"Seit 2001 ist die TLM-Medienwerkstatt in Thüringen unterwegs um medienpädagogische Projekte in Kindergärten, Schulen, Jugendclubs, Freizeitheimen und in Einrichtungen der Behindertenarbeit zu unterstützen und durchzuführen. Ein Anlass, Bilanz zu ziehen! In diesem Erfahrungsbericht wird die bis
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herige Arbeit vorgestellt und reflektiert. Die AutorInnen beleuchten die Ansätze, Rahmenbedingungen und Methoden, mit denen die TLM-Medienwerkstatt an den Start gegangen ist, fassen die Erfahrungen aus fünf Jahren mobiler Medienarbeit zusammen und zeigen, welche medienpädagogischen Modelle und Konzepte für die unterschiedlichen Aufgaben und Arbeitsbereiche entwickelt wurden. Auch die Kooperationspartner der Medienwerkstatt kommen zu Wort: In einer umfangreichen Evaluation wurden sie zu ihren Eindrücken und Erfahrungen befragt. Ihre Projektberichte bieten zudem wertvolle Hinweise für eine erfolgreiche Integration medienpädagogischer Projektarbeit in den Alltag von Bildungsinstitutionen." (Buchrücken)
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"A look at the world media landscape for children and youth immediately presents two opposing themes: opportunities and risks. For example, globalization of media brings opportunities to broaden children’s outlooks and provide more equal access to information, but it also threatens cultural identi
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fication and values. Technological advances bring the promise of new skills and greater youth participation in society, but also increase the risk of child exploitation and informational divides. There is an urgent need for societies to both protect youth and empower them to shape their own media environments, as spelled out by the United Nations Convention on the Rights of the Child and increasingly by media experts and educators around the globe. This overview of trends and issues concerning young people and the media is based on a broad review of existing print and electronic sources, interviews with child media experts from different regions, and analysis of InterMedia’s surveys in transitional and developing countries. The trends and issues highlighted here—from young people’s media options and behavior, to the quality and influence of media aimed at them—all point to the need for more effective use of the vast positive potential of mass media and new technologies to advocate for, and enrich the lives of, children and young people worldwide." (Page 3)
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"UNICEF East Asia and Pacific Region (EAPR) projects on young people's participation in the media to date have focused on teaching young people new media skills, educating them about child rights issues, encouraging them to have an opinion on issues facing them and their communities and creating a p
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latform for them to "speak out" and have their voices heard through radio, print and television media. The most visible and successful programs would appear to be the ones that incorporate the ideals of "genuine and effective" participation. That is, they create an environment whereby young people are involved in every step of the process from planning to production to evaluation. The main challenges ahead facing "genuine and effective" participation in the media are: getting adults to "let go", creating an environment at school, home and in the community where young people's participation in the media is encouraged and taken seriously and generating enough funds for a sustainable and successful projects. To overcome these challenges more promotion and education on young people's participation in the media and elsewhere is needed to create a more enabling environment." (Executive summary, pages 4-5)
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"[This book] is meant to be a resource for writers and designers and those who must work with us and who may want to talk intelligently with us at some point. This is not a book of rules that, if slavishly followed, will guarantee success. You’ll see that just about every time I try to lay down so
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me canonical law to follow, I immediately think of exceptions. Don’t be afraid to break any rules as you write, as long as you know exactly what they mean, and why they’re rules to begin with. Pablo Picasso knew this, as you’ll soon see. It is one of the continuing themes running through this book. Think of it as a book of ideas and of choices. With any luck, it will help you to generate ideas of your own. And you will feel more comfortable when choices present themselves as you write. Knowing which choices to make is not teachable. It’s part of that creative instinct we call talent whose secret voice guides us in our decisions every time we sit down at the keyboard. And anyway, they will be different for different people. Despite what writing gurus say, all stories are not identical. They are shaped by all those unique facets of the human beings who write them." (Introduction)
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"Für die Vermittlung von Medienkompetenz im Schulunterricht ist die Integration medienpraktischer Arbeit bereits in der Ausbildung des späteren Lehrpersonals von elementarer Bedeutung. An diesem Punkt setzt das Pilotprojekt „[univision] – Das Hochschulfernsehen“ an. Zur Entwicklung eines cur
