"Young Namibians are embracing the digital transformation, according to indicative findings from the present MIL INDEX country study. Interestingly, the youths that took part in eight focus groups conducted at the end of 2018 in Windhoek and Rundu are immersed in digital communication but are aware
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of the ambivalent nature of the news and information sources they find on social media and related Internet services. The importance of a critical mindset when navigating the World Wide Web was stressed by the eight experts interviewed as part of the study.
This MIL INDEX study addresses five dimensions of Media and Information Literacy (MIL) according to DW Akademie’s MIL model: access, analysis, reflection, creation, and action. The focus groups conducted for this study reveal that there is a rural/urban divide in terms of access and use of media. The more rural (and older) groups use radio and television on a regular basis, while the more urban (and younger) groups tend to regard traditional media as yesterday’s media. This shift is in line with the rise of social media. Information uptake is coincidental and journalistic content is intermingled with all sorts of trivia when consumed in social networks. Smartphones are regarded by many as a substitute for newspapers, radio, and television. Amongst those who continue using traditional media, radio is turned to more often for information while TV is regarded more as an entertainment medium.
Considering analytical skills, there is a certain disenchantment of the Namibian youths with journalistic media, the reporting being considered not close enough to the interests and issues of the youth. But it was interesting to find that the focus group participants’ appraisal of media in terms of trustworthiness is the exact opposite of their consumption patterns. While the discussions documented frequent use of social media these are evaluated as least trustworthy, whereas newspapers are rated highly on the trustworthiness scale but were hardly ever read. There is an awareness of the ambivalent quality of news and information on social media, but the youths cannot always name sources they consider produce high-quality information.
The results in the reflection dimension are ambivalent. The youths can recount numerous cases of cyberbullying and disinformation (“fake news”). But the accompanying survey shows that while they reject hate speech and disinformation, there is a certain willingness to accept cyberbullying as given. This is echoed in the focus groups where participants’ advice is often to ignore hateful messages, rather than do something about them. However, the groups do discuss many other strategies in coming to terms with and combatting cyberbullying and disinformation. Rarely do they reflect the motivations that lie behind such behavior. It was also interesting to note that disinformation is mainly discussed with regards to online rather than traditional media." (Executive summary)
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"Heranwachsende wünschen sich Medien, die verständlich berichten, Hintergründe und Lösungsmöglichkeiten aufzeigen. Wie das Konzept des konstruktiven Journalismus dabei hilft und wie es in der Journalismusausbildung eingesetzt werden kann, zeigt dieses Buch." (Verlagsbeschreibung)
"Ghana’s youth is embracing digital. According to the representative survey conducted for DW Akademie’s MIL INDEX study, three quarters of 15-25-year-olds own a smartphone. Over 70 % report going online with a mobile phone as well as using Facebook and WhatsApp on a weekly basis. Use of several
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different social networks and messengers is widespread and frequent. More data intensive networks like Snapchat (34.7%), YouTube (29%) and Instagram (26%) are used by a fairly large proportion of survey respondents every week. “We virtually live our lives on the Internet,” as one girl put it during a focus group conducted in Accra. “[I]f it’s about politics, if it’s about entertainment, if it’s about education, you can find enough information on the Internet using your smartphone.
The country report presented here is based on the findings of the MIL INDEX study, for which a representative survey, eight focus groups and seven expert interviews were conducted in Ghana between November 2018 and April 2019. The study focused on five Media and Information Literacy (MIL) skill sets: access, analysis, reflection, creation, and action. For each of these dimensions, survey respondents received a score ranging between 0 (= no skills whatsoever) and 20 (= highest level of skills) points, adding up to a maximum of 100 points. The scoring system measures how often certain skills are actually put into practice (access, creation, action) or tests the skills directly (analysis, reflection). Since citizens cannot permanently use media and information sources, unless they are journalists or media workers, a perfect score of 100 for any country appears unrealistic—it is more about the relative performance across time and in comparison to other countries, as well as being a tool for identifying deficits to be addressed in media development.
