"Competencias mediáticas en medios digitales emergentes aborda los asuntos más importantes que atraviesan los campos de estudios de la Comunicación o la Educación y en específico de las competencias mediáticas y digitales de la ciudadanía como capacidad de los individuos de desenvolverse en e
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l actual ecosistema mediático. Organizada en torno a tres ejes temáticos claramente diferenciados, se analizan los aspectos generales de las Competencias Mediáticas y sus dimensiones estructuradas, entre ellas el lenguaje, la producción y difusión, las ideologías y los valores, las tecnologías y las estéticas y narrativas. Asimismo, se revisan las actuales problemáticas sociales de interacción con los medios digitales desde los resultados obtenidos por la red Alfamed (Red Interuniversitaria Euroamericana de Investigación en Competencias Mediáticas para la Ciudadanía), con el apoyo del Proyecto I+D+I Coordinado “Competencias mediáticas de la ciudadanía en medios digitales emergentes (smartphones y tablets): Prácticas innovadoras y estrategias educomunicativas en contextos múltiples”, y de la “Red de Educación Mediática” del Programa Estatal de Investigación Científica-Técnica de Excelencia, Subprograma Estatal de Generación de Conocimiento. Para terminar, sus autores proponen algunas prácticas educomunicativas dirigidas a usuarios, padres de familia, centros de formación e instituciones del Estado con el fin de paliar las consecuencias de los problemas que la ausencia de dichas competencias acarrean para la sociedad en su conjunto." (Resumen)
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"The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital lite
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racy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework: 1) a synthesis of existing regional, national and sub-national frameworks to identify competences relevant for the global context, and in particular, analysing the extent to which existing, well-developed and all-encompassing frameworks would be relevant (i) for all countries, whether economically rich or poor, and (ii) over time; 2) an analysis of digital literacy competences demonstrated in information and communications technology (ICT) use in major socio-economic sectors, with a focus on developing countries; 3) an in-depth consultation to seek expert views on the appropriateness and use of a global framework; and 4) an online consultation to seek experts’ feedback on the proposed framework. We have made particular efforts to include examples and expert views from countries in the following regions: Asia, the European Union (EU), high-income." (Introduction, page 5)
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"This briefing paper argues that promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide. Indeed, bridging the digital gender divide is essential in ensuring girls and women
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are not left behind in an increasingly digital future. The paper also argues that actions promoting girls’ digital empowerment should be guided by the principle of engaging girls and women as active, capable partners in our work, not merely passive recipients or targets. Rather than making assumptions about what girls want and need from technology, it is important to work together with girls to strengthen and develop their use and creation of digital tools.
The first section of the paper provides key facts and figures on the prevailing gender digital divide, while the second section reviews the relevant international normative framework. The section following considers some past and current projects and initiatives – from Plan International and our peer organisations – that have used technology to promote the rights and unique needs of girls and women. The challenges and barriers to bridging the digital gender divide are considered in the fourth section, before the final section provides recommendations on the way forward." (Introduction, page 2)
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"Mobile technology has become a tool for youth empowerment, activism and socio-economic progress. In developing countries especially, the number of mobile Internet connections is increasing exponentially, and smartphones are often the only computer available. Within this context, YouthMobile enables
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a critical mass of youth to leverage technology and to address personal and local challenges. The Initiative’s comprehensive training also involves boosting self-confidence and creativity, breaking stereotypes and gender norms and enjoying the act of learning." (Page 1)
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"Der richtige Umgang mit Tablets und Smartphones ist zur erzieherischen Mammutaufgabe geworden. Wie können Eltern dem WhatsApp-Dauerchat etwas entgegensetzen? Sind handyfreie Zeiten sinnvoll? Was sind die Erfolgsrezepte anderer Familien? Deutschlands versiertester Medienexperte hat mit Eltern, Psyc
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hologen und Erziehern gesprochen und zeigt, wie wir uns exklusive Zeit für die Familie zurückerobern." (Verlagsbeschreibung)
