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.
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.»
"Las formas en que se han discutido públicamente y por escrito acerca de la alfabetización mediática en el pasado tienen una gran influencia en cómo los ciudadanos, los educadores y los alumnos son capaces de pensar y practicar su propia alfabetización mediática. Nuestros conceptos de alfabetización mediática han evolucionado con el tiempo en respuesta a las cambiantes contextos de estudios de medios y discursos educativos, así como los cambios en las tecnologías de comunicación, las industrias de medios de comunicación, la política y la cultura popular. Mi investigación sobre la historia de los medios de comunicación y Valores revista 1977-1993, hecha posible por el Archivo Elizabeth Thoman Media Literacy, ilustra cómo trazar la evolución de los conceptos de alfabetización mediática en el tiempo nos puede dar perspectiva muy necesaria en los contextos discursivos que constituyen nuestro campo de prácticas de alfabetización mediática de hoy ".
November 21, 2014Going Global? International Perspectives on Innovation in Media Literacy Education Going Global? International Perspectives on Innovation in Media Literacy Education DATE: November 21, 2014 TIME: LOCATION: Media Education Summit, Prague
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