Educommunication
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Students 'Flip' for Digital Learning

Students 'Flip' for Digital Learning | Educommunication | Scoop.it
Students today live in a wired world. Educators strive to assure high school and post-secondary success for each student.
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Educommunication
Education for - and about - communication and media
Curated by Manuel Pinto
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"Average Mohamed" project: "was set up to talk plainly to Humanity" [stories, curriculum, resources]

"Average Mohamed" project: "was set up to talk plainly to Humanity" [stories, curriculum, resources] | Educommunication | Scoop.it

"AverageMohamed.com was set up to talk plainly to Humanity. The issue of extremism is one that directly affects us all. I have waited for a constructive logical argument that can reach average people. It has dawned on me that it will take an average guy. It is an average guy who turns average people into extremists. It will take all of us average people to tell them other wise. My mission is simply create a counter ideology with your help and input. Give average parents who deal with their average kids and clergy talking points that can help with theological or even logical talking points countering falsehood propagated by extremists. I live happily in the greatest place a person can call home, amongst a people who cherish peace and offer people like me unparralled oportunity to achieve as much as I want to. It is in their name and that of my children and the right to free speech I do this."

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Evaluating Websites as Information Sources

Evaluating Websites as Information Sources | Educommunication | Scoop.it
Studies suggest that many U.S. students are too trusting of information found on the internet and rarely evaluate the credibility of a website’s information. For example, a survey found that only 4 percent of middle school students reported checking the accuracy of information found on the web at school, and even fewer did so at home (New Literacies Research Team & Internet Reading Research Group, 2006).

Via Elizabeth E Charles
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TwittVille pour apprivoiser Twitter avec sa classe

TwittVille pour apprivoiser Twitter avec sa classe | Educommunication | Scoop.it
L'idée c'est toujours de partir des usages et non de l'outil. Je propose  aux enseignants qui veulent se lancer dans le numérique mais qui sont isolés ou qui ont peur de ne pas y arriver un accompagnement sur  un temps limité construit autour de projets faciles à mener en classe.
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Parents have little clue what their kids are doing online, study says

Parents have little clue what their kids are doing online, study says | Educommunication | Scoop.it
Do parents really want to know what their kids are doing online?

Or would they prefer to turn a blind eye and focus on their own Facebook feed?

I ask only because a new survey says kids think parents have little clue what their tykes are up to on the internet.

Oh, and many parents admit they really don't have a clue.
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Researching new media and social diversity in later life

Researching new media and social diversity in later life | Educommunication | Scoop.it

"As societies are ageing and mediatizing at the same time, it becomes both timely and relevant to develop particular perspectives on the role and meaning of media for older people. The diversity and inequality in the lived experience of the ageing population in the new media environment constitute a blind spot in current research. In this essay, we bring literatures of (cultural) ageing studies and (new) media studies into conversation with each other by asking what future directions for research on older people and their media lives from the particular perspective of social diversity could be. We propose three key interventions: developing a focus on social stratification and inequality broadly conceived; designing research with a life course perspective rather than reducing people to age groups; and focusing empirical work looking at the various ways people ‘do’ media in an ensemblematic way."

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A review essay by Cecilie Givskov and  Mark Deuze, publshed in New Media & Society
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BBC Culture: The 21st Century’s 100 greatest films

BBC Culture: The 21st Century’s 100 greatest films | Educommunication | Scoop.it
Film-making today, whether massively expensive or made with tiny budgets, shot on celluloid or video, is thriving artistically as much as it ever has. But today you’ll find greater diversity in the kinds of films being made, if not in the people who are making them.
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How Can I Help My Kids Develop Good Media Habits?

How Can I Help My Kids Develop Good Media Habits? | Educommunication | Scoop.it
When it comes to media and technology, kids really learn what they live. According to a Common Sense Media poll, most parents want to cut down their mobile device use, and over one-third of teens do, too. Here are some strategies for helping your whole family develop healthy media habits.
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Impacto socioeducativo del periódico escolar: metaanálisis de tres proyectos de educomunicación en Brasil, España y Portugal

Impacto socioeducativo del periódico escolar: metaanálisis de tres proyectos de educomunicación en Brasil, España y Portugal | Educommunication | Scoop.it

