"A decade into the Syrian war, Lebanon remains the country hosting the largest number of refugees per capita worldwide, limiting their work to three sectors of the economy. Most of the employed refugees have therefore been active in the informal market under indecent and insecure working conditions.
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One solution currently being promoted by humanitarian and development organisations and the private sector is that digital work in web-based labour markets can provide an alternative that circumvents these local restrictions, offering refugees a way to make a livelihood online. This field report contests this assumption, based on analysis of the impact and experience of a digital skills training programme that reached some 3000 beneficiaries by 2021. The report critically examines how a context of regulatory restriction and economic crisis in Lebanon undermines the feasibility of digital refugee livelihoods, thereby offering a critique of the idea that web-based income opportunities transcend local markets, policies and regulations. Due to discriminatory policies, ICT-related exclusion, and financial exclusion, the programme’s objective shifted from online work to local work. Ironically, most of those graduates who found work did so in the local informal labour market once more, having failed to secure any form of sustainable online income opportunity." (Abstract)
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"This Primer aims to: improve USAID staff's understanding of digital literacy; demonstrate how digital literacy contributes to broader global development goals; describe how digital literacy can be incorporated into various stages of the USAID program cycle; and detail ways in which different sector
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s and practice areas can develop digital literacy through their unique activities. This primer builds on the Digital Competence (DigComp) digital literacy framework developed by the European Union (EU) and considered to be the gold standard for understanding digital literacy. The DigComp framework will enable USAID staff to develop digital literacy activities, share best practices, and capture lessons learned with a shared understanding and technical approach. Digital literacy is a broad topic that encompasses a range of competences from basic literacy and numeracy skills to advanced computing and information processing skills. Sharing a language and an understanding of each of the core competences of digital literacy will improve USAIDfs programming, understanding, and collaboration on this topic that is critical to effective digital programming." (About this primer, page 6)
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"The United States (U.S.) Department of State Bureau of Europe and Eurasia/Office of the Coordinator of Assistance to Europe, Eurasia, and Central Asia (EUR/ACE) contracted Social Impact, Inc. (SI) to conduct a performance evaluation of nine media literacy (ML) assistance projects in Europe and Eura
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sia. These projects were selected by ACE and its partners to represent a wide range of USG target groups and assistance modalities. Six of the projects were funded by ACE and three were funded by the Global Engagement Center (GEC). In addition to GEC, the projects were implemented by the following ACE partners: the Department of State’s Bureau of Democracy, Human Rights, and Labor (DRL); the National Endowment for Democracy (NED), and the U.S. Agency for International Development (USAID). The evaluation assesses project performance during the period 2017-2020. The purpose of this evaluation was to independently assess the strategic approach, relevance, and overall effectiveness of selected projects, identifying lessons to inform future programming in the region. The primary intended users of this evaluation are EUR, ACE, GEC, DRL, NED, USAID’s Bureau for Europe and Eurasia, USAID field missions, and U.S. embassies in the region. The findings and recommendations are also useful to other State Department and USAID bureaus worldwide, and other donors and funders who are active in promoting ML globally." (Executive summary, page vi)
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"The aim of this research was to study media consumption habits among different age groups and geographical areas, as well as the public's vulnerability to various disinformation and manipulative narratives disseminated in Georgia. The first part of the research concerns media literacy competencies,
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namely media consumption habits, the ability to identify and verify false information, while the second part deals with perceptions of disinformation in relation to 3 thematic areas (Russian intervention in Ukraine, current events/ identity-related issues in Georgia and health). The research was conducted in 7 Georgian cities throughout the month of September, namely Akhalkalaki, Batumi, Gardabani, Zugdidi, Tbilisi, Telavi, and Kutaisi, conducting face-to-face interviews with 140 respondents." (Introduction, page 3)