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"Depuis la publication de la première édition du Manuel de maîtrise d’Internet en 2003, le monde en ligne a beaucoup changé. Les Internautes sont de plus en plus jeunes, leur nombre a augmenté, leurs usages d’Internet et l’objet de leurs recherches évoluent et de nouveaux dangers, par ex
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emple en matière de sécurité individuelle, apparaissent chaque jour. Cette nouvelle édition tient compte de ces nombreux changements mais conserve son objectif, qui est de donner aux familles, aux enseignants et aux décideurs politiques des connaissances techniques suffisantes pour pouvoir naviguer, avec les jeunes, dans le monde des technologies de la communication. La nouvelle édition étend également le contenu des Fiches d’information aux concepts qui étaient alors «nouveaux» de citoyenneté numérique et de parentalité numérique, ce qui porte le nombre de fiches à 26, organisées en six thématiques dont l’une est spécialement consacrée à l’avenir d’Internet. Le manuel se veut convivial et pratique, comme l’illustre la fiche intitulée « Trouver de l’information de qualité sur le web ». Il est également accessible en ligne où il peut être téléchargé dans son intégralité ou fiche par fiche." (Description de la maison d'édition)
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"En este estudio se analiza el acoso escolar y las graves consecuencias que está provocando a las víctimas de esta agresiva violencia en los centros educativos, que destruye la autoestima y la confianza de los menores acosados. En este trabajo de investigación también se abordael acoso escolar p
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ero utilizando la tecnología de la información y la comunicación, es el denominado ciberbullying, cometiéndose la agresión en formato electrónico a través de medios de comunicación como el correo electrónico, mensajes de texto a través de teléfonos móviles o dispositivos móviles o la publicación de videos y fotografías en plataforma electrónica [...] Este trabajo tiene como finalidad concienciar a todos los operadores que intervienen en esta problemática social, teniendo como destinatario no sólo a los Jueces, Tribunales y abogados, sino también a los cuerpos y fuerzas de seguridad, padres de menores escolares, centros educativos, profesores, periodistas y políticos." (Descripción de la casa editorial)
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"This preliminary technical report examines the relationship between media uses of Lebanese youth and their potential attraction to extremism—broadly conceived. The study focuses on school students aged 14 to 18 and their teachers. It is based on 16 focus groups distributed across the country and
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covers a total of 80 students and 80 teachers. To research youth’s media uses and their understanding of media and digital literacy, the study examines their use of various media tools: traditional and digital media, as well as social media, games, and smartphones. The qualitative study reveals various types of extremist inclinations among youth, including religious/sectarian, political, familial/tribal, and racial extremism. Some patterns of extremism may be linked to students’ uses of the Internet and social media, as a catalyst or trigger for action. The widespread use of chatting applications shows a potential risk for connection with extremist groups, while the use of violent video games demonstrates a potential link to students’ violent reactions in their communities, as the examples in the report show. Consistently, participating students are especially drawn to violent, horror and action films. The study also reveals that students are less interested in watching television, which has declined in favor of new media platforms. When it comes to policies regarding media uses that aim to protect students from extremism, few schools have them, yet all except one school teacher expressed concerns about their students receiving media messages that incite violent behavior and lead to recruitment by extremist groups. The teachers expressed fear that their students may be potentially encouraged through new media to engage in risky and violent acts, including extremism, terrorism, early sexual behavior, and drug abuse. Despite this fear, findings show that extremism among the young students was the most limited in schools where clear policies regulate media uses, curricula include some digital and media literacy instruction, and teachers follow up with students when they detect signs of extremist behaviors." (Abstract)
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"Ein alberner Tweet kann den Job kosten, freizügiges Verhalten und Sorglosigkeit einem die Lust am Leben rauben: Der digitale Pranger kennt oft keine Vergebung und keine Gnade. Höchste Zeit umzudenken und zu differenzieren. Anhand von Studienbefunden wird die aktuelle Dimension dieses generationen
