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Now Available: Journal of Media Literacy Education: Volume 4 Issue 1

Now Available: Journal of Media Literacy Education: Volume 4 Issue 1 | Educommunication | Scoop.it

This special issue features program highlights from the NAMLE 2011 Conference held July 22-25th in Philadelphia, PA. The conference theme was “Global Visions, Local Connections: Voices in Media Literacy Education” and the research articles, Voices from the Field, and professional resource reviews stay true to that theme. From food, faith to news media literacy ...

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Educommunication
Education for - and about - communication and media
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4º Congresso 'Literacia, Media e Cidadania' em Maio de 2017 no Porto

4º Congresso 'Literacia, Media e Cidadania' em Maio de 2017 no Porto | Educommunication | Scoop.it
O evento é organizado pelo GILM - Grupo Informal sobre Literacia Mediática
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CHAMADA DE COMUNICAÇÕES PROLONGADA ATÉ 31 DE JANEIRO DE 2017
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Traditional to Digital Literacy: The Case of Turkey

"New arguments found ground after the revolution of Gutenberg and importance of reading being elevated in comparison to addressing, delivering original hand writings to masses by copying (Warschauer, 2007) and after centuries, reaching the point of electronic literacy with many innovations. These arguments reached a point suggesting that electronic literacy has also reached its “end”. Can the question “is history backtracking in the new millennium” as suggested by Eco (2012) can help us while seeking the answer for the question “what comes after electronic literacy?” In this study, societies that are yet to experience electronic literacy shall be evaluated with a critical perspective under the scope of the example of Turkey, along with new variations that may come about after electronic literacy."

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3 Reasons to Read a Book Right Now – Personal Growth

3 Reasons to Read a Book Right Now – Personal Growth | Educommunication | Scoop.it

Books make you smarter

Books make you more open-minded

Books make you more creative.

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Superheroes could magnify aggressive behaviours in children: study

Superheroes could magnify aggressive behaviours in children: study | Educommunication | Scoop.it
Could superheroes who fly to the rescue of those in need foster defending or protective behaviour in children? Not according to a new American study, published in the Journal of Abnormal Child Psychology. In fact, children who often engage with the world of superheroes were more likely to show aggressive than protective behaviours.
Parents can rest assured that there's no need to ban children from playing with their favourite superhero figurines, watching superhero cartoons or movies, or dressing up as their heroes.
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Neil Postman on "Informing Ourselves to Death"

Richard Heffner's "Open Mind" series, 1990.
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Access the paper "Informing Ourselves to Death" here:
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Getting literal about media literacy in K12

Getting literal about media literacy in K12 | Educommunication | Scoop.it
The issue of fake news drew national attention during the 2016 presidential campaign, when fabricated stories were widely accepted as genuine. According to recent research, the problem extends to K12 classrooms, where students have trouble judging the credibility of online information.
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Fact-Checking the Fact-Checkers

Fact-Checking the Fact-Checkers | Educommunication | Scoop.it

"Fact-checking has become one half of a dialectic. Its antithesis is the ever-encroaching phenomenon of fake news, a pestilence that pervades our Facebook news feeds on a daily basis. And despite the fact that they propagate hoax after hoax after hoax, they still get clicks. Some of these sites are openly satirical. Others have a much more sinister purpose: to saturate social media with highly polarizing misinformation."

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Education aux médias: Un anniversaire pour s’interroger sur un enjeu majeur

Education aux médias: Un anniversaire pour s’interroger sur un enjeu majeur | Educommunication | Scoop.it
L’éducation aux médias est un enjeu majeur aujourd’hui. La capacité à s’informer et à évaluer de manière critique tous les types d’information est nécessaire tant dans la vie quotidienne, dans la formation, qu’au travail. Le Plan d’études romand intègre d’ailleurs cette problématique dans son programme, c’est le domaine des médias, de l’image et des technologies de l’information et de la communication (MITIC). Ces compétences spécifiques doivent être développées dans toutes les classes, tout au long de la scolarité obligatoire.