The 15-25-year-old Ghanaians on average displayed good skills in terms of action (13.9) and analysis (13.1), and intermediate skills when it came to creation (11.4). Deficits were mainly found in terms of reflection (10.2) and access (10.8). The total score amounted to 59.5 out of a possible 100." (Executive summary)
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"Esta publicación sobre diálogo de saberes en colectivos recoge el espíritu del diálogo de saberes para reflexionar sobre temas recientes en los procesos de agrupación juvenil y sus formas de apropiación de medios y territorios, pues resulta pertinente pensar la ciudad y a través de las diná
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micas de reconfiguración territorial, social y cultural que realizan los colectivos de comunicación." (Descripción de la casa editorial)
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"Der vorliegende Band begründet ein kompetenz- und lerngruppenorientiertes Modell, mit dem ethische Lernprozesse anhand fiktiver Jugendfiguren aus narrativen TV- und Videospielserien sowie Let’s Plays konzipiert und initiiert werden können. Dabei werden die Begebenheiten des Lernorts, die Hetero
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genität der Lerngruppe und die Eigenschaften des gewählten Medien-Produkts berücksichtigt. Das Modell liefert Hilfestellung bei der Serienrecherche und markiert die zentralen didaktische Entscheidungen, sodass sich auch serienunerfahrene Lehrpersonen an die Serienthematik herantrauen und dabei ihren eigenen didaktischen Stil beibehalten und weiterentwickeln können." (Verlagsbeschreibung)
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"This study analysed the media-literacy content in curricula of nine select universities in Africa’s most populous nation: Nigeria. Some key findings revealed that: (a) media-literacy courses proper were not on the curricula; (b) media-literacy-related courses, which stood as proxies, accounted fo
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r about two per cent of the curricula; and (c) media-literacy-related courses were available to students only as electives. The present research indicates that media-literate students tend to be skilled in accessing information about their health, environment, education and work. They would also be able to evaluate media content critically and to make informed decisions as users of digital technology sources, as well as to becoming producers of media contents in their own right. Based on the accumulated skills of media literacy for contemporary young people, it was recommended that communications programmes redesign their curricula to include media literacy and related courses. Also, communication educators should be more receptive to the importance of media literacy skills in the education of their students." (Abstract)
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"Jugendliche informieren sich heute primär digital. Umso wichtiger ist es, dass sie bei der Nutzung von digitalen Medien in der Lage sind, Nachrichten und Informationsquellen richtig einzuordnen und wahre von falschen Meldungen zu unterscheiden. Dieses Buch gibt kompetent Auskunft zum Thema. Google
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, YouTube und andere Suchmaschinen und Soziale Netzwerke gehören heute ganz selbstverständlich zu unserem Alltag. Man kann sich rund um die Uhr informieren, sich mit seinen Freunden austauschen und eigene Fotos, Erlebnisse und Ideen posten. Bei der Informationsrecherche im Netz sind seriöse Angebote aber oft schwer zu unterscheiden von Werbung, manipulierten oder falschen Beiträgen. Quelle und Herkunft sind oft nicht ausfindig zu machen. Um sich nicht in den Filterblasen von Suchmaschinen und sozialen Netzwerken zu verlieren und nicht auf Fake News, gefakte Profile oder andere Manipulationen hereinzufallen, ist es wichtig, verschiedene Informationsquellen zu nutzen und sich eine eigene, unabhängige Meinung zu bilden. Dieses Buch gibt einen umfassenden Einblick in die vielfältige Welt der Medien und vermittelt Tipps und Hilfestellungen zum richtigen Umgang mit ihnen." (Verlagsbeschreibung Loewe Verlag)
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"While global youth is often referred to as a fairly homogeneous generation of digital natives, data drawn from a survey in Jordan, Moldova, and Uganda suggests that this is not the case. Based on an instrument for measuring digital and news literacy, this paper presents a typology of five personae:
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The MIL Novice, the MIL Intermediate, the MIL Veteran, the Digital Literacy Veteran and the News Literacy Veteran. The descriptions of these five types of media users can be employed as prototypes when developing Media and Information Literacy (MIL) programs and materials for 15 to 35-year-olds." (Executive summary)
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"Auf Glaubwürdigkeit und Vertrauen, auch auf die Allgemeingültigkeit grundlegender und verbindlicher Wertvorstellungen, gründet sich allerdings das Zusammenleben in der menschlichen Gesellschaft. Wo verbreitet Misstrauen herrscht, ist ein konstruktives Miteinander kaum noch möglich. Wenn Misstra
