"A media education plan supports the implementation, assessment and predictability of activities. Clearly planned work is easier to make visible also for others. A plan makes media education work easier to make visible to others. The plan can help to clarify the shared vision on the role and opportu
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nities of media education in your own organisation. Outlining operating conditions establishes peace to develop and do high-quality work. This guide helps you to prepare a media education plan. The plan and its preparation can be made in many different ways and in different scope. The themes and questions of the guide help to take into account the different aspect of media education work. You can choose the relevant questions based on your own perspective. This guide is based on the workshop conducted in the Finnish Media Education Forum 2020. We wish to share our acknowledgement to all the contributors." (Page 1)
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"This book offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to ne
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w debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education." (Publisher description)
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"Overall, this evaluation has shown that over the last biennia UNESCO has made significant achievements through its work in MIL and is holding the lead in this constantly evolving field that has gained increasing importance at the forefront of global and national agendas. It also revealed that MIL o
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ffers increasingly interdisciplinary opportunities for the Organization and strategic decisions are needed as to the level of priority and adequacy of resources required for optimally positioning this strand of work to contribute to the achievement of Agenda 2030 through a wide range of topics. Among other, work on data privacy and big data, media and freedom of expression areas, a focus on PVE and a boost towards the disinformation, life-long learning and artificial intelligence approaches, as well as an enhanced focus on disadvantaged groups and a more consistent approach to advancing gender equality will allow UNESCO to remain at the forefront and to keep and expand its intellectual and foresight role in the area of MIL." (Abstract)
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"Media and Information Literacy (MIL) plays an essential role in helping people navigate the media. It helps them separate fact from fiction, exercise their right to access information and be active members of the media ecosystem. DW Akademie’s goal is to empower young people to be active and act
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responsibly in the media world." (Page 3)
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"This study analysed the media-literacy content in curricula of nine select universities in Africa’s most populous nation: Nigeria. Some key findings revealed that: (a) media-literacy courses proper were not on the curricula; (b) media-literacy-related courses, which stood as proxies, accounted fo
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r about two per cent of the curricula; and (c) media-literacy-related courses were available to students only as electives. The present research indicates that media-literate students tend to be skilled in accessing information about their health, environment, education and work. They would also be able to evaluate media content critically and to make informed decisions as users of digital technology sources, as well as to becoming producers of media contents in their own right. Based on the accumulated skills of media literacy for contemporary young people, it was recommended that communications programmes redesign their curricula to include media literacy and related courses. Also, communication educators should be more receptive to the importance of media literacy skills in the education of their students." (Abstract)
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"Jugendliche informieren sich heute primär digital. Umso wichtiger ist es, dass sie bei der Nutzung von digitalen Medien in der Lage sind, Nachrichten und Informationsquellen richtig einzuordnen und wahre von falschen Meldungen zu unterscheiden. Dieses Buch gibt kompetent Auskunft zum Thema. Google
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, YouTube und andere Suchmaschinen und Soziale Netzwerke gehören heute ganz selbstverständlich zu unserem Alltag. Man kann sich rund um die Uhr informieren, sich mit seinen Freunden austauschen und eigene Fotos, Erlebnisse und Ideen posten. Bei der Informationsrecherche im Netz sind seriöse Angebote aber oft schwer zu unterscheiden von Werbung, manipulierten oder falschen Beiträgen. Quelle und Herkunft sind oft nicht ausfindig zu machen. Um sich nicht in den Filterblasen von Suchmaschinen und sozialen Netzwerken zu verlieren und nicht auf Fake News, gefakte Profile oder andere Manipulationen hereinzufallen, ist es wichtig, verschiedene Informationsquellen zu nutzen und sich eine eigene, unabhängige Meinung zu bilden. Dieses Buch gibt einen umfassenden Einblick in die vielfältige Welt der Medien und vermittelt Tipps und Hilfestellungen zum richtigen Umgang mit ihnen." (Verlagsbeschreibung Loewe Verlag)
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"Civic life today is mediated. Communities small and large are now using connective platforms to share information, engage in local issues, facilitate vibrant debate, and advocate for social causes. In this timely book, Paul Mihailidis explores the texture of daily engagement in civic life, and the
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resources-human, technological, and practical that citizens employ when engaging in civic actions for positive social impact. In addition to examining the daily civic actions that are embedded in media and digital literacies and human connectedness, Mihailidis outlines a model for empowering young citizens to use media to meaningfully engage in daily life." (Publisher description)
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"This limited survey of the history of faith-based media literacy education includes its development in some communities, especially mainstream Protestants and Catholics, while acknowledging its existence in others, in one form or another, where extensive data is not yet available. In general faith
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communities that integrate media literacy education do so for three main reasons: (i) they want to use media to spread their beliefs, (ii) they realize the pervasive and often negative influence of media messages on the faith lives of their adherents, and (iii) they want to offer them navigational tools and skills to live faithful and meaningful lives in a world that may be hostile to or may not recognize or appreciate their beliefs and values. Media literacy, or media mindfulness, offers a positive and informed framework for bridging the two worlds of life and spirit in the person of faith and within faith communities that otherwise appear antithetical because of complex historical, moral, and theological issues residing in faith groups, and reflected back by the mores of the culture. While curricula and practices exist they are not coherent within faith communities or in widespread use within the communities considered. Globally there is a deep and growing interest evident in mainstream faith communities especially. This entry identifies many individuals from several countries who initiated media literacy in their faith communities and who continue this educational and spiritual work today." (Abstract)
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"Die Medienlandschaft bietet mit ihren digitalen Grundlagen vielfältige Möglichkeiten der Information und des Lernens, der Analyse und der Simulation, der Unterhaltung und des Spiels, des Austausches und der Kooperation, der Inanspruchnahme von Dienstleistungen sowie der Steuerung und Kontrolle. D
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ies führt sowohl zu neuen Chancen als auch Risiken. Die Schule steht vor der Herausforderung, alle Aufwachsenden zu einem sachgerechten, selbstbestimmten, kreativen und sozial verantwortlichen Handeln in einer von Mediatisierung und Digitalisierung gekennzeichneten Welt zu befähigen. Das Buch zeigt, wie eine handlungs-, entwicklungs- und kompetenzorientierte Medienbildung gestaltet werden kann, und richtet sich an alle, die pädagogisch tätig sind oder werden wollen. Es eignet sich insbesondere für die Lehreraus- und Lehrerfortbildung und ermöglicht eine anwendungs bezogene Auseinandersetzung mit praxis- und theorierelevanten Fällen." (Buchrückseite)
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"En el presente artículo describiremos los fundamentos y el desarrollo del curso “Familia, cine y televisión” impartido por el Instituto de la Familia de la Universidad de La Sabana, Colombia, a más de 200 estudiantes cada semestre. Se trata de una experiencia formativa electiva que congrega
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a estudiantes de diversas carreras, quienes analizan noticias, programas y películas en donde la singularidad de la persona humana y la importancia y rol de la institución familiar son abordados desde las pantallas." (Página 402-411)
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"The objective of trus study is to analyze critical methodology of media literacy presented by Center for Media Literacy (CML) and James Potter, and derive the meaning of reflection connoted in it. This study proposes three principles of reflection based on Kant' s concept of reflective judgment: lo
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gieal plurality of information, etrucal value of practice, and possibility of realizing common good. A reflective literacy based on trus basic framework is ultimately directed' to the thought process of establishing ourselves a coherent and universal principle about arbitrary and variable information. Trus study 'complements the individualized and strategized method of information interpretation by restoring the reflective meaning andprinciples that is excluded from CML' s and Potter's media literacy model." (Abstract)
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