La connaissance des médias (radio, TV, presse, Internet) et la capacité à analyser et à évaluer les images, les messages sonores et audiovisuels sont le champ traditionnel de l’éducation aux médias. Sait-on que c’est à Genève, voici cinquante ans cette année, que les premiers cours d’éducation aux médias, dénommés alors «critique de l’information», ont été introduits en Suisse romande?
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Social media in health--what are the safety concerns for health consumers?

Social media in health--what are the safety concerns for health consumers? by Lau AY, Gabarron E, Fernandez-Luque L, Armayones M. HIM J. 2012;41(2):30-5. htt…

Via Plus91
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Evaluating Information: the Cornerstone of Civic Online Reasoning


Via Dennis T OConnor
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Dennis T OConnor's curator insight, January 11, 8:53 PM

Recent study from Stanford confirms what we already know. 

Kim Flintoff's curator insight, January 12, 6:40 PM

A recent study from Stanford...  

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How Technology Hijacks People’s Minds — from a Magician and Google’s Design Ethicist

How Technology Hijacks People’s Minds — from a Magician and Google’s Design Ethicist | Educommunication | Scoop.it
I’m an expert on how technology hijacks our psychological vulnerabilities. That’s why I spent the last three years as Google’s Design Ethicist caring about how to design things in a way that defends a billion people’s minds from getting hijacked.

When using technology, we often focus optimistically on all the things it does for us. But I want you to show you where it might do the opposite.
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Los videojuegos también son cosa seria

Los videojuegos también son cosa seria | Educommunication | Scoop.it
Si la consola es la primera fuente de entretenimiento de los niños, y la educación su primera ocupación, ¿por qué no fundir ambos?
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Ações de sensibilização "O Que é o Cinema? II" e "Filmar 22"

Ações de sensibilização "O Que é o Cinema? II" e "Filmar 22" | Educommunication | Scoop.it

A FPC|Museu das Comunicações, em parceria com a Associação Os Filhos de Lumière, promove em Lisboa, entre 24 de janeiro e 27 de fevereiro, as ações de sensibilização "O Que é o Cinema? II" e "Filmar 22", dirigidas em particular a professores, educadores e animadores culturais.

"O objetivo é desenvolver junto dos educadores uma sensibilização à linguagem cinematográfica, cujos métodos podem ser aplicados à respetiva área de trabalho, produzindo conteúdos através desta forma de comunicação. Na era da globalização, do predomínio da imagem e da velocidade digital, o Museu das Comunicações defende que a educação pelo olhar cinematográfico pode contribuir para o equilíbrio da comunicação dos jovens (ou de outro públicos), tornando-os cidadãos mais contemplativos, reflexivos, com capacidade crítica, com um crescimento mais harmonioso e cidadãos mais criativos. Esta formação teórico-prática é também aberta a todos aqueles que gostariam de desenvolver os seus conhecimentos e usufruir de um contacto pessoal com os especialistas formadores."

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Calling Bullshit - course synopsys and learning objectives

The world is awash in bullshit. Politicians are unconstrained by facts. Science is conducted by press release. So-called higher education often rewards bullshit over analytic thought. Startup culture has elevated bullshit to high art. Advertisers wink conspiratorially and invite us to join them in seeing through all the bullshit, then take advantage of our lowered guard to bombard us with second-order bullshit. The majority of administrative activity, whether in private business or the public sphere, often seems to be little more than a sophisticated exercise in the combinatorial reassembly of bullshit.

We're sick of it. It's time to do something, and as educators, one constructive thing we know how to do is to teach people. So, the aim of this course is to help students navigate the bullshit-rich modern environment by identifying bullshit, seeing through it, and combating it with effective analysis and argument.

