"Dieser Workshop soll in Verbindung mit der Publikation „Der Info-Kompass“ dem interessierten Nutzer zeigen, wie er sich selbstbewusst im Internet bewegen kann, effektiv die Möglichkeiten ausschöpft und die allgegenwärtigen Gefahren souverän umschifft. Der Workshop ist modular aufgebaut und
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besonders auf die Vermittlung in Bibliotheken abgestimmt, er kann aber auch in anderen Einrichtungen oder Schulungskontexten durchgeführt werden. Er erlaubt eine Anpassung an das zur Verfügung stehende Zeitbudget, die technische Ausstattung und die Interessen der Teilnehmer. Einleitend zu jedem Modul wird auf die entsprechenden Kapitel des Info-Kompasses verwiesen. Die Publikation „Der Info-Kompass“ kann kostenlos über die Website der Landesanstalt für Medien Nordrhein-Westfalen (LfM) bestellt und als PDF heruntergeladen werden. Anhand von praktischen Aufgaben aus dem Alltag – die die Teilnehmer selbst bearbeiten – werden anwendbare Tipps vermittelt. Dies steht stets vor dem Hintergrund einer Diskussion der Herausforderungen und Gefahren wie auch der Vermittlung von kompaktem Sachwissen. Dabei werden die zwei zentralen Bereiche der Informationskompetenz abgedeckt: das Suchen und Finden von Informationen, aber auch die bewusste wie unbewusste Weitergabe von Daten." (Einleitung)
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"In knowledge society, there is currently a call for cultivating a combination of media literacy and information literacy. This, however, requires cooperation from these two separate fields of study, and uncertainty regarding their boundaries hinders a smooth merger. It is unclear whether they are s
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ubsets of each other or separate entities. In this study, we have explored the relationship between these two fields by empirically mapping out their territories and discussing their similarities and differences. We have made use of the Web of Science database to delineate the content and boundary of these two fields. Our findings from 1956 to 2012 show that the two fields have different authors, university affiliations, and journals; they also differ in terms of academic origin, scope, and social concern. Information literacy has a closer tie to library science, while media literacy is more related to media content, media industry, and social effects. Due to their different academic orientations, the two fields adopt different analytical approaches. We have found that media literacy is not a subset of information literacy as some scholars have suggested, although the two fields have similarities. They share the same goal, and their publications overlap in terms of subject areas, countries of origin, and titles. The two fields could find common ground by cooperating together to contribute to the promotion of new literacy in knowledge societies." (Abstract)
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"Media Literacy Education in Action brings together the field’s leading scholars and advocates to present a snapshot of the theoretical and conceptual development of media literacy education—what has influenced it, current trends, and ideas about its future. Featuring a mix of perspectives, it e
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xplores the divergent ways in which media literacy is connected to educational communities and academic areas in both local and global contexts. The volume is structured around seven themes: Media Literacy: Past and Present; Digital Media and Learning; Global Perspectives; Public Spaces; Civic Activism; Policy and Digital Citizenship; Future Connections. Compelling, well-organized, and authoritative, this one-stop resource for understanding more about media literacy education across disciplines, cultures, and divides offers the fresh outlook that is needed at this point in time. Globally, as more and more states and countries call for media literacy education more explicitly in their curriculum guidelines, educators are being required to teach media literacy in both elementary and secondary education contexts." (Publisher description)
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"This comprehensive MIL (Media and Information Literacy) Policy and Strategy Guidelines resource is the first of its kind to treat MIL as a composite concept, unifying information literacy and media literacy as well as considering the right to freedom of expression and access to information through
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ICTs [...] The MIL Policy and Strategy Guidelines resource is divided into two parts. Part 1 is the MIL Policy Brief, and is designed for policy or decision makers and can serve as a summary of the publication. Part 2 is divided into several comprehensive chapters and suggests: 1) how to enlist MIL a development tool; 2) conceptual frameworks for MIL policies and strategies; and 3) model MIL policy and strategies that can be adapted by countries globally." (Foreword)
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"The UNESCO Global Media and Information Literacy (MIL) Assessment Framework is a practical tool developed by UNESCO to assist its Member States in monitoring the extent to which investments in an enabling environment are required to support the development of and competencies in Media and Informati
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on Literacy of their citizens – in particular teachers in service and in training – to enable them to participate in global knowledge societies. This Global MIL Assessment Framework provides a conceptual and theoretical framework for MIL, and introduces the rationale and methodology for conducting an assessment of country readiness and existing competencies on MIL at the national level. It also includes practical steps for adaptation at national levels." (Back cover)
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"Advocates of Internet freedom need to develop more responses to cybercrime and online ethics to make sure that real concerns are not exploited by repressive governments to impose Internet controls and other measures, which violate the rights to freedom of expression and freedom of information. An i