"Este trabajo analiza la educomunicación y, en concreto, tres proyectos de educación para los medios en escuelas de tres países iberoamericanos: Brasil, Portugal y España, todos ellos tutelados por universidades. El objetivo principal es identificar de qué forma la educación para los medios de comunicación permite formar ciudadanos más despiertos para la realidad en la que viven y de qué manera este cambio puede impactar en la mejora de la sociedad. La metodología utilizada, la metaanálisis cualitativa, ha permitido comparar e integrar los resultados de los estudios desarrollados en escuelas de los tres países. En todos los casos se buscaba entender de qué forma la participación en la elaboración de un periódico (en papel o digital), utilizado como herramienta de educomunicación, podía sensibilizar a los jóvenes para ser más activos en su comunidad, en la definición de un futuro colectivo. Las conclusiones destacan que en los tres estudios se considera la participación en un periódico escolar como una forma de ejercer una ciudadanía activa, que además es reconocida por la comunidad. Este reconocimiento desenvuelve la autoestima de los participantes y vigoriza su espíritu crítico, fundamental para el buen funcionamiento de la sociedad"

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La educación mediática como política educativa en
Mendoza, Argentina

"En el presente trabajo se evalúa críticamente la enseñanza de la comunicación en escuelas de la provincia de Mendoza, Argentina, desde el punto de vista de los contenidos y las prácticas que la sustentan. Mediante un análisis de su origen y estatus actual, se delinean a su vez perspectivas futuras en vistas al desarrollo de políticas púbicas educativas que promuevan y garanticen el ejercicio del derecho a la comunicación. "
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Situación de la educación en medios y la competencia crítica en el mundo actual: opinión de expertos internacionales

El artículo analiza los resultados de la encuesta internacional sobre la «Situación de la educación en medios y la competencia crítica en medios en el mundo actual», llevada a cabo por los autores en mayo-julio de 2014. Fueron entrevistados responsables de 64 medios de comunicación, educadores críticos e investigadores en el campo de la educación mediática y la cultura de los medios de comunicación de 18 países: USA, Reino Unido, Canadá, Australia, Nueva Zelanda, Alemania, Irlanda, España, Portugal, Suecia, Finlandia, Grecia, Chipre, Hungría, Ucrania, Serbia, Turquía y Rusia. El análisis global de los datos muestra que la comunidad internacional de expertos comparte la convicción de que la situación de la educación en medios y la competencia crítica no es únicamente posible sino también necesaria, sobre todo en términos del desarrollo del pensamiento crítico de la audiencia. Sin embargo, solamente el 9,4% de los expertos en general cree que se utilizan los textos críticos de los medios en las clases de alfabetización mediática en sus respectivos países. Aproximadamente un tercio (34,4% de los expertos encuestados) cree que esto está sucediendo en un nivel aceptable y un porcentaje similar (32,8% de las respuestas) considera que ocurre en una mínima parte. En consecuencia, habrá mucho trabajo que hacer para que la educación en medios y su análisis crítico consiga su implementación eficaz en el mundo actual.

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Media and communications in a transforming environment: politics, civil society and participation

Media and communications in a transforming environment: politics, civil society and participation | Educommunication | Scoop.it
Dynamic changes in media technology, society, media consumption and the economy affect the media landscape as well as the role and status of media users who are no longer passive receivers, but active media participants, and thus need to develop appropriate competence areas. We argue that using an interdisciplinary perspective within communication and journalism studies is necessary to address the scope of challenges that new media users are facing. Hence, we propose a palette of competence areas to be achieved, which would include intercultural communication, interpersonal communication and a basic knowledge of ethics, visual literacy, and source criticism abilities. While we understand these competence areas to be strongly intertwined, we elaborate each separately. Throughout this chapter, we raise issues related to (i) the pervasive and unproblematized use of the notion of culture, (ii) the increasingly interactive and interpersonal nature of the new media landscape, (iii) the importance of learning how to interpret visual content, and (iv) the ability to evaluate information accuracy and quality. We conclude that a holistic view, including, but not limited to, communication scholarship and journalism studies is required and needs to be further developed in order to define the characteristics of the new media participant. Directions for future research are suggested in the conclusion.
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How to be alone in our techno-consumer culture

"As you document in your book, Karl Kraus was a critic at the turn of the 20th century in end-of-empire Vienna who aimed his barbs at the then emergent mass media of newspapers and the ephemeral, “subjective” self-expression of the feuilltons, or “small pages.” It was here that the media first became a marketing platform selling blog-like personal impressions and celebrity of the kind we might today associate with Kim Kardashian or Lady Gaga. In his own publication, The Torch, Kraus sought, in contrast, to note “the chords of eternity in the noises of daily life” as a way to resist the trivialization of culture. For him, that required time, depth and deliberation, not homogenous flattening and accelerated production of whatever is new to get attention. As you suggest, Kraus’s worries were only a dim premonition of what the tech-driven new media is becoming in our consumer societies. What are the consequences for culture of what you call “the infernal machine of techno-consumerism?”
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7 enlaces para comprobar qué información guarda Google de ti

7 enlaces para comprobar qué información guarda Google de ti | Educommunication | Scoop.it
La información que obtienen de nosotros las grandes empresas de comunicación online es uno de los grandes quebraderos de cabeza de los usuarios de medio mundo. El modo en que gestionan esos datos es, además, una cuestión controvertida que suele acarrear encendidos debates sobre privacidad. 