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übergreifenden Phänomens gezeigt und dann der Fokus auf Schulen gerichtet. In Deutschland wird pro Woche in jeder dritten Schule ein Cybermobbing-Fall gemeldet, aber nur jede fünfte geht das Thema systematisch an. In Norwegen zum Beispiel sind Schulen verpflichtet, digitalen Demütigungen vorzubeugen. Normativ und auch mit dem ethischen Prinzip der Tatherrschaft begründet, ist es keine Option, bloß zuzusehen, wenn andere virtuell geplagt werden. Es gilt zu handeln - so wie wir uns dies wünschten, wenn wir selber ähnlich angegriffen würden. Handlungsvorschläge und beispielhafte Initiativen bilden das Fazit des Beitrags." (Abstract)
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"This publication is the result of two workshops. The first was held in March 2016, in Chennai, during which 14 scholars and media education specialists identified ten broad areas on which to build a lesson plan. The second workshop was in July 2016, in Sri Lanka with a similar group which continued
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the work of the first group. The result of these two meetings was the Trainer's Manual for Social Media Education. The manual includes chapters such as 'Benefits and Impact of Social Media on People', 'Information Age and Information Literacy', 'New Media, the Changing Face of Communication', 'Ethics in the Internet: Whose Responsibility?', and 'Media Education and Educommunication'." (Signis Media 2/2018, page 27)
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"The term ‘digital skills’ refers to a range of different abilities, many of which are not only ‘skills’ per se, but a combination of behaviours, expertise, know-how, work habits, character traits, dispositions and critical understandings. These skills and competencies are interconnected and
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broadly complementary. They are also, in today’s technology-saturated communities, foundational to full participation in society and, as such, need to be developed and refined over time and according to the personal and professional circumstances of individuals. Countries are increasingly seeking to map and define digital skills and competencies that change constantly because of technological advancements. These flexible maps and definitions provide a basis for the development of inclusive, equitable and sustainable educational interventions." (Executive summary)
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"In this chapter we have discussed a number of concrete strategies and practical examples on how to implement digital media literacy projects even in a difficult political and socio-cultural context like South Sudan. These are based in developing a holistic approach that considers citizen interactio
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n with media via the accessible vehicle of social media platforms, as an integral part of both a peacebuilding as well as literacy development strategy. From raising awareness of the direct effects of media-induced hate speech on the conflict, even for citizens who are not media literate, to the training of technical ICT, text messaging and social media skills, familiarizes people with a technology and social process such that they feel empowered to take action to move beyond conflict. Social media interaction can also be transformed from a very individual practice, into a truly social and collaborative exercise, for example through "peace jamming" or integrating social media into the many peacebuilding conferences and youth actions that regularly take place across the country. Where often the manipulation of social media with the intention to exacerbate conflict and instability comes from outside the country, learning counter-messaging skills, employing and understanding social media ethics, and identifying the vocabulary of dangerous speech can act toward occupying an undefined social media space with a language of peacebuilding, rather than leaving that space open to agents of conflict." (Conclusion)
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"This guide is driven by the need not to add to the library of information on violent extremism but to underscore a message often missed: to reach young people effectively, we must respect their ability to grasp the reality of injustice, intolerance, and inequity [...] we found that three key messag
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es emerged from our analysis of all Youth Contributor submissions. For each key message, we have identified a corresponding framework to guide policy support to empower stakeholders.
1. Peace, empathy, and compassion cannot be taught. These are skills that are only fully realized through experiential learning and lived experience.
Policy Action: Provide opportunities for exchange and interaction and create conducive environments in which young people can develop and practice these skills.
2. Start now. Stakeholders can take immediate and important actions, even small actions, to support a culture that prevents violent extremism. No one needs to wait for permission or a comprehensive set of instructions.
Policy Action: Provide resources such as technical support, financing, guidance, and networks to empower actors.
3. This is a long, slow process. Preventing violent extremism requires the development of a resilient culture. It is the work of expanding opportunity. All stakeholders can play critical roles in making this culture a reality." (Preface, page 10-11)
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