"Der jüngste MDG-Trendmonitor (2010) weist nach, dass das Internet – als typisches Pullmedium – auch von Katholiken sehr stark entlang der subjektiven Interessen genutzt wird. Außerdem bestätigt sich die schon in früheren Untersuchungen erhobene „Mehr-und-Mehr-Regel: Wer generell viele Med
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ienangebote nutzt, um sich über kirchliche und religiöse Themen zu informieren, nutzt auch häufiger das Internet – als zusätzliches, ergänzendes Angebot. Wer umgekehrt über andere Medien von der Kirche kaum oder gar nicht angesprochen wird, lässt sich auch über das Internet kaum erreichen“ (ebd., Seite 183; vgl. MDG 2003, Seite 317). Schließlich handelt es sich um ein wichtiges Medium für kirchliche Binnenkommunikation, denn „kirchliche Internetangebote werden stark überdurchschnittlich häufig von den eigenen haupt- und ehrenamtlichen Mitarbeitern genutzt“ (MDG 2010b, Seite 187). Allerdings ist die Ausrichtung dieser jüngsten Untersuchung zur religiösen Kommunikation in Bezug auf Internetangebote ausschließlich auf die informative Nutzung ausgerichtet. Kommunikationsfunktionen wurden nicht untersucht – womit die spezifische Kommunikationsfunktion von Web 2.0-Angeboten in dieser Untersuchung zwangsläufig ausgeblendet bleibt. Dies ist jedoch mit Blick auf die Anlage der Untersuchung, die „Erkenntnisse zur Situation von Kirche und Glaube sowie zur Nutzung medialer und personaler Informations- und Kommunikationsangebote der Kirche im Überblick“ generieren will (MDG 2010a), ein zwangsläufiges Problem, da es bislang kein offizielles Angebot der katholischen Kirche in den Sozialen Netzwerken gibt." (Seite 18)
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"The monograph combines educational philosophy discourse and educational research approaches. The authors adhere to the definition of the media literacy as ‘the process of assimilating and using the codes involved in the contemporary media system as well as the operative skills needed to properly
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use the technological systems on which these codes are based’ and as ‘the capacity to access, analyse and evaluate the power of the images, sounds and messages with which we are faced every day and which play an important role in contemporary culture. It includes the individual capacity to communicate using the media competently. Media literacy concerns all media, including television, film, radio and recorded music, the press, the Internet and any other digital communication technology [...] They share the idea that media literacy is a basic skill, one that supports many others and that it therefore should not solely be taught as a specific field of knowledge, nor simply as a skill, nor as a collective practice." (Foreword, page 5-6)
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"Government agencies, NGOs, foundations, and private developers looking to support civic and democratic endeavors in the developing world should be made aware of media literacy as a key educational component for developing stable democratic discourse. This report explores support and development of
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media literacy education and curriculum initiatives for youth in the developing world." (Executive summary, page 4)
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"Media literacy training is a tool the development sector can use to educate citizens and other stakeholders to better understand the role of information in a democracy and pressure governments to be accountable and to root out corruption. A media literate citizenry is essential to building and sust
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aining democracy." (Executive summary)
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"This publication offers a comprehensive and multidimensional approach to media education, considering it from three inter-related dimensions: its national, regional and global contexts; its value to citizens and civic participation; and the crucial role of collaboration among governments, civil soc
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iety and the private sector in the process. There are chapters on media education within the framework of educational systems in India, Hong Kong, South Korea, Canada, Ghana and Egypt as well as on civil society media education actors in Spain or Finland. In a cross-cultural perspective, other contributions analyse issues like the curricular contribution to media education, the conceptual convergence between information and communication sciences." (CAMECO Update 3-2009)
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"To navigate a complex and an ever-evolving media landscape, citizens must obtain the critical abilities and necessary communicative skills to participate actively and meaningfully in a democratic public sphere—the space where free and equal citizens come together to discuss and debate current aff
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airs. Fueled by media literacy, this informed discussion in the public sphere can engage citizens as active stakeholders in governance reforms. This paper argues that media literacy, therefore, plays a crucial role in the governance reform agenda. To assist development practitioners, the paper also makes recommendations for steps to improve governance through media literacy." (Page 3)
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"Media education in Asia is a relatively young, but rapidly developing part of the curriculum. Research has been conducted and papers have been written on various issues concerning media education in Asia. The dominant models of media education in the world are broadly Western and most are drawn fro