Google actualizó en junio sus perfiles de actividad y lanzó My Activity,  la sección en la que ver y cambiar -si así lo deseamos- los datos que van almacenando mientras utilizamos sus servicios. Y no solo el buscador, también YouTube, Chrome, Android, etc. 
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Édition 2016-2017 du CLEMI: "Médias et Information, On Apprend"

Édition 2016-2017 du CLEMI: "Médias et Information, On Apprend" | Educommunication | Scoop.it
L’équipe du Clemi accompagne chaque rentrée scolaire avec la brochure "Médias et information, on apprend!, l’outil pédagogique de référence qui accompagne depuis 10 ans déjà les enseignants dans leurs projets en Education aux médias et à l’information. Dans le contexte actuel, l’ÉMI est plus que jamais incontournable pour la communauté éducative afin d’assurer la construction citoyenne des élèves.
Cette brochure actualisée propose des pistes pédagogiques pour les 1er et 2nd degrés, des dispositifs initiés par le Clemi, des dossiers thématiques. Pour cette nouvelle édition, le Clemi  met à disposition des enseignants des pistes ou "canevas pédagogiques" concernant les Enseignements Pratiques Interdisciplinaires (EPI).
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CLEMI: Propositions d’Enseignements Pratiques Interdisciplinaires en Éducation aux Médias et à l’Information

CLEMI: Propositions d’Enseignements Pratiques Interdisciplinaires en Éducation aux Médias et à l’Information | Educommunication | Scoop.it
Afin d’accompagner les enseignants et les équipes éducatives dans la mise en oeuvre d’Enseignements Pratiques Interdisciplinaires en Éducation aux Médias et à l’Information à la rentrée 2016, le CLEMI et les coordonateurs académiques CLEMI ont réalisé un document proposant des pistes utiles sous forme de "canevas". Ce format de "canevas" permet de laisser créativité, adaptation, transferts et ajustements à l’initiative des enseignants. Des textes et références institutionnels pertinents sur le sujet sont également proposés.
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Like. Flirt. Ghost: A Journey Into the Social Media Lives of Teens

Like. Flirt. Ghost: A Journey Into the Social Media Lives of Teens | Educommunication | Scoop.it
For teenagers these days, social media is real life, with its own arcane rules and etiquette. Writer Mary H. K. Choi embedded with five high schoolers to chronicle their digital experiences. There’s twin sisters Lara and Sofia in Atherton, California; Ahmad in New Haven, Connecticut; Mira in San Francisco; and Ubakum in Houston. As with most teens, they’re elusive creatures. But when Choi asked them targeted questions, they were able to deconstruct their own behavior in exhaustive detail
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Media education activities: Interpreting & Creating Photos

Media education activities: Interpreting & Creating Photos | Educommunication | Scoop.it
With so many different media images in their everyday environments -- from commercials to cartoons to billboards -- students need practice to understand and talk about many different kinds of images they encounter. Different students will have different interpretations, feelings, and ideas about media used in the classroom. Teachers can model for students how to ask good "how" and "why" questions:  How does this image create meaning? Why do you have the interpretation that you do, and how might someone else interpret it differently?
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El Manifiesto Onlife. Ser humano en la era de la hiperconexión

El Manifiesto Onlife. Ser humano en la era de la hiperconexión | Educommunication | Scoop.it

"Este manifiesto tiene la ambición de abrir un debate sobre los efectos de la era informacional en los espacios públicos, la política y las expectativas sociales que de ella derivan (...)".


Sumario:

- La modernidad: un capitulo cerrado?

- Entre Frankenstein y Gran Hermano

- El dualismo ha muerto - Larga vida a las dualidades

- Propuestas al servicio de mejores politicas

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"El Onlife Manifesto fue presentado el 8 de febrero de 2013 en un evento organizado en Bruselas por DG Connect y el Directorate General for Communications Networks, Content & Technology de la Comisión Europea. El manifiesto fue el resultado de un trabajo grupal donde participaron investigadores de todo el continente (Luciano Floridi -editor-, Stefana Broadbent, Nicole Dewandre, Charles Ess, Jean-Gabriel Ganascia, Mireille Hildebrandt, Yiannis Laouris, Claire Lobet-Maris, Sarah Oates, Ugo Pagallo, Judith Simon, May Thorseth y Peter-Paul Verbeek)."
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Quebec Competencies Chart - Film Production: Who Does What?

