"[This] is a basic resource book for all Signis members who never had any formal degree and training on media literacy and yet understand the importance of doing media literacy in our churches and communities [...] Thus, the team thought it is better to include infographics for its easy understandin
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g. The heart of media literacy is based on inquiry, constantly asking questions of Who, What, How, What Values and Why. The team devoted several pages for some readings for the understanding of critical thinking. Finally, sample lessons from different individuals in Southeast Asia provide models for teaching media in a non-formal setting." (Introduction, page viii-ix)
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"Of the 939 identified main media literacy stakeholders, over a third were categorised as “civil society” (305), followed by “public authorities” (175) and “academia” (161). Over two-thirds of them do not have a statutory responsibility in this area and base their involvement on a differ
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ent motivation. 189 networks were identified and the vast majority of them (135) are operating at national level. Since the level of activity differs a lot between countries, of the maximum of 580 projects (20 possible projects for each of the 29 respondents, but not all of them were able to detect 20), only 547 were identified. The most common project type is “resources” (173); the second is “end-user engagement” (107). These two together account for more than half of all analysed projects, showing that providing frontline support to citizens is a priority. As to the a ddressed media literacy skills, “critical thinking” was the clear winner, being dealt with by 403 of the 547 projects, followed by “media use” (385). This trend is also confirmed by the case study analysis of the most significant 145 projects, which also feature projects on “intercultural dialogue” (46 of 145), including skills around challenging radicalisation and hate speech online." (Executive summary, page 3-4)
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"The Chinese government has long kept tight control on both traditional and new media to prevent potential challenges to its authority. But, for better or worse, China has now reached a stage where it is difficult to exercise political hegemony through laws and regulations and the control of the mas
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s media. China has become a global superpower and in 2011 surpassed Japan as the world's second largest economy, second only to the USA. China's entertainment industry is also flourishing, and the market is large enough to attract foreign investors that either view China as an important market or are interested in Chinese capital. Today, more children in China watch television than in any other country in the world, and Internet usage is also increasing, making the implementation of media literacy education an important issue. This book presents the prevailing perspectives on media literacy education in China and describes how the current curriculum reform for implementing media literacy education is being developed. It will not only stimulate debate and further research, but will also influence policy decisions regarding media literacy education in China." (Publisher description)
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"The book is divided into five sections: 1. Community Empowerment and Sustainable Development; 2. Hate speech and Incitement; 3. Radicalization and Extremism; 4. Human Rights and Gender Equality; 5. Inter-religious and Intercultural Discourses in the media. Articles submitted are linked to one of th
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e sub-themes above in the context of media and information literacy. Special attention has been given to the intercultural dimensions of these areas. Papers involve an effort to engage the reader to understand media and information literacy beyond their home country or professional area of competence." (Page 16)
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"La adaptación boliviana y la traducción al español de la Guía de Alfabetización en Medios del European Journalism Centre (EJC) son un importante recurso para maestros y estudiantes de alfabetización en medios en Bolivia. La guía contiene lecciones y explicaciones prácticas de los usos que s
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e pueden dar a la alfabetización en medios en la constante interacción que se produce entre la sociedad y los medios de comunicación en la vida diaria. También sirve para reforzar la comprensión de la necesidad de contar con ciudadanos formados y capacitados en alfabetización en medios, un ingrediente esencial de una sólida democracia. La enseñanza de la alfabetización en medios en la educación primaria y secundaria ayuda a las y los estudiantes en su formación integral a través del reconocimiento de la función determinante que cumplen los medios y sus mensajes en la sociedad contemporánea. Al mismo tiempo, otorga a los estudiantes los recursos y el conocimiento suficientes para convertirse en “consumidores conscientes” de los productos de estos medios y, de manera ideal, les da la capacidad para mejorar su participación y aporte en el debate público." (Presentación, página 5)
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"Media and Information Literacy (MIL), defined as the ability to access, analyze, and create media, is a prerequisite for citizens to realize their rights to freedom of information and expression. A rights-based approach is pursued to define MIL in general, and Digital Media and Information Literacy
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(DMIL) in particular. Different projects initiated by DW Akademie are drawn on to show the importance of the aspects of creation and engagement. They illustrate that various stakeholders need to be involved so that citizens can critically access, use, and participate in the flow of information on a broad scale." (Page 1)
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