"Several large scale studies have been carried out in recent years into the topic of media and film literacy in Europe. This webinar will highlight a number pointing to their main findings, conclusions and recommendations. Studies to be presented and discussed include the one carried out by the EMEDUS (European Media Literacy Education Study) project team, led by José Manuel Pérez Tornero, Universidad Autónoma de Barcelona in Spain. Further on MEDEAnet partners Nicoleta Fotiade(ActiveWatch, Romania) and Sofia Papadimitriou (Educational RadioTelevision of Ministry of Education, Greece) will highlight the main findings in the report: "Charting Media and Learning in Europe" produced by the MEDEAnet team, which will report specifically in its second year on the extent to which media literacy is incorporated into curriculum design for compulsory level education and to charting organisations actively engaged in this process and examples of good practice. Date: Thursday 28 November, 4-5 pm CET"
Via Manuel Pinto
The Evens Foundation initiates and supports sustainable projects that contribute to respect for the cultural and social diversity of Europe, in the fields of Sustainable Peacebuilding in Europe, Peace Education, Media Education.
The Massachusetts Legislature's House-Senate Joint Committee on Education recently heard testimony on behalf of legislation proposed to develop comprehensive media literacy education in kindergarten through 12th grade.
We're afraid of and we're afraid for teenagers. And nothing brings out this dualism more than discussions of how and when teens should be allowed to participate in public life. Last week, Facebook made changes to teens' content-sharing options.
In 2013, more Americans than ever are online. In the eyes of activist Larry Ortega, this is unequivocally a positive development. But to call the digital divide closed, even between groups of people who possess the ability to access the Internet, is something he profoundly disagrees with.
‟There’s a misconception that just because someone has Internet access, the digital divide,” the gap between those with Internet access and those without, “has been eliminated,” charges Ortega, who heads a chapter of the digital literacy group One Million New Internet Users.
The problem, Ortega argues, is that large swaths of the population, groups that are predominantly poor and non-white, are largely relying solely on smartphones for Internet access. It’s created a two-tiered system where the rich have access to expensive, high-speed broadband Internet at home and everyone else is relegated to slower connections on mobile devices that seriously limit users’ ability to contribute to the digital conversation.
Ortega views this emerging digital divide as one between “digital consumers” on one hand and “digital contributors” on the other, illustrating the gap with an example from near his home in Southern California. He tells the story of a diverse coalition of groups organizing in favor of ordinances in the cities of El Monte and Pomona that would allow the local governments to use eminent domain to seize underwater mortgages from the banks that hold them. There’s a major grassroots mobilization of local activists to push the ordinances through in the hopes that freeing people in these communities trapped under the crushing weight of the mortgages could jumpstart the region’s moribund economy.
This activity has occurred through mobile-friendly networks like Facebook and Twitter; however, the original spark that kicked it off—the composition of op-eds in favor of the motion, the creation of YouTube videos explaining exactly what eminent domain is, and more—could never have happened exclusively on mobile devices.
Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach. But if you’re just getting started, here are some concrete ways you can begin leveraging your students’ critical-thinking skills in the classroom and beyond.
Ever since its invention in 1839, the photographic image and its steady evolution have shaped our experience of reality—from chronicling our changing world and recording its diversity to helping us understand the science of emotion to anchored us to consumer culture. But despite the meteoric rise of photography from a niche curiosity to a mass medium over the past century and a half, there’s something ineffably yet indisputably different about visual culture in the digital age—something at once singular and deeply rooted at the essence of the photographic image itself.
Michael Wesch is a cultural anthropologist exploring the effects of new media on society and culture. He spoke to a group at the Playhouse Theatre:
"I think we are really doing a disservice to them at the moment. I believe very strongly in students being able to read and write very well but I think we need to expand what we mean by reading and writing to include these new media forms. And we need a level of media literacy that includes a sophistication about how to use what media form, when, why and also when to shut it all and to have a moment to really think through it all properly."