Given the lingering predominance of image over sound in the general media landscape, this article examines the implications of technological convergence related to the listening habit and the basis of 'own sound personality'. This research, where participates 521 spanish university students, has rediscovered gratification by individual access to the sound and reveals the main role that laptop and mobile phones play in an environment of, that in here is called the digital sonosphere, in which radio music prevails over any other audio content.
This handbook is a product of the Digital Commonwealth project which sought to facilitate a creative response to the Glasgow 2014 Commonwealth Games. However, the handbook is designed to be of use to a wider range of individuals, community groups and third sector organisations interested in using digital media (blogs, audio, video and social media) to tell their stories. Please use and share!
"Schools should teach “digital literacy” alongside reading, writing and maths if the country is to address the urgent digital skills shortage, a Lords report has warned today.
The House of Lords Digital Skills Committee has called on any future government to address the growing shortage of young people capable of filling jobs in the technology sector by making digital literacy the third core subject alongside literacy and numeracy. "
«‘We live in the age of the digital native’, or so many would have us believe. But what does the term really mean? Can someone truly pick up digital skills intuitively? Does this mean there is no need to try to teach young people how to use computers? We don’t think so. This idea of digital natives is a dangerous fallacy that risks leaving young people without the competences they need for the workplace, and risks leaving businesses without the skilled employees they need.»
They are on your mobile phones and computer screens, in newspapers and magazines, stretched across billboards and broadcast through radio waves. They are mediated messages, and you are inundated with them every day. With so many viewpoints, it’s hard to separate fact from fiction. To guide your exploration of the media that surround you, the Center for Media Literacy developed these five core concepts: 1. All media messages are constructed. Media texts are built just as surely as buildings and h
This report examines children's media literacy. It provides detailed evidence on media use, attitudes and understanding among children and young people aged 5-15, as well as detailed information about the media access and use of young children aged 3-4. The report also includes findings relating to parents' views about their children's media use, and the ways that parents seek - or decide not - to monitor or limit use of different types of media.
This section looks at the various aspects and principles relating to media literacy. The relationship between media literacy and media education is also explored and tips are provided for integrating media literacy into the classroom in subjects across the curriculum.
UNESCO’s radio toolkit – Linking Generations through Radio – is an open access document, which is inspired by children and youth who make up one-third of the world’s population. The majority may listen to radio but the likelihood they are invited to regularly produce interviews and programmes, express their information needs or their opinions about productions made for them is very low.
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