What do we mean, exactly, by the term bullshit? As a first approximation, bullshit is language intended to persuade by impressing and overwhelming a reader or listener, with a blatant disregard for truth and logical coherence.
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Public Policy Status of Media Literacy in Greece

Public Policy Status of Media Literacy in Greece | Educommunication | Scoop.it
Α report on Greek media literacy public policy by Irene Andriopoulou, Secretariat General for Media & Communication. Reproduced from «Media & Learning News»,  January 2017   Media literacy policy from a public perspective is a long overdue and complicated issue in Greece. For years until the beginning of the 21st Century, it remained mostly under the academic…
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L' Éducation aux Médias et à l'Information en questions - vidéos du cours

"Depuis son inscription dans la Loi de Refondation de l’École de 2013, son arrivée comme domaine d’enseignement et sa possible inscription dans les EPI (Enseignements Pratiques Interdisciplinaires) à la rentrée 2016, l’EMI (Éducation aux Médias et à l’Information) fait l’objet de nombreux débats dans le champ éducatif. Ce qui semble d’abord une volonté institutionnelle relayée par des acteurs, enseignants et associations, s’inscrit aussi dans un mouvement plus large de réflexion sur les compétences nécessaires aux jeunes, dans un monde en « régime numérique ». La construction de ce nouveau domaine, d’une part, s’appuie sur les objets des cultures de l’information et d’autre part, engage un ensemble de reconfigurations en termes de contenus d’apprentissage et de pratiques professionnelles. Plus largement, des enjeux de justice sociale et une volonté de faire évoluer le système éducatif contribuent à la production de discours autour de cet objet d’enseignement. Ce qui peut être source de confusion et/ou source d’invention pour les enseignants, qu’ils soient professeurs documentalistes ou enseignants disciplinaires. Lors de cette journée d’étude, il s’agira d’interroger les processus de fabrication des savoirs scolaires qui se jouent autour de l’EMI et les conditions d’un apprentissage aux cultures de l’information, tel qu’il est souhaité par de nombreux professeurs documentalistes en particulier. Si l’idée commune est que l’école transmet des savoirs savants transposés ou des savoirs issus de pratiques sociales, l’examen des processus montre que les savoirs scolaires ne sont pas neutres et que leur légitimité scolaire et culturelle n’est pas donnée. Ce sont bien des construits sociaux au cœur d’enjeux multiples. L’EMI,comme le socle commun et les compétences sont ainsi un des derniers avatars de ces processus complexes."
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Los menores como usuarios creadores en la era digital: del prosumer al creador colaborativo. Revisión teórica 1972-2016

"Este artículo presenta una revisión cronológica de las teorías que contemplan a los menores de edad como creadores de contenidos digitales. Marco teórico. Se han seleccionado todas aquellas que aportan una definición terminológica para describir su comportamiento en Internet. Conclusiones y discusión. Podemos afirmar que nos encontramos con numerosas etiquetas para denominar de forma distinta su presencia y participación en la red y que los expertos proponen establecer con ellas la existencia de nuevas generaciones de jóvenes, entre las que apenas transcurre el tiempo ni se produce un cambio sustancial en la manera de consumir o producir contenidos: generación WhatsApp, Twitter, selfie o Snapchat. Por ello nos preguntamos qué determina realmente que haya una nueva generación de jóvenes creadores de contenidos digitales y proponemos, frente al excesivo etiquetado, hablar de perfiles de usuarios, para lo que hacemos una recopilación de sus características en función del uso de la tecnología."
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Controlar el ciberespacio

Controlar el ciberespacio | Educommunication | Scoop.it
El mundo cibernético, como toda tecnología, no es bueno ni malo. Depende de cómo se use. Internet es al mismo tiempo un bien común de la humanidad y un nuevo espacio de confrontación. La revolución digital puede dinamizar el crecimiento, impulsar el progreso social, fortalecer la democracia y contribuir a la paz, o aumentar las desigualdades, propagar la violencia y amenazar las libertades. No puede sustituir a la política ni a los seres humanos, que son los que deben recuperar el control en la época de los datos
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Education aux Médias et à l'Information: Partir des Pratiques des Élèves

Education aux Médias et à l'Information: Partir des Pratiques des Élèves | Educommunication | Scoop.it
Manuel Pinto's insight:
"Ce dossier interroge tout d’abord la notion d’éducation aux médias et à l‘information et revient sur l’histoire et la définition de cette notion composite et du nouveau concept émergeant de « translittératie ». Il présente ensuite des travaux récents de chercheurs centrés sur les élèves de collèges et de lycées qui mettent en cause les stéréotypes associés à la jeune génération familiarisée au numérique."
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An Inspiration for Free Expression and Media Literacy

An Inspiration for Free Expression and Media Literacy | Educommunication | Scoop.it
On the 25th anniversary of his landmark invention of the World Wide Web in 2014 Sir Tim Berners Lee made a trenchant attack on governments and corporations who he accused of taking over the web.

