"This yearbook compiles research findings on children and youth and media violence from the perspective of the United Nations Convention on the Rights of the Child. The thematic focus of this yearbook is on what is being done to combat gratuitous media violence. It presents information on media educ
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ation and children's media participation. Section 1 of the yearbook, "Children's Access to Media and Media Use," presents research on media access and use for children in Europe and worldwide. Section 2, "The Image of the Child in the Media," details how children are presented in news and entertainment media, and in advertising, in various countries. Section 3, "Media Education," provides information on media education programs in Canada, South Africa, Australia, the Nordic countries, the UK, India, and Latin America. Section 4, "Children's Participation in the Media," includes articles describing programs from various countries in which children and youth participate in media production, such as videotapes, television, radio, the Internet, and magazines. Section 5 contains several international declarations and resolutions concerning children and the media. Section 6 provides information on organizations worldwide concerned with children and the media, and a compilation of Internet addresses by and for children." (https://files.eric.ed.gov)
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"Each year the Bologna Book Fair, the leading international showcase for children’s book publishing, honours a different “guest country” and its illustrators through special exhibits and events. At the 1999 Fair it was the turn of Africa, and this coincided with a competition and exhibition of
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the work of African illustrators. To mark the occasion, the French book promotion organization that co-ordinated the event, Les Amis de la Joie par les Livres – now La Joie par les Livres. Centre National du Livre pour Enfants – published a most attractive exhibition catalogue entitled Amabhuku (which means “books” in Zulu). The handsomely produced catalogue, in addition to containing full colour illustrations of the work of 34 African book illustrators, also includes a useful directory of 176 African illustrators with their full names and contact addresses, together with a directory of African publishers producing children’s books, arranged by country. In an introductory section (with text in French and English), three prominent African authors – Francis Bebey, Charles Mungoshi, and Véronique Tadjo – reflect on their experience of, and what it means to them, writing for children, and the six members of the jury also provide their own perspective on the topic of writing and illustrating for children." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1543)
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"[This book] puts basic skills of cultural analysis into the hands of ordinary persons, particularly those who gather with others guided by a religious tradition to worship God. These skills include: a rehtinking of the word culture itself; finding the usually anonymous names and faces behind any el
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ectronic communication; understanding how culture is produced; skill in decoding the iconic images we see and the metaphoric images by which we see; the ability to evaluate what we see and hear; new forms of personal and communal agency." (Back cover)
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"Die in diesem Band behandelten Medien - Schrift, Bild, Literatur, Bildende Künste, Telefon, Fernsehen, Radio, Computer, Makromedien - sind nach ihrer historischen und gegenwärtigen Bedeutung ausgewählt worden und repräsentieren zugleich eine historische Anthropologie. Sie erzählt von Standardi
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sierungen und Normierungen, die für alle drei Funktionen der Medien gilt, für Speichern, Übertragen und Berechnen. Damit wird technisch determiniert, was im Medienzeitalter sag-, denk- und wahrnehmbar ist." (Verlagsbeschreibung)
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"School teachers, teacher trainers and development workers know that visual aids help people to learn and remember, but when time is short and resources few, visual aids may seem to be a luxury they cannot afford. This book shows that you can make visual aids quickly and easily, using low-cost mater
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ials, which are simple to find or improvise, wherever you are in the world. All the techniques described in this book have been adapted and developed by Voluntary Services Overseas (VSO) volunteers and the national colleagues, working in schools and development projects throughout Africa, Asia, the Caribbean and the Pacific. How to Make and Use Visual Aids draws together know-how and tips from this firsthand experience in situations where resources are limited. The book is designed to be used by teachers, teacher trainers a development workers from any skill background. How to Make Use Visual Aids can readily be used by people with little or no experience of making or using visual aids. It can also extend the range and ambition of experienced users by providing them with ideas, practical tips and new ways of thinking about visual aids." (Introduction)
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"Visual literacy is a characteristic all human beings inherently possess. Yet because of our cultural and social differences, we interpret visual symbols and representations, such as drawings, pictures, and artefacts, in different ways. How and why people use visual images to represent complex ideas
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and processes is the focus of How People use Pictures. It is the first comprehensive review of the literature on visual literacy in over a decade, and offers new insights into this complicated issue. Written for practitioners interested in communicating with local people using pictures and visual symbols and for researchers interested in gaining a deeper appreciation of the 'language of the visual', this book provides detailed annotations of over 100 key references, as well as an extensive list of useful institutions and resources." (Publisher description)
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"Gives practical guidelines to enable non-artists to make their own visual aids such as discussion starters, picture cards, flannelborads and community maps. Includes sections on common pictorial conventions; how to draw and use colour, how to copy and adapt pictures, how to make and use a range of
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people-Centred visual aids; and how to plan and conduct training workshops on visual communication. Also examines the failure of one-way 'message' driven communications, the neo-Colonial assumptions of research on visual literacy and promotes a 'people-Centred' alternative to building visual literacy skills and capacity." (Catalogue Intermediate Technology Publications 2000)
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"Ein Bild sagt mehr als 1000 Worte. Das stimmt, aber leider nur in ganz wenigen Bereichen, wo die Gestalt, die oberflächliche Beschaffenheit der Dinge im Brennpunkt der Betrachtung steht. Meist ist es aber andersherum, Worte sind viel aussagekräftiger und als Kommunikationsmittel viel universeller
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als Bilder. Und erst die richtige Kombination von Wort und Bild ist dem einzelnen Medium überlegen, und das gilt in Schriftkulturen ebenso wie in der Kommunikation mit Analphabeten. Die wahren Potentiale der Bildkommunikation werden meistens überschätzt und andererseits nur selten voll ausgeschöpft. Hier setzt dieses Buch an, und versucht Aufklärung in historischer und universeller Sichtweise. Das Verständnis der europäischen Mediengeschichte soll es leichter machen, sich in die noch überwiegend orale Welt Afrikas zu versetzen und eine systematische Beschreibung der Möglichkeiten und Grenzen der Bildkommunikation setzt den allgemeinen theoretischen Rahmen. Entsprechend einer situationsfunktionalen Herangehensweise werden danach Grundfragen der Kommunikation mit Analphabeten angesprochen und die Rahmenbedingungen der Kommunikationssituation von Programmen und Projekten der ländlichen Entwicklung in Afrika beschrieben. Darauf aufbauend folgen zwei zentrale Beispiele, wie bildgestützte Kommunikation schon erfolgreich in Afrika entwickelt und eingesetzt wurde. Deren kritische Betrachtung und vergleichende Analyse führt dann zusammen mit den angewandten Grundlagen zu praktischen Empfehlungen." (Verlagsbeschreibung für die zweite Aufl. 2000)
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