"Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topi
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cs range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students’ wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators’ intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more." (Publisher description)
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"Das vorliegende Methodenbuch zeigt Möglichkeiten auf, wie das Potenzial digitaler Medien anhand unterschiedlicher Lernprozesse wie individualisiertem, kollaborativem/kooperativem, inklusivem, gamebasiertem/gamifiziertem sowie immersivem Lernen sinnvoll genutzt werden kann. Es werden jeweils die di
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daktischen Besonderheiten, verschiedene Methoden und die entsprechenden digitalen Werkzeuge vorgestellt. Beispiel für Kollaboratives/Kooperatives Lernen: Kollaborative Gestaltung des Schreibprozesses (Board, Etherpad, Workchat, Wortwolke); Digitales Storytelling (Blog, Microblogging-Dienst, Website); Auditive Umsetzung (Audioguide, Hörspiel, Podcast); Filmische Umsetzung (Erklär- und Lernvideos, Vlogs)." (Verlagsbeschreibung)
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"Digital infrastructure increasingly enables the extraction, exploitation, processing and analysis of personal and behavioural data. Data analytics have not just become the core of the digital economy but also constitute a growing feature of the public sector. Wide areas of public administration are
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now based on, or at least informed by, the aggregation of data for the purpose of profiling, categorising, sorting, rating, ranking and segmenting populations, and then treating them distinctly. Scoring systems and other forms of predictive analytics are prime means to assess citizens yet these systems are applied mostly without the knowledge of those being analysed and the exact mechanisms of data analytics remain obscure. Citizens are classified according to criteria that are not transparent, with consequences they do not know about, and without an open way of redress. As citizens are continuously profiled and evaluated, there is a power shift from citizens to the state. All this raises fundamental questions regarding the quality of democracy in a context of datafied administration and governance. Whereas a democracy requires that the people adopt the role of the sovereign, in a datafied society this sovereign does not have much knowledge, understanding, or say in how it is treated. Key questions arise: What are avenues for people to participate in decisions about the use of predictive analytics by public institutions? How can they intervene into an increasingly automated state? How can the datafied society be democratised? To investigate these questions, this report addresses six themes: 1. Institutional dynamics; 2. Initiatives of civic engagement; 3. Oversight and advisory bodies; 4. Civil society strategies; 5. Alternative Imaginaries and Infrastructures; 6. Data literacy." (Executive summary)
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"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat
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ion policies and financing, digital learning platforms and content, teachers and school leadership, digital literacy, and holistic learning opportunities within and beyond classrooms. The report calls for a whole-of-system approach to digital learning, which includes increased resources, addressing the digital and usage divides, empowering teachers and school leaders, developing digital literacy among all groups, and meeting children where they are through entertaining and educational content and a mix of technologies. Particular attention should be given to gathering more data and evidence, which are sorely lacking; centering initiatives and solutions around the needs of marginalized learners and families, especially in low- and lower-middle income countries; and ensuring a holistic approach that considers all the vitals to make digital learning safe, equitable, engaging and effective." (Publisher description)
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"The guidelines contained here specify steps and measures that newsrooms and journalists in West Africa can take to mitigate the problem of online abuse. The purpose is not to shield journalists from criticism or promote the criminalization of online speech, but to deal with a real threat facing jou
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rnalism today, which has the potential to erode press freedom in West Africa if it goes unchecked." (Introduction, page 4)
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"With people living longer all over the world, ageing has been framed as a socio-economic problem. In Brazil, older people are expected to remain healthy and autonomous while actively participating in society. Based on ethnographic research in São Paulo, Ageing with Smartphones in Urban Brazil show
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s how older people in a middle-class neighbourhood conciliate these expectations with the freedom and pleasures reserved for the Third Age. Work is what bonds this community together, providing a sense of dignity and citizenship." (Publisher description).