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ricularen Leitfadens wurde an der Universität Kassel eine Lehr-Redaktion eingerichtet, die in enger Kooperation mit dem Offenen Kanal Kassel Fernsehsendungen produziert und ausgestrahlt hat. In der Lehr-Redaktion wurden die Bedingungen professioneller Fernsehredaktionen simuliert und die journalistischen Darstellungsformen des nonfiktionalen Fernsehens erprobt. Parallel zu dieser medienpraktischen Arbeit wurde das Projekt einer intensiven Evaluation unterzogen, deren Ergebnisse zugleich in den Aufbau der Lehr-Redaktion sowie die Entwicklung des curricularen Leitfadens eingeflossen sind. Mit dieser Veröffentlichung stellt die LPR Hessen das Konzept der Lehr-Redaktion vor und präsentiert die Ergebnisse der Evaluation. Der curriculare Leitfaden zur Vermittlung praktischer Medienkompetenz verdeutlicht den Ansatz der Lehr-Redaktion und soll Schulen, Hochschulen und andere Bildungseinrichtungen zur Nachahmung anregen." (Verlagsbeschreibung)
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"Part of the successful Routledge Introductions to Media and Communications series which provides concise introductions to key areas in contemporary communications, Bill Osgerby's innovative Youth Media traces the development of contemporary youth culture and its relationship with the media. From th
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e days of diners, drive-ins and jukeboxes to today's world of iPods and the Internet, Youth Media examines youth media in its economic, cultural and political contexts and explores: "youth culture and the media, the 'Fab Phenomenon': markets, money and media, generation and degeneration in the media: representations, responses and 'effects', media, subculture and lifestyle, global media, youth culture and identity, youth and new media. "Analyzing the nature of different forms of communication as well as reviewing their production and consumption, this is an essential introduction to this key area in communication and cultural studies." (Publisher description)
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"This publication by the Global Knowledge Partnership (GKP) highlights initiatives that are using Information and Communication Technologies (ICTs) to make a real and meaningful difference in communities around the world, no matter how disadvantaged or isolated they may be. These stories on Youth, P
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overty and Gender are snapshots of the learning process that accompanies the introduction and implementation of ICTs in a community development project. In publishing these stories, the GKP hopes to share experiences and lessons learned to increase global understanding of how ICTs can be used to tackle poverty, injustice and inequalities. Conceptually, the idea of knowledge sharing and 'storytelling' underpins all of GKP programmes and projects. Good success stories have the ability to inspire and motivate communities. This is what the GKP hopes will happen when we award and recognise communities which have used ICT to uplift and empower themselves. [...] The stories were submitted under three broad categories: Youth, Poverty and Gender. The best among them have been selected for the inaugural GKP Youth Award, the Tony Zeitoun Awards for poverty reduction, and the Gender and ICT Awards. The awards will be presented at the World Summit on the Information Society (WSIS) to be held in Geneva in December 2003." (Foreword)
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"This book explores the power of using media education to help urban teenagers develop their critical thinking and literacy skills. Drawing on his 20 years of experience working with inner-city youth at the acclaimed Educational Video Center (EVC) in New York City, Steven Goodman looks closely at bo
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th the problems and possibilities of this model of media education. Responding to our national concern about adolescents, literacy, media, and violence, Teaching Youth Media: describes the changes schools and after-school programs need to make in order to create a media education that empowers students to change their world; explores the intersection of literacy and culture as youth learn to analyze information from a variety of sources, including television, newspapers, books, films, school, church, and their lives outside of school; features case studies of students and teachers engaged in making video documentaries at EVC and in an alternative high school; illuminates the practical day-to-day challenges faced by professional developers and teachers working to change the way education is practiced in their classes and schools; looks at the profound "disconnect" that results when teachers and curriculum fail to recognize the social and cultural contexts in which urban students live; explores the critical thinking and technical video arts skills students develop as they learn collaboratively to conduct interviews, research, shoot, log, and edit their documentaries." (Publisher description)
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"'Medios y salud: La voz de los adolescentes' explora la relación existente entre los medios de comunicación, los adolescentes y la salud en adolescentes de 12 a 19 años de edad en varias localidades de 11 países de América Latina, especialmente en términos del rol de los medios de comunicaci
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n masiva en la vida cotidiana de los adolescentes. La investigación aborda temas como cuáles medios de comunicación son más accesibles para los adolescentes, cómo utilizan estos medios, qué mensajes relativos a la salud encuentran en los medios, qué piensan los adolescentes sobre estos mensajes y cómo utilizan la información que reciben sobre los temas de salud." (Resumen)
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