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uen sogar absichtlich geschürt wird, um zu polarisieren, gefährdet dies unsere Demokratie. Öffentliche Debatten werden in vielen Fällen aggressiver, falsche Aussagen verbreiten sich schneller denn je. Den klugen Umgang mit Informationen muss man lernen, möglichst schon in der Schule. Insofern ist Glaubwürdigkeit auch bedeutsam für die politische Bildung. Über ein so kontroverses Thema muss man mit überzeugenden Argumenten auf der Grundlage nachprüfbarer Informationen sprechen und auch streiten, um sich eine Meinung zu bilden. Dazu will dieser Band beitragen. Die Schwierigkeit – oder eher Kunst – bei einem so breit angelegten Thema liegt in der Beschränkung. Nach reiflicher Überlegung haben wir uns entschieden, „Glaubwürdigkeit“ in den drei gesellschaftlichen Feldern „Politik“, „Medien“ und „Gesellschaft“ aus verschiedenen Perspektiven zu beleuchten." (Editorial, Seite 8)
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"This preliminary technical report examines the relationship between media uses of Lebanese youth and their potential attraction to extremism—broadly conceived. The study focuses on school students aged 14 to 18 and their teachers. It is based on 16 focus groups distributed across the country and
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covers a total of 80 students and 80 teachers. To research youth’s media uses and their understanding of media and digital literacy, the study examines their use of various media tools: traditional and digital media, as well as social media, games, and smartphones. The qualitative study reveals various types of extremist inclinations among youth, including religious/sectarian, political, familial/tribal, and racial extremism. Some patterns of extremism may be linked to students’ uses of the Internet and social media, as a catalyst or trigger for action. The widespread use of chatting applications shows a potential risk for connection with extremist groups, while the use of violent video games demonstrates a potential link to students’ violent reactions in their communities, as the examples in the report show. Consistently, participating students are especially drawn to violent, horror and action films. The study also reveals that students are less interested in watching television, which has declined in favor of new media platforms. When it comes to policies regarding media uses that aim to protect students from extremism, few schools have them, yet all except one school teacher expressed concerns about their students receiving media messages that incite violent behavior and lead to recruitment by extremist groups. The teachers expressed fear that their students may be potentially encouraged through new media to engage in risky and violent acts, including extremism, terrorism, early sexual behavior, and drug abuse. Despite this fear, findings show that extremism among the young students was the most limited in schools where clear policies regulate media uses, curricula include some digital and media literacy instruction, and teachers follow up with students when they detect signs of extremist behaviors." (Abstract)
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"Die „Grundbegriffe Medienpädagogik“ haben seit ihrer ersten Auflage (1981) mehrere Neubearbeitungen und Auflagen erlebt. Nimmt man die verschiedenen Bände zur Hand, so wird deutlich, wie sehr sich unsere Lebenswelten unter den Bedingungen der fortschreitenden Mediatisierung verändert haben.
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Als eine Reflexionsform des Pädagogischen, deren Gegenstandsbereich sich aus diesen widerspruchsvollen Bedingungen konstituiert, akzentuieren sich auch die Perspektiven der Medienpädagogik immer wieder neu. Schlagworte wie Mediatisierung, Medienaneignung oder Medienbildung verweisen darauf, dass die Medienpädagogik das ebenso spannungsvolle wie herausfordernde Wechselverhältnis von Subjekt und Medialität theoretisch elaboriert und pädagogisch greifbar macht. Nicht geändert hat sich die Zielsetzung der Grundbegriffe. Ihre Intention liegt weniger in der Vermittlung kanonisierter Wis-sensbestände. Vielmehr möchte sie die Auseinandersetzung mit unterschiedlichen Perspektiven, Herausforderungen und Fragestellungen anregen und damit den kritischen Diskurs sowohl in Wissenschaft als auch der Praxis fördern. Wenn die Grundbegriffe auch weiterhin einen Beitrag dafür leisten, dass sich die Medienpädagogik theoretisch und praktisch fundiert und zugleich weiterentwickelt und dass der nachfolgenden medienpädagogischen Generation eine gehaltvolle und kritische Grundlage der Auseinandersetzung mit ihrer Disziplin zur Verfügung steht, dann hat diese Neuausgabe ihr Ziel erreicht." (Verlagsbeschreibung)
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"Ein alberner Tweet kann den Job kosten, freizügiges Verhalten und Sorglosigkeit einem die Lust am Leben rauben: Der digitale Pranger kennt oft keine Vergebung und keine Gnade. Höchste Zeit umzudenken und zu differenzieren. Anhand von Studienbefunden wird die aktuelle Dimension dieses generationen
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übergreifenden Phänomens gezeigt und dann der Fokus auf Schulen gerichtet. In Deutschland wird pro Woche in jeder dritten Schule ein Cybermobbing-Fall gemeldet, aber nur jede fünfte geht das Thema systematisch an. In Norwegen zum Beispiel sind Schulen verpflichtet, digitalen Demütigungen vorzubeugen. Normativ und auch mit dem ethischen Prinzip der Tatherrschaft begründet, ist es keine Option, bloß zuzusehen, wenn andere virtuell geplagt werden. Es gilt zu handeln - so wie wir uns dies wünschten, wenn wir selber ähnlich angegriffen würden. Handlungsvorschläge und beispielhafte Initiativen bilden das Fazit des Beitrags." (Abstract)