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"Algorithms are not to be regarded as a technical structure but as a social phenomenon - they embed themselves, currently still very subtle, into our political and social system. Algorithms shape human behavior on various levels: they influence not only the aesthetic reception of the world but also
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the well-being and social interaction of their users. They act and intervene in a political and social context. As algorithms influence individual behavior in these social and political situations, their power should be the subject of critical discourse - or even lead to active disobedience and to the need for appropriate tools and methods which can be used to break the algorithmic power." (Publisher description)
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"Las páginas que siguen están estructuradas en tres partes. En la primera se exponen las bases teóricas y epistemológicas esenciales de la Alfabetización Mediática e Informacional (AMI), fundamentalmente en los capítulos de Divina Frau-Meigs y Tessa Jolls. La segunda, donde continúan las int
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ervenciones de carácter conceptual y se suman ejemplos de políticas y metodologías de AMI en diferentes países de Iberoamérica, pero sin perder contacto con las realidades específicas analizadas. Finalmente, en la última parte se muestran experiencias concretas de proyectos AMI de Argentina, pero con potencial de aplicación en otros contextos. Cada una de estas nos permite recuperar el saber que hoy encontramos en las practicas concretas que, de forma creativa y comprometida, dieron respuesta a la continuidad pedagógica en el contexto de aislamiento producido por la COVID-19." (Introducción, página 27-28)
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"Paradoxes of Media and Information Literacy contributes to ongoing conversations about control of knowledge and different ways of knowing. It does so by analysing why media and information literacy (MIL) is proposed as a solution for addressing the current information crisis. Questioning why MIL is
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commonly believed to wield such power, the book throws into sharp relief several paradoxes that are built into common understandings of such literacies. Haider and Sundin take the reader on a journey across different fields of practice, research and policymaking, including librarianship, information studies, teaching and journalism, media and communication and the educational sciences. The authors also consider national information policy proposals and the recommendations of NGOs or international bodies, such as UNESCO and the OECD. Showing that MIL plays an active role in contemporary controversies, such as those on climate change or vaccination, Haider and Sundin argue that such controversies challenge existing notions of fact and ignorance, trust and doubt, and our understanding of information access and information control. The book thus argues for the need to unpack and understand the contradictions forming around these notions in relation to MIL, rather than attempting to arrive at a single, comprehensive definition." (Abstract)
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"O capítulo 1, “Reconhecimento e representação: sobre vozes, epistemicídio e resistências”, investiga e discute as formas, contextos e a constituição sóciohistórica, econômica e cultural da sociedade brasileira contemporânea e de seus grupos estigmatizados e precarizados, enfatizando
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o papel da posse, acesso, uso e apropriações diferenciadas das TIC. Na mesma direção, o capítulo 3, “A nova geração de telefonia móvel 5G já nasce com data de validade”, antecipase e se concentra na crítica dos modos como a inovação tecnológica digital, como conduzida no Brasil, vêm carrear novas formas de exclusão, opressão e sofrimento social. A partir da perspectiva original de Rheingold (1994) sobre as comunidades virtuais, em certa medida ingênua, pois que baseada em partilhas cordiais entre os indivíduos, outros pensadores vêm agregando elementos adicionais, mais críticos e problematizadores, capazes de contemplar conflitos e desigualdades de poder na luta e na militância política no ciberespaço e na cibercultura. Para contribuir com essa discussão, o capítulo 2, “Dimensões interseccionais da vulnerabilidade digital no Brasil”, introduz e expande a compreensão do fenômeno e dos conceitos associados às vulnerabilidades digitais, apontando para a necessidade da construção crítica de uma educação midiática focada na superação das condições da exclusão digital e na construção de cidadãos autônomos – e na (re)construção de suas vozes sociais, sua expressão e suas justas reivindicações materiais e simbólicas, na participação democrática. O tema é retomado de forma aprofundada no capítulo 4, “Educação midiática para a vida online: descolonização, diferença e alteridade”, que sinaliza a necessidade e a urgência de políticas, ações, iniciativas e medidas da educação popular no âmbito do aprendizado das, pelas e para as mídias digitais." (Apresentação, página 7-8)
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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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"This situation report herein analyses media and information literacy (MIL), disinformation, and trust in news across the Caribbean. It contains country reports from eight researchers, covering eight Caribbean nations: the Bahamas, Barbados, Grenada, Guyana, Jamaica, St. Vincent & the Grenadines, Su
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riname, and Trinidad & Tobago. In each country, research was undertaken over a period of five months. The methods varied across the countries, and included surveys, desk research, and expert interviews. Separately, research was undertaken to determine the feasibility of a regional trusted news network." (Executive summary)
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