Educommunication
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How Teachers Are Using Technology at Home and in Their Classrooms

A survey of teachers shows that digital tools are widely used in their classrooms and professional lives. Yet, many of these middle and high school teachers are hampered by disparities in student access to digital technologies.
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Full report: http://bit.ly/XcYOsS ;

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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
Manuel Pinto's insight:
CHAMADA DE COMUNICAÇÕES PROLONGADA ATÉ 31 DE JANEIRO DE 2017
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Os "olhares" de um grupo de crianças sobre o seu bairro através da prática de Photovoice

Os "olhares" de um grupo de crianças sobre o seu bairro através da prática de Photovoice | Educommunication | Scoop.it
" A atividade de Photovoice foi desenvolvida no âmbito do projeto de investigação de mestrado “Olhares Sonhadores”, que teve como propósito a criação de um Webdocumentário em colaboração com as crianças da escola básica de São Tomé (Paranhos-Porto). O objetivo foi desafiar o grupo de crianças a contar e a representar a sua vida, a do bairro e da escola, narrando a forma como se relacionam com o seu contexto de proximidade e como constroem a sua visão do mundo. O grupo participante teve a oportunidade de criar fotografias documentais sobre o seu próprio lugar de habitação e/ou convívio. Através do exercício de Photovoice as crianças puderam registar fotograficamente e construir assim uma representação visual dos seus locais favoritos para brincadeiras ou outro tipo de atividades, como também captar outros elementos e ambiências que entendessem como relevantes do bairro de São Tomé. Após este registo visual, o grupo reuniu-se para conversar, debater e refletir sobre os vários aspetos presentes no material fotográfico. Com a técnica de Photovoice, o grupo de crianças teve acesso a uma nova linguagem e forma de expressão, podendo explorar novas formas de comunicação e, simultaneamente, estimular a sensibilidade, a cri atividade e a formação do “olhar” crítico e artístico".
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When Truth Becomes a Commodity

When Truth Becomes a Commodity | Educommunication | Scoop.it
"Post-truth" carries a catchy, advertising-agency ring. And that may be exactly what is wrong with it and with our times. We do not live in an era stripped of truths. We live, to the contrary, in a political-cultural moment saturated with competing claims on truth, each insisting on its veracity. We have contrived to construct an open marketplace of truths, and it is not a happy state.
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Um manual para combater o ódio na internet

Um manual para combater o ódio na internet | Educommunication | Scoop.it
Insultar, discriminar, acossar, atacar, ameaçar através da internet em geral e das redes sociais em particular é, infelizmente, uma realidade que tomou proporções alarmantes: “6% dos utilizadores da internet entre os 9 e os 16 anos na Europa já reportou ter sido alvo de bullying 'online’”, explica Claúdia Reis, responsável do departamento de informação e comunicação do Instituto Português do Desporto e da Juventude (IPDJ), que trabalhou de perto na tradução para português do manual. “Portugal não tem ainda estatísticas concretas sobre esta temática, mas trabalha nesse sentido, em conjunto com a Polícia Judiciária”. (...)
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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.
Manuel Pinto's insight:
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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Book release: Framing internet safety

Book release: Framing internet safety | Educommunication | Scoop.it
Nathan W. Fisk discusses his book, ‘Framing internet safety’, which just came out in the UK yesterday. He argues for recognising the ways in which children’s online and offline lives are inseparably linked, and highlights the need to listen to children about the problems they face, as they often know better than anyone what those are. Nathan is Assistant Professor of Cybersecurity Education at the University of South Florida.
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"Só os idosos é que assistem aos telejornais"

Um post de 20.01.2017 da jornalista Maria Cerqueira:

"Ouvi agora numa palestra para uma turma do secundário. 

Um aluno responde: 

- Só os idosos é que assistem aos telejornais.

Como? 17 alunos, só dois param no telejornal de vez em quando..."

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News, Literacy and Public Policy: Changing Modes and Perceptions of Policy Literacy

"This paper seeks to study the changing relationship between news and public policies. It would address the changing modes of reporting along with changes in different strands in public policy, its instruments and actors. Conventional literature in the field provides a broader perspective related to news and public policy. It is claimed that “relationship between news coverage and the evolution of public policy is extremely circular,” especially in regard to “who influences whom” . The journalistic field may presume public policy as function of news, whereas, policymakers may assume otherwise, public policies make news. Finally, the paper argues that impact of media “matter, not just at the beginning but throughout the policy process.” Hence, the study merits attention both at theoretical as well as substantive levels to problematize the relationship in Indian context."

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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
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"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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