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m English-speaking countries. The question is whether a similar pattern exists in Asia, where there may be differences in culture, heritage, beliefs, values, education policy, as well as curriculum and pedagogy. Are educators in Asia following the Western model in developing and implementing media education, or are they devising their own models? With this question in mind, this book sets out to understand the prevailing perspectives regarding media education in various Asian societies. While most debates about media education are carried out in Western contexts, this book hopes to provide a platform for readers to examine this issue in an Asian context." (Back cover)
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"Para que a sociedade da informação seja uma sociedade plural, inclusiva e participativa, hoje, mais do que nunca, é necessário oferecer a todos os cidadãos, principalmente aos jovens, as competências para saber compreender a informação, ter o distanciamento necessário à análise crítica,
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utilizar e produzir informações e todo tipo de mensagens. Esta convicção inspirou este artigo, cujo objetivo é apresentar algumas tendências atuais da mídia-educação no mundo, seus conceitos e ações, buscando contribuir para seu desenvolvimento no Brasil. Mídia-educação é importante porque vivemos num mundo onde as mídias estão onipresentes, sendo preciso considerar sua importância na vida social, particularmente no que diz respeito aos jovens. Promover a mídia-educação é importante também porque as defasagens, que separam muitas vezes os sistemas educacionais do mundo que nos rodeia, prejudicam a formação das novas gerações para a vida adulta." (Resumo)
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"In 1998 at the Montreal assemblies of UNDA, the World Catholic Organization for Radio and Television, and OCIC, the International Catholic Organization for Cinema, the two associations agreed to merge. The merger was achieved in just over three years. This book gives an account of the merger proces
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s using reports written at the time and minutes of meetings. With the vote for SIGNIS in Rome in November 2001, the new World Catholic Association for Communication was inaugurated. This book gives a history of the Organization for its first two terms as we celebrate 80 years of its predecessors OCIC and UNDA. Special contributions come from the last President of UNDA, Angela Ann Zukowski MHSH, Robert Molhant, past Secretary General of OCIC and SIGNIS, Peter Thomas, past Vice President of UNDA and present Vice President of SIGNIS, Bernardo Suate, director of the Rome Services, Guido Convents, Cinema Desk, SIGNIS, and Jim McDonnell, SIGNIS England and Advocacy Desk." (Signis Media 4/2009)
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"Die Grundbegriffe Medienpädagogik sind seit vielen Jahren einschlägig. Anlass genug, über eine Weiterentwicklung nachzudenken und eine eigene Ausgabe der Grundbegriffe für die medienpädagogische Praxis zu konzipieren. Diese ergänzt die Grundbegriffe Medienpädagogik in idealer Weise, da die S
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tichworte um praxisrelevante Begriffe erweitert und vorhandene Stichworte auf die Anforderungen der Praxis hin fokussiert wurden. Bei der Auswahl der Begriffe stand die Relevanz für die medienpraktische Arbeit und die langfristige Bedeutung dieses Aspekts im Zentrum. 66 renommierte Medienpädagoginnen und Medienpädagogen garantieren in ihren 80 Beiträgen grundbegriffliche Qualität. Sie spiegeln die komplette deutschsprachige medienpädagogische Szene wieder. Insgesamt sei ... der Band allen medienpädagogisch Interessierten schon deshalb ans Herz gelegt, weil er in vielerlei Hinsicht eine fachspezifische Begriffsklarheit schafft und somit dazu beiträgt, inhaltliche Diskussionen konstruktiv zu gestalten." (Klaus-Dieter Felsmann in tv dikurs 1/2011)
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"Non exempte d'influences idéologiques et de présupposés réducteurs, l'expression « éducation aux médias » est à elle seule une nébuleuse, dont les contours demeurent mouvants d'un pays à un autre, dune zone à une autre. Or, comment fonder une pratique sans asseoir fortement ce quelle es
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t censée recouvrir ? Comment bâtir une discipline là où règne instabilité et fluctuation ? Aussi, la gageure que se propose de relever l'essai de Francis Barbey concerne cet éclaircissement dune matière plurielle et mal circonscrite. Sur quelle vision des médias doit-elle s'appuyer ? Comment doit-elle les traiter ? Quelle approche promouvoir ? Quel objectif doit-elle défendre ? Mais surtout, sur quelle conception de l'enfant germe du futur individu et citoyen doit-elle s'ériger ? Voyage au oecur de cette forêt qu'est l'éducation aux médias, la réflexion proposée par F. Barbey se veut le lieu dune primo-définition des fondements, postures, méthodes et principes dune matière par trop insaisissable. Quasiment épistémologique, tentant de fédérer les conceptions éparses sous un même projet humain et humaniste, ce texte délimite, au fil dune approche volontiers comparatiste, les objectifs dune discipline qui, dans un monde où les progrès en matière de communication vont galopant, ne pourra rester longtemps facultative." (Description de la maison d'édition)
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"If radio and film were the emblematic media of the Maoist era, television has rapidly established itself as the medium of the "marketized" China and in the diaspora. In less than two decades, television has become the dominant medium across the Chinese cultural world. TV China is the first antholog
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y in English on this phenomenon. Covering the People's Republic, Hong Kong, Taiwan, and the Chinese diaspora, these 12 original essays introduce and analyze the Chinese television industry, its programming, the policies shaping it, and its audiences." (Publisher description)
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