part of the curriculum. Research has been conducted and papers have been written on various issues concerning media education in Asia. The dominant models of media education in the world are broadly Western and most are drawn fro
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m English-speaking countries. The question is whether a similar pattern exists in Asia, where there may be differences in culture, heritage, beliefs, values, education policy, as well as curriculum and pedagogy. Are educators in Asia following the Western model in developing and implementing media education, or are they devising their own models? With this question in mind, this book sets out to understand the prevailing perspectives regarding media education in various Asian societies. While most debates about media education are carried out in Western contexts, this book hopes to provide a platform for readers to examine this issue in an Asian context." (Back cover)
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"Para que a sociedade da informação seja uma sociedade plural, inclusiva e participativa, hoje, mais do que nunca, é necessário oferecer a todos os cidadãos, principalmente aos jovens, as competências para saber compreender a informação, ter o distanciamento necessário à análise crítica,
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utilizar e produzir informações e todo tipo de mensagens. Esta convicção inspirou este artigo, cujo objetivo é apresentar algumas tendências atuais da mídia-educação no mundo, seus conceitos e ações, buscando contribuir para seu desenvolvimento no Brasil. Mídia-educação é importante porque vivemos num mundo onde as mídias estão onipresentes, sendo preciso considerar sua importância na vida social, particularmente no que diz respeito aos jovens. Promover a mídia-educação é importante também porque as defasagens, que separam muitas vezes os sistemas educacionais do mundo que nos rodeia, prejudicam a formação das novas gerações para a vida adulta." (Resumo)
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"Die Grundbegriffe Medienpädagogik sind seit vielen Jahren einschlägig. Anlass genug, über eine Weiterentwicklung nachzudenken und eine eigene Ausgabe der Grundbegriffe für die medienpädagogische Praxis zu konzipieren. Diese ergänzt die Grundbegriffe Medienpädagogik in idealer Weise, da die S
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tichworte um praxisrelevante Begriffe erweitert und vorhandene Stichworte auf die Anforderungen der Praxis hin fokussiert wurden. Bei der Auswahl der Begriffe stand die Relevanz für die medienpraktische Arbeit und die langfristige Bedeutung dieses Aspekts im Zentrum. 66 renommierte Medienpädagoginnen und Medienpädagogen garantieren in ihren 80 Beiträgen grundbegriffliche Qualität. Sie spiegeln die komplette deutschsprachige medienpädagogische Szene wieder. Insgesamt sei ... der Band allen medienpädagogisch Interessierten schon deshalb ans Herz gelegt, weil er in vielerlei Hinsicht eine fachspezifische Begriffsklarheit schafft und somit dazu beiträgt, inhaltliche Diskussionen konstruktiv zu gestalten." (Klaus-Dieter Felsmann in tv dikurs 1/2011)
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"Non exempte d'influences idéologiques et de présupposés réducteurs, l'expression « éducation aux médias » est à elle seule une nébuleuse, dont les contours demeurent mouvants d'un pays à un autre, dune zone à une autre. Or, comment fonder une pratique sans asseoir fortement ce quelle es
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t censée recouvrir ? Comment bâtir une discipline là où règne instabilité et fluctuation ? Aussi, la gageure que se propose de relever l'essai de Francis Barbey concerne cet éclaircissement dune matière plurielle et mal circonscrite. Sur quelle vision des médias doit-elle s'appuyer ? Comment doit-elle les traiter ? Quelle approche promouvoir ? Quel objectif doit-elle défendre ? Mais surtout, sur quelle conception de l'enfant germe du futur individu et citoyen doit-elle s'ériger ? Voyage au oecur de cette forêt qu'est l'éducation aux médias, la réflexion proposée par F. Barbey se veut le lieu dune primo-définition des fondements, postures, méthodes et principes dune matière par trop insaisissable. Quasiment épistémologique, tentant de fédérer les conceptions éparses sous un même projet humain et humaniste, ce texte délimite, au fil dune approche volontiers comparatiste, les objectifs dune discipline qui, dans un monde où les progrès en matière de communication vont galopant, ne pourra rester longtemps facultative." (Description de la maison d'édition)
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"This paper provides a conceptual framework for the identification of indicators of information literacy (IL) and proposes a pathway for cost effective and timely development. The paper includes a definition of IL; a model that links information literacy with other adult competencies including Infor
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mation and Communication Technology (ICT) skills; and a description of IL standards in education. Issues of IL equality and the implications of cultural diversity are identified." (Executive summary)
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"The essays in this volume reflect a wide-range of issues and concerns related to children’s media culture in Africa. For example, several address the role of entertainment television in Addis Abba, Ghana, South Africa, Kenya, and Zambia and in the lives of Muslim children. Other essays introduce
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us to children-centered media from Ghana, South Africa, and Zimbabwe, and the innovative programs of PLAN-International. In addition to entertainment media and children-centered media, media education and digital media literacy are also discussed." (Publisher description)
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