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"Based on a bibliometric and scientific study of research conducted in Europe, North America, Latin America, the Caribbean, the Arab world, parts of Africa and Asia on the links between the use of social media and the phenomena of radicalization, the Report analyzes more than 550 studies published i
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n scientific literature and “grey literature”, covering outputs in English (260), French (196) and Arabic (96). It shows that very little research has focused on the effective role of the use of social media in violent radicalization. Although many articles deal with electronic strategies and the use of the Internet and online social media for recruitment, there are very few empirical studies that describe and examine the real effects of these strategies on youth, and they rarely examine gender aspects. The Report examines the specificities of online prevention initiatives: counter/alternative narratives and media information literacy (MIL). Several formal and informal MIL initiatives have been implemented around the world according to MIL as a pedagogical practice with a specific set of skills that can respond to narratives of anger and revenge." (Executive summary, page 5)
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"Los jóvenes constituyentes del estudio -hombres y mujeres, estudiantes de primer año de licenciatura de la universidad pública y universidades privadas de la ciudad de La Paz- alcanzan el grado de competencia mediática Desfavorable, en la escala adecuada para la investigación. La categoría De
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sfavorable es el rango en el que se ubica el puntaje total logrado: 31,73 puntos, producto de la suma de los conseguidos en las ocho dimensiones. Ese puntaje total corresponde al 31,73% del 100% posible. Esto desvela un limitado nivel en la competencia mediática que poseen estas personas, dentro de los criterios establecidos para la presente investigación." (Balance y análisis, página 92)
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"At the forefront in its field, this Handbook examines the theoretical, conceptual, pedagogical and methodological development of media literacy education and research around the world. Building on traditional media literacy frameworks in critical analysis, evaluation, and assessment, it incorporate
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s new literacies emerging around connective technologies, mobile platforms, and social networks. A global perspective rather than a Western-centric point of view is explicitly highlighted, with contributors from all continents, to show the empirical research being done at the intersection of media, education, and engagement in daily life. Structured around five themes—Educational Interventions; Safeguarding/Data and Online Privacy; Engagement in Civic Life; Media, Creativity and Production; Digital Media Literacy—the volume as a whole emphasizes the competencies needed to engage in meaningful participation in digital culture." (Publisher description)
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"Youth in Palestine have been framed as disengaged from politics, in comparison with their spectacular activism during the two intifadas, and as unaccomplished citizens, as a result of their political circumstances. This article addresses a rethinking of the notion of citizenship, in the context of
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Palestinian youth, towards a more nuanced conceptualization. My investigation departs from a participatory photography exercise carried out in 2014, with a group of five young Palestinians living in the city of Nablus. Through the use of visual methods, which offer an alternative way of seeing their experiences, I discuss young people’s ordinary practices and everyday encounters with the notion of citizenship and consider how a micro-sociological approach based on the concept of lived citizenship may allow us to move beyond passive/engaged and personal/political binaries, typical in citizenship studies." (Abstract)
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"This article presents an ethnographic approach to how low-income Brazilians of impoverished urban areas have engaged in community journalism and media activism. Exploring empirical materials collected during a seven-year research process (2009-2016), the article has two main objectives. One is to a
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nalyze how low-income youth reflect on their own processes of engagement in communication for social change (CFSC). Another objective is to demonstrate how ethnography can provide in-depth analyses of trajectories and initiatives in CFSC. The article primarily focuses on retrospective accounts of young adults who had participated in media-educational projects by nongovernmental organizations (NGOs) and subsequently became active agents of change in, through and about media. The analysis of these accounts indicates how the participation in NGO projects characterize actions for self-development. It also demonstrates how interactions among participants–not necessarily anticipated by NGOs –are crucial for low-income youth to engage in activist media and journalism in peripheral Rio de Janeiro. The article ends with a reflection about how ethnography is a useful method to add in-depth qualitative layers to the evaluation of CFSC initiatives." (Abstract)
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