"UNESCO’s Global MIL Assessment Framework encourages Member States to take concrete actions to help citizens to become media and information literate. It also invites them to assess how favourable the national environment is for MIL initiatives and to determine existing competencies among key social groups, such as teachers in service and in training. In this way, it brings us ever closer to the vision of a world in which all persons may achieve their potential in their personal, professional and societal lives."
"Qué cambios deben aplicarse sobre la Educación para adaptarse a las necesidades sociales, económicas y tecnológicas del siglo XXI? ¿Qué papel jugarán los profesores, las familias y los propios estudiantes en este reto?
Fundación Telefónica se planteó el desafío de responder a la pregunta de cómo debería ser la Educación en el Siglo XXI en 2012 y ha trabajado en buscar respuestas con un gran debate abierto al ámbito iberoamericano durante 18 meses.
Tras 200 aulas virtuales con más de 50.000 docentes de 9 países, 70 eventos presenciales con más de 9.000 asistentes, y las aportaciones de 300 ponentes internacionales, hemos extraído 20 claves que consideramos fundamentales para el éxito educativo con las generaciones que ahora comienzan su proceso de aprendizaje."
The Web Literacy Standard is a map of competencies and skills that Mozilla and its community of stakeholders believe are important to pay attention to when getting better at reading, writing and participating on the web.
«As the year draws to a close many of us start to turn our thoughts to the New Year and 2014 will mark a milestone in the information literacy (IL) world. Next year will be 40 years since the coining of the phrase ‘information literacy’ by Paul Zurkowski (1974). As we approach this anniversary, it is worth reflecting on how IL has developed. For many people a 40th birthday is often a milestone, a signal we have reached a certain level of maturity and a time to reflect on where we are in our lives. The 19th century German philosopher Arthur Schopenhauer, speaking of life, said: "The first forty years of life give us the text: the next thirty supply the commentary." When a discipline reaches a 40-year anniversary it is surely only right to reflect on its history, to celebrate the achievements and be ambitious for its future. IL still feels like a relatively new field that is defining itself and battling for recognition; however, reading Zurkowski’s paper now, I have been struck by how little has changed (...)».
"Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online — and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don’ts of social media?"
Editors: Ulla Carlsson, Samy Tayie, Geneviève Jacquinot-Delaunay, José Manuel Pérez Tornero Nordicom, 2008, 272 p. - ISBN 978-91-89471-56-6, (Reports Clearinghouse).
"Although media, digital and information divides do exist in the world, more and more people have access to a steadily swelling flow of material through many new channels. An interactive and mobile media society has grown up alongside the traditional mass media society. Passive media consumers are becoming active media producers. In the midst of these developments are children and youth. Many parents, teachers and policy-makers are concerned about the negative influence they believe media exert on young people. The media, however, are also valued as social and cultural resources. It is in this complex context that we must see the importance of media literacy and media education. But when issues such as these are discussed, all too often the frame of reference is the media culture of the Western world. There is an urgent need for the agenda to become open to non-Western thoughts and intercultural approaches. This book is based on international conferences on media education in Riyadh and Paris 2007. Scholars and other experts present conclusions from experiences and research to date on media education from a variety of perspectives and different cultures".
Former massivement à la littératie numérique de l’enfance à l’âge avancéFormer au numérique les publics exclus (précaires, migrants, sans papier, détenus, etc.)Former les enseignants, les formateurs professionnels et les travailleurs sociauxConstituer des référentiels communs de littératie numérique
"In many parts of the developed world, families engage with a wide range of communication media as a part of their daily lives. Parents often express mixed feelings about this engagement on the part of young people, however. Employing Baumberg's narrative-in-interaction analysis to interviews with 55 parents and 125 young people, this article explores both the discursive strategies parents employ when discussing their rules and regulations regarding digital technologies, and the strategies employed by their teenage young people in response. It considers how parents attempt to articulate authority in relation to digital media use among their teenage children, and how the ways in which teens interpret those parental attempts to express authority influence the strategies they themselves embrace regarding digital media. The article argues that although economically disadvantaged families experience the digital generation gap with particular intensity, their strategies reveal that they and their teenage children are able to deal with these challenges in creative and effective ways."
"For young people, more than anyone else, digital media are all about sharing: whether it’s their thoughts, photos or their latest favourite video, almost all of the devices and platforms that youth use are designed to make it easy for them to share things with their friends. In MediaSmarts’ research with young people we have looked carefully at the habits and attitudes youth have towards sharing things online, as well as their worries, bad experiences and strategies for avoiding problems and fixing things when they go wrong. Our Young Canadians in a Wired World study, along with the best research available from around the world on how young people share and make decisions online, provided the basis for Think Before You Share, a new tip sheet for teens available on the Facebook Family Safety Center and on the MediaSmarts website."
"This TOOLKIT, aimed at teachers and educators, includes five units with a series of educational activities about the topics and problems already dealt with in both the online game and the theatre plays.
Manuel Pinto's insight:
To have access to the toolkit signing up to Academia.edu is required.
"Dans le cadre du Master en éducation aux médias de l'IHECS, je suis amené à donner un cours de 30 heures intitulé Philosophie et éthique de la communication. Je vous propose ici de découvrir certaines ressources de ce cours ."
"Todos lo hemos visto y quizá vivido en carne propia. Los adolescentes gobiernan en el mundo de las redes sociales. Cada vez son más las relaciones que se construyen online, “no te conozco en persona, pero te quiero”, a tal grado que las amistades ya se miden a partir del número de amigos (y enemigos) que tenemos en Facebook o Twitter. ¿Los papás se dan cuenta de esto? ¿Conocen la vida digital de sus hijos? ¿Conocen las ventajas y los riesgos?"
Whether you live in a democratic society or a one-party state, the ability to sift through information and evaluate media messages is a vital skill set in our era.
“Media literacy” means the skillful application of literacy skills to media and technology messages. It's long been an important part of thoughtful civic engagement, and the digital revolution has made it even more critical. The explosion of digital media and social networking platforms has transformed citizens into publishers and broadcasters. A truly media literate citizen in 2013 is someone who not only understands the meaning behind the messages he or she encounters, but who can also create quality content and distribute it in a variety of forms in order to become part of society’s larger dialogue.
This new reality “means that media literacy programs need to reach a vast audience,” according to a new report from the Center for International Media Assistance (CIMA). The report, Media Literacy 2.0: A Sampling of Programs Around the World, examines some of the programs and campaigns working across the world to equip citizens to analyze and evaluate incoming information. (Disclosure: CIMA is a partner of IJNet.)