Public Policies in Media and Information Literacy in Europe

Grandío, María del Mar; Dilli, Sirin; O’Neill, Brian

doi:10.4324/9781315628851

Cited by 38 publications

(5 citation statements)

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“…Here, it is necessary to ask critical questions about underlying commercial interests and their relation to media education, and how the idea of consensual orientation has been used to legitimate deregulation (c.f. Drotner, et al, 2017).…”

Section: Conclusion and Routes Forwardmentioning

confidence: 99%

“…One consequence of this is that the driver of change in this field has shifted from academics and teachers to policymakers and new media industries (Carlsson, 2019a). In this context, media literacy tends to become an individualised form of preparation of future media consumers, which could be interpreted as a substitute for media regulation (Drotner et al, 2017). One part of this tendency is the implementation of concepts such as digital competence, which is connected to the general digitalisation of public education, and thus also to how media education is handled (Godhe, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Media Literacy and the Emerging Media Citizen in the Nordic Media Welfare State

Forsman

2020

Nordic Journal of Media Studies

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AbstractSince the 1960s, there has been a thriving Nordic tradition of media literacy research, pedagogics, and policy on how to best prepare the emerging media citizen for an increasingly mediatised society. Although the Nordic model of media literacy has previously been characterised by connections to Bildung, critical theory, cultural studies, and progressive pedagogics, much of today's understanding of media literacy is associated with a more instrumental understanding of education, with connections to the commercialisation and digitalisation of compulsory education. By suggesting a historisation of the Nordic media literacy tradition, in connection to the Nordic media welfare state, this article opens a debate about the future directions of Nordic media literacy.

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Section: Conclusion and Routes Forwardmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Media Literacy and the Emerging Media Citizen in the Nordic Media Welfare State

Forsman

2020

Nordic Journal of Media Studies

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“…Studies have shown that excessive media use can lead to attention problems, school difficulties, sleep and eating disorders, obesity. Mediation is seen as an efficient way parents can use to educate their children about the media (Livingstone and Helsper, 2008;Garmendia et al, 2012). Parents should monitor what media and what messages their (18) .…”

Section: Media and Parentingmentioning

confidence: 99%

Media and Preschool Children

Rek

Kovačič

2019

Medijske stud. (Online)

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The authors conducted a survey with a nationally representative sample of Slovene parents of 1- to 6-year-old children, collecting parental opinions about their and their children’s media habits. The survey also collected the data about parents’ behaviour in terms of educating their children about the media as well as the data regarding parents’ opinions about positive and negative effects of the media on their children. The authors established that role modelling is crucial in developing children’s media habits. Statistically, parents’ own media habits significantly affect media exposure of their children and their opinion about what an appropriate daily screen limit for their children is. The extent to which parents are exposed to the media as well as the level of their formal education have a statistically significant impact on parents’ behaviour in terms of educating their children about the media and on their opinion about the influence of the media on their children.

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“…El debate conceptual sobre la educomunicación abarca la necesidad de entender el proceso de inserción de las acepciones en boga (con sus diferencias y especificidades) dentro de un entendimiento amplio de la(s) alfabetización(es) [educomunicación(es)] múltiple(s) (Frau-Meigs, 2012). La propuesta principal consiste en centrar el estudio de estas disciplinas en la determinación y afianzamiento de las capacidades y habilidades necesarias para comprender el desarrollo de los medios dentro de un contexto económico, político y social que atraviesa un período de cambios bruscos -caracterizado por procesos y productos líquidos, en palabras de Bauman (2002).…”

Section: Marco Teóricounclassified

Interacción en plataformas educomunicativas. Reflexión sobre tipologías y usabilidad. El Caso de Colombia

Becerra

Tejedor

2017

TEKN

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Abstract. This paper describes 14 Colombian web based "edu-communicational" projects. The aim is to analyze different types of platforms, different type of use and the elements that facilitate interaction with final users. The study sample is composed of three main categories of sites: formal education sites, informal education sites and other types of sites that contain some kind of educational content. The research establishes different variables aimed at discovering educommunicative tools. Both the theoretical framework and the conceptual approach to edu-communication, as well as the methodological proposal applied are retrieved from the works of De Oliveira (2009) In conclusion, the article shows similarities and differences among the platforms that shape the online edu-communicational landscape in Colombia. Keywords: communication; digital; educommunication; internet; tools.[es] Interacción en plataformas educomunicativas. Reflexión sobre tipologías y usabilidad. El Caso de ColombiaResumen. Este artículo describe el desarrollo de 14 proyectos asociados a la oferta educomunicativa colombiana existente en Internet. Realiza un extenso estudio sobre estas iniciativas con el objetivo de analizar la tipología y los usos de los diferentes atributos que facilitan la interacción con los usuarios finales. La muestra que conforma el estudio recoge tres categorías de sitios web: sitios de educación formal, sitios de educación informal y otros tipos de sitios que ofrecen contenidos educativos. En el marco del estudio se establecen diferentes variables para la recolección de información sobre los elementos y herramientas educomunicativos presentes en las iniciativas. (2009), entre otros, dan forma al marco teórico y a la aproximación conceptual a la educomunicación, así como a la propuesta metodológica aplicada. El artículo reflexiona en torno a las diferencias entre los distintos tipos de actores que configuran este paisaje de servicios educomunicativos en línea en Colombia. Palabras clave: comunicación; digital; educación; herramientas; internet.Sumario: 1. Introducción. 2. Contexto de Colombia. 3. Marco teórico. 4. La educomunicación. 5 ¿La educomunicación 2.0? 6. La característica dialógica. 7. Metodología. 8. Resultados. 9. Conclusiones. 10. Referencias.

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Public Policies in Media and Information Literacy in Europe

Cited by 38 publications

References 0 publications

Media Literacy and the Emerging Media Citizen in the Nordic Media Welfare State

Media Literacy and the Emerging Media Citizen in the Nordic Media Welfare State

Media and Preschool Children

Interacción en plataformas educomunicativas. Reflexión sobre tipologías y usabilidad. El Caso de Colombia

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