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mproved multi-stakeholder system of Internet governance, increased transnational cooperation and increased investment in Internet safety technology is needed to combat rising levels of cybercrime. Principles of self-regulation can and should be increasingly extended to online media and online communication to fight ethical lapses in Internet content. While the nature of the Internet can compound some of the ethical problems encountered it simultaneously displays features which can help to make self-regulation work." (Page 1)
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"Libraries, telecenters, and cybercafés play a critical role in extending the benefits of information and communication technologies (ICTs) to a diverse range of people worldwide. However, their ability to contribute to development agendas has come into question in recent times. The Global Impact S
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tudy was designed to address this debate by generating evidence about the scale, character, and impacts of public access ICTs in eight countries: Bangladesh, Botswana, Brazil, Chile, Ghana, Lithuania, the Philippines, and South Africa. This report summarizes the study’s key findings, situating public access in the context of national development, discussing some disputed issues, and providing recommendations for policymakers, public access practitioners and researchers. The results show that a central impact of public access is the promotion of digital inclusion through technology access, information access, and development of ICT skills. Both users and non-users report positive impacts in various social and economic areas of their lives." (Abstract)
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"How do students' online literacy practices intersect with online popular culture? In this book scholars from a range of countries including Australia, Lebanon, Nepal, Qatar, South Africa, Turkey, and the United States illustrate and analyze how literacy practices that are mediated through and influ
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enced by popular culture create both opportunities and tensions for secondary and university students. The authors examine issues of theory, identity, and pedagogy as they address participatory popular culture sites such as fan forums, video, blogs, social networking sites, anime, memes, and comics and graphic novels." (Back cover)
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"This Media and Information Literacy (MIL) Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL. It
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is pioneering for two reasons. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner. Second, it is specifically designed with teachers in mind and for integration into the formal teacher education system, thus launching a catalytic process which should reach and build capacities of millions of young people." (Foreword, page 11)
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"This report presents the full findings from a new and unique survey designed and conducted according to rigorous standards by the EU Kids Online network. It was funded by the European Commissions¡¦ Safer Internet Programme in order to strengthen the evidence base for policies regarding online saf
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ety. A random stratified sample of 25,142 children aged 9-16 who use the internet, plus one of their parents, was interviewed during Spring/Summer 2010 in 25 European countries. The survey investigated key online risks: pornography, bullying, receiving sexual messages, contact with people not known face-to-face, offline meetings with online contacts, potentially harmful user-generated content and personal data misuse. In this report, 'children' refers to internet-using children aged 9-16 across Europe." (Page 5)
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"Unsere Gesellschaft befindet sich seit einiger Zeit in einem großen Umbruch. Ein wichtiger Motor der Veränderungen sind die Medien. Die technische Entwicklung hat zu einem Medienwandel geführt. Der Wandel hat weit reichende Folgen, gerade auch für das soziale Gefüge. Die Aufspaltung in viele K
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leingruppen, erweiterte Kommunikationsmöglichkeiten unabhängig von Zeit und Ort, zunehmende Individualisierung und neue Lebens- und Kommunikationsgewohnheiten sind nicht zuletzt Symptome einer medialen Revolution [.] Eine medienethische Analyse, so wie wir sie vornehmen möchten, verfolgt das Anliegen, mit Distanz und Gelassenheit aktuelle Entwicklungen in der Mediengesellschaft wahrzunehmen, über Prozesse zu reflektieren und Einordnungen vorzunehmen. Ziel unseres Nachdenkens ist es, medienethische Impulse und Anregungen für eine gerechte und menschendienliche Medien- und Kommunikationsordnung zu geben." (Vorwort, Seite 5-6)
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"Der Band gibt einen Einblick in verschiedene sozial- und medienwissenschaftliche Studien zur Erforschung der Potenziale und der sozialen, ethischen sowie rechtlichen Problematiken von sowohl Netzwerkportalen als auch Online-Spielekulturen. Wissenschaftler und Praktiker setzen sich ausführlich mit
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den neuen Kommunikationsräumen des Internets auseinander und zeigen über handlungsorientierte Ansätze der Medienpädagogik Wege auf, wie Netzwerkaktivitäten kritisch reflektiert werden können." (Verlagsbeschreibung)
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"Aus den neuen Möglichkeiten der digitalen Welt resultiert eine Vielzahl (medien-)pädagogischer Aufgaben. „Jugend online – Herausforderungen für eine digitale Jugendbildung“ heißt die neue Publikation über die Arbeit des medienpädagogischen Projektes, die aktuelle Entwicklungen der digit
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alen Welt und ihre Bedeutung für die Medienpädagogik aufzeigt sowie Angebote und Maßnahmen, die Jugend online initiiert und erprobt hat. Ergänzend berichten Partnerinnen und Partner von Jugend online von gemeinsamen Projekten, Veranstaltungen und Aktionen. Damit bietet die Publikation vielfältige Anregungen für die Praxis einer zeitgemäßen Medien- und Jugendarbeit." (Verlagsbeschreibung)
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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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