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"Wichtiger als die Frage, ob Medien genutzt werden, ist die Frage, wie sie genutzt werden. Damit Kinder gesund und sicher aufwachsen können, gilt es auszuloten, wie Kinder auf sichere und begleitete Art mit und über digitale Medien lernen können. Wie das Thema Digitale Medien in der frühkindlich
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en Bildung verankert werden kann und welche Bedingungen erfüllt sein müssen, damit Medienerziehung als eine gemeinsame Aufgabe von Kita und Familie verstanden wird - darüber gibt dieses Buch Aufschluss. Die hier vorgestellten Gelingensbedingungen und Handlungsempfehlungen stammen aus dem viereinhalbjährigen Forschungs- und Praxisprojekt 'Medienerziehung im Dialog von Kita und Familie'. Das Projekt wurde von der Stiftung Digitale Chancen in Kooperation mit der Stiftung Ravensburger Verlag und zehn Kitas in Berlin, Brandenburg und Niedersachsen durchgeführt." (Verlagsbeschreibung)
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"In dieser fächerübergreifenden Unterrichtseinheit werden die Schülerinnen und Schüler für das Thema digitale Achtsamkeit sensibilisiert. Sie sollen erkennen, dass es wichtig ist, selbstbestimmt und vernünftig über die Verwendung digitaler Medien zu entscheiden. Oft lassen wir uns von Emotion
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en leiten und verfallen in Nutzungsmuster, die auf Dauer vielleicht nicht gesund sind. Die Lernenden sollen dies durchschauen und Strategien entwickeln, ihr Verhalten zu reflektieren und ggf. anzupassen. Ebenso lernen sie, dass es Apps und Internetangebote gibt, die dabei helfen können, gesünder zu leben und lernen, wie man diese Angebote finden kann." (Seite 2)
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"Auf den folgenden Seiten stellen wir Ihnen 13 konkrete Unterrichtseinheiten für die Klassen 3 bis 6 vor. Diese unterstützen Sie dabei, mit Ihren Schülerinnen und Schülern ausgesuchte Teilkompetenzen aus dem Medienkompetenzrahmen NRW zu erarbeiten. Die Unterrichtseinheiten bauen auf den Inhalten
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der Lernplattform Internet-ABC auf. Unter internet-abc.de finden Sie darüber hinaus viele weitere Anregungen für die Förderung der Medienkompetenz Ihrer Schülerinnen und Schüler. Der Medienkompetenzrahmen NRW definiert die relevanten Schlüsselqualifikationen, die Kindern und Jugendlichen bis zum Ende ihrer Schullaufbahn vermittelt werden sollen. Mehr Informationen zum Medienkompetenzrahmen und weitere Vorschläge für Ihre Unterrichtsgestaltung finden Sie unter medienkompetenzrahmen.nrw.de." (Vorwort)
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"Presentamos en este texto una ingente obra colectiva de investigaciones, propuestas, reflexiones, estudios y proyectos en el emergente ámbito de la educación mediática. Con 151 capítulos de 298 autores únicos se ofrece una panorámica general en un mundo postpandemia global con un análisis po
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liédrico del complejo entramado educomunicativo que vivimos. Educadores, comunicadores y educomunicadores, así como profesionales de los más diversos ámbitos de las ciencias sociales abordan aproximaciones complejas, apegadas a la práctica, sobre la sociedad actual, no solo haciendo una radiografía, más o menos amplia, sino también realizando propuestas educomunicativas que mejoren los parámetros de convivencia con los medios." (Prólogo)
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"El trabajo investigativo se desarrolla en tres capítulos distribuidos de la siguiente forma: el primer capítulo describe el nacimiento de Internet, su rápido desarrollo y la gran revolución provocada en la sociedad al influir en las formas de comunicarse, relacionarse e interactuar. El impacto
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global de esta tecnología es un hecho nunca antes visto [...] el segundo capítulo identifica el aumento considerable del uso de las tecnologías digitales y en especial el acceso a las redes sociales por parte de menores en América Latina. Por eso, el apartado describe las características de la screen generation de la región según los distintos informes institucionales que profundizan los diferentes riesgos y oportunidades que las generaciones juveniles encuentran en una sociedad altamente digitalizada y circundada de pantallas a pesar del gran problema de la brecha digital [...] Tercer capítulo: inmersos en el mundo de las pantallas, los adolescentes y las familias en general, necesitan de políticas de protección que les permitan una vida digital segura. Por eso, este último punto se concentra en las líneas guías para la educación digital donde se describen las diversas acciones llevadas a cabo por las instituciones encargadas de la alfabetización digital. A su vez, se pone énfasis en la importancia de promover un justo empoderamiento digital de los padres e hijos, generando un ecosistema digital seguro." (Introducción, página 5-7)