Quebec Competencies Chart - Film Production: Who Does What? | Educommunication | Scoop.it
This lesson is one of a five-part unit that provides teachers with ideas for teaching TV in the elementary classroom. In this lesson, students learn that each television product has unique characteristics that can be critically evaluated.
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Coding/Learning e-book

Coding/Learning e-book | Educommunication | Scoop.it
The Code Acts in Education team has produced a free, open access e-book of short papers from the project so far, Coding /Learning: Software and digital data in education. The e-book  is intended as a critical but accessible account of the issues and debates raised during the initial seminar series, plus versions of research published…
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98 personal data points that Facebook uses to target ads to you

98 personal data points that Facebook uses to target ads to you | Educommunication | Scoop.it
Facebook built the world's best ad platform by tracking your behavior online and off it.
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Ler romances faz viver mais e melhor. Palavra da Universidade de Yale 

Ler romances faz viver mais e melhor. Palavra da Universidade de Yale  | Educommunication | Scoop.it
O hábito da leitura é um passaporte para o turismo no universo do imaginário, com direito a viagens sem fim. Porque mesmo quando você acaba de ler um, logo aparece outro e outro te levando para novas e fascinantes jornadas, e assim a vida vai ganhando motivos a mais para ser vivida. Pois aquilo que todos sabíamos por intuição, a ciência acaba de revelar por comprovação: ler faz você viver por mais tempo.

Não é forçação de quem ama e defende o protagonismo dos livros. É dado real. Estudos da Universidade de Yale (Estados Unidos) — décima maior do mundo* —, publicados no periódico científico Social Science and Medicine, concluíram que pessoas que passam mais de três horas e meia por semana lendo livros de romance ou ficção correm um risco de morte 23% menor do que aquelas que não leem nunca. Vale para Machado de Assis, Dostoiévski e Harry Potter. Sim, ler jornal, revista ou periódicos também traz benefícios para a longevidade, mas não tantos. Mais um ponto pro velho e bom livro.
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Éduquer aux médias et à l'information à l'école primaire

Éduquer aux médias et à l'information à l'école primaire | Educommunication | Scoop.it
Sélection de documents d'appui, de ressources et de scénarios pédagogiques est présentée pour développer l'éducation aux médias et à l'information aux cycles 1, 2 et 3 à travers quatre compétences : la connaissance et l'utilisation responsable des médias, l'exploitation, la production, la communication de l'information.
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Appel d'offres à destination de journalistes pour une mission d'Éducation aux médias

Appel d'offres à destination de journalistes pour une mission d'Éducation aux médias | Educommunication | Scoop.it
La Communauté urbaine de Dunkerque – Grand Littoral (France) lance un appel à candidatures adressé aux journalistes professionnels, français ou étrangers, en vue d’une résidence – mission menée en éducation aux médias, à l’information et à la liberté d’expression.
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Media Literacy Scholars at Risk in Turkey

Media Literacy Scholars at Risk in Turkey | Educommunication | Scoop.it

"We are deeply concerned about our Media Education Lab colleague Professor Sait Tuzel, who has been arrested by the Turkish government  
Sait teaches at Canakkale Onsekiz Mart University and is a leading scholar in media literacy in language arts education. He is the author of the middle-school textbook used in the Media Literacy course offered to 350,000 students in Turkey. His research, Debates about the Future of Media Literacy in Turkey, was recently published in the Journal of Media Literacy Education. This  video overviews some recently published research on teacher motivations for media literacy in Turkey. We urge the Turkish government to ensure that Sait has a free and fair trial and enable him to return safely to his wife and two young children."

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Art Kids: a educação pela fotografia no Quénia | P3

Art Kids: a educação pela fotografia no Quénia | P3 | Educommunication | Scoop.it
As fotografias não mostram luxo, mas são a voz de crianças que habitam o bairro de Kibera. E era esse um dos objectivos: dar voz às crianças que todos os dias habitam um bairro, no qual os outros só veem pobreza. A par desse objectivo a Fundação Art Kids tinha outro bem delineado: formar crianças do Quénia através da arte. O projecto “My First Camera”, da Fundação Art Kids, foi lançado em Setembro de 2014, em Nairobi, capital do Quénia. O bairro de lata Kibera recebeu este projecto que pretende colmatar falhas no ensino, mais particularmente das artes, que ali se vivem.
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