"These book’s articles are the result of the First Conference on Digital Literacy, Citizenship and Disinformation in Times of Pandemic, jointly organised by the UNESCO Regional Office in Montevideo, Uruguay, and the Public Defender’s Office of Audience Rights. Five thousand people participated i
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n the event, either following the live streaming or visualising the recordings afterwards [...] The main purpose of the meeting was to bring together researchers, academics, public policy managers, community and private organizations, to share experiences and knowledge on Media and Information Literacy (MIL); to synthesise experiences on MIL development, disinformation and hate speech in pandemics; to systematise the effects of the pandemic on the education system with different actors involved and to prepare proposals for the development of future public policies. Among other results, this meeting led to this book, which we are now pleased to introduce. As a result of this Conference, the Public Defender's Office also carried out a survey with elementary and high school teachers from all over the country, as part of a supporting plan about communication in conventional media and digital platforms. This survey confirmed that a very high proportion of the respondents state they need training on this subject for their work. When confronted with the question “Do you think you need more training in Communication Media and Technologies?” 88.3% of the participants answered affirmatively, and only 11.7% said “no”, according to preliminary results." (Introduction, page 19-20)
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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
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de Divina Frau-Meigs y Tessa Jolls. La segunda, donde continúan las intervenciones 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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"In this paper, we present an account of how FARC-EP ex-combatants are using digital technology in the process of reincorporating into Colombian society. We report findings showing how this technology mediates the difficult task of transitioning from a culture of opposition to civilian members and a
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ctive political actors. Using the concept of social capital as a framework, we investigate the intersection between the use of digital toolsand developing cultural and economic practices among these groups during this transitional period. Reflecting on the bonding and bridging aspects of social capital, we describe how ex-combatants draw on substantial social capital from their former lives as a guerrilla army in order to strengthen their position in these new circumstances, and their cautious and difficult creation of new social ties with wider Colombian society. We contribute to the CSCW discourse by discussing the crucial role digital tools, previously not available to these groups, play in sustaining, re-growing and building social capital of communities in post-conflict periods." (Summary)
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