His dream of an egalitarian tool that could share information for the greater good has been overwhelmed, he argued, by a culture of state surveillance and corporate secret tracking. He called for a new bill of rights – a global “Magna Carta” for the web – to protect its neutrality and the rights of its users worldwide.
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Fake news: is media literacy the answer?  [David Buckingham]

Fake news: is media literacy the answer?  [David Buckingham] | Educommunication | Scoop.it
Growing concerns about ‘fake news’ have led to calls for young people to be taught critical media literacy skills. Yet while media literacy would obviously be useful, it isn’t enough to address the problem. Media educators need to frame the issue more broadly, and join forces with those calling for media reform. My apologies for…
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III Congreso Internacional de Educación Mediática y Competencia Digital

III Congreso Internacional de Educación Mediática y Competencia Digital | Educommunication | Scoop.it
III Congreso Internacional de Educación Mediática y Competencia Digital (Incorparating Media Education Summit 2017). Únete a los mayores expertos en educación mediática el 15, 16 y 17 de junio de 2017 en Segovia. En Mayo-2017 Congreso virtual
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[Slideshare] Marco Común de Competencia Digital Docente

"La competencia digital es una de las 8 competencias clave que cualquier joven debe haber desarrollado al finalizar la enseñanza obligatoria para poder incorporarse a la vida adulta de manera satisfactoria y ser capaz de desarrollar un aprendizaje permanente a lo largo de la vida, según las indicaciones del Parlamento Europeo sobre competencias clave para el aprendizaje permanente.

 

La competencia digital no sólo proporciona la capacidad de aprovechar la riqueza de las nuevas posibilidades asociadas a las tecnologías digitales y los retos que plantean, resulta cada vez más necesaria para poder participar de forma significativa en la nueva sociedad y economía del conocimiento del siglo XXI.

 

Los estándares educativos deben por tanto incluir el tipo de conocimientos y habilidades que pueden ayudar a los estudiantes al desarrollo de las nuevas competencias requeridas en la sociedad actual, que se ven potenciadas por la tecnología, especialmente aquellas relacionadas con la gestión del conocimiento. En una serie de aspectos, aquellas personas que sean responsables de la enseñanza de los estudiantes del nuevo milenio tienen que ser capaces de guiarlos en su viaje educativo a través de los nuevos medios."


Via Edumorfosis, Silvan Pan Morel
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Multiculturalism, Diversity and Stereotypes: Engaging Students with Images in Media

"Commercial interests invariably become entwined with making films, with reporting the news and with other forms of information and entertainment. Pervasive media- generated gender and racial stereotypes distort cultural representations and negatively impact users’ perceptions of society. As students learn to create various forms of media, their points of reference are often these negative images, which are then reflected to some extent in their content. This creates a worrisome cycle reinforcing the stereotypes in the present and perpetuating these for the future. While there are clearly no right or wrong answers in art, there are good and bad interpretive choices in pedagogy. This essay explores and articulates a more useful method of student engagement, especially in reference to media literacy, multiculturalism and stereotypes and presents pedagogical methods and strategies to combat negative images in the media."

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France Info, c'est aussi pour les jeunes

France Info, c'est aussi pour les jeunes | Educommunication | Scoop.it
Depuis l’ouverture de la Maison de la radio en 2014, Radio France s’est engagée dans l’éducation artistique et culturelle ainsi que dans l’éducation aux médias par un programme à destination des publics scolaires. Les jeunes peuvent "dans les conditions du direct", lancer leurs sujets, leurs chroniques et leur bulletin météo pendant que d'autres seront à la technique.
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