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"The results of this review clarify that increasing women’s digital literacy depends not just on digital skills training, but on increasing their digital access and use. This is not a simple, linear process, and not just a case of distributing devices and data plans to women. There are several con
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ditions that need to be in place, and they need to be in place in tandem. Creating women-led environments and peer networks, for example, are key ingredients of success. But these approaches can only go so far to drive women’s digital adoption if the digital literacy training fails to use appropriate technology, or does not overcome women’s time constraints. In a way, creating the perfect conditions for success is akin to a jigsaw puzzle: while some parts of the puzzle may be in place, it seems all the puzzle pieces are required to make an effective whole." (Conclusions)
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"La presente obra constituye una guía teórico-práctica actualizada de las competencias mediáticas e informaciones que necesitan los educadores para afrontar los retos que caracterizan la era post-COVID-19. Es un manual didáctico pensado para este nuevo mundo donde irrumpe con fuerza la virtuali
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zación de las interacciones, acelerando la innovación educativa en el confinamiento global, acentuando las desigualdades existentes y obligando al sistema educativo a reinventarse de manera urgente. Afrontar los retos que suponen la continua transformación mediática, la difusión de informaciones falsas sin control, el nuevo rol de los usuarios, múltiple y cambiante, y la generación de los personajes protagónicos de las redes, los influencers, entre otros aspectos, exige una formación específica que disminuya la brecha existente entre los procesos de enseñanza-aprendizaje y los cambios que se están dando en la sociedad. Así, el presente currículum aborda de una forma concreta y adecuada al perfil de los docentes las competencias que cualquier educador, independientemente del nivel y de la asignatura que imparta, debería desa rrollar para poder formar a su alumnado, atendiendo a los desafíos que nos impone la sociedad digitalizada y lograr, de este modo, que se desenvuelva eficazmente en ella. Este texto es una obra colectiva, producto de investigaciones y experiencias de los miembros de Alfamed, Red Euroamericana de Investigadores en Educomunicación. Desde una visión plural, multicultural y diversa, se ofrece un programa global de formación de profesores en educación mediática que amplía y actualiza el Curriculum MIL Unesco para los retos pospandémicos de la tercera década de este siglo. Participan un total de 22 investigadores de 12 países de América y Europa." (Contracubierta)
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"The authors have updated, expanded and partly completely rewritten the texts. They attached particular importance to presenting the contents in a way that is as easy to understand as possible. For this purpose, they were able to draw on their experiences and observations in many Media and Informati
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on Literacy (MIL) workshops of the past years. The MIL Handbook is primarily intended for MIL trainers, but also for anyone interested in media and MIL. The book contains background information, suggestions for training plans and methods, hand-outs and worksheets for practical exercises. After an introductory chapter on media and the basics of MIL, the other chapters deal with information and news, photography, video and audio. The final chapter on the internet and social media has been completely revised and expanded by the authors." (Thorsten Karg, mail to the fome mailing list, 2021-05-20)
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"Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of
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different MIL areas equally seems oversimplified. This study investigates associations between three types of ICT use and four MIL competence areas. It analyzes data of 315 secondary teachers in Germany employing exploratory structural equation modeling. After controlling for teacher and school traits, the findings show that teachers who use the computer lab in their schools and basic computer applications tend to foster their students’ critical, safety, information, and operational competencies more often. Conversely, using ICTs that mainly serve presentation and visualization purposes has a negative or no association with fostering the four MIL areas. Finally, using mobile devices and online resources is positively associated with fostering students’ information competence. The analysis contributes to a more specific understanding of teachers’ practices with digital media. Possible implications are discussed for teachers’ practice and training as well as for research and policy." (Abstract)
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