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Now Available: Journal of Media Literacy Education: Volume 4 Issue 1

Now Available: Journal of Media Literacy Education: Volume 4 Issue 1 | Educommunication | Scoop.it

This special issue features program highlights from the NAMLE 2011 Conference held July 22-25th in Philadelphia, PA. The conference theme was “Global Visions, Local Connections: Voices in Media Literacy Education” and the research articles, Voices from the Field, and professional resource reviews stay true to that theme. From food, faith to news media literacy ...

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Educommunication
Education for - and about - communication and media | Educomunicação: educação para - e sobre - a comunicação e os media
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Mapping Media Literacy Practices and Actions in EU28

Mapping Media Literacy Practices and Actions in EU28 | Educommunication | Scoop.it
"So what is Europe doing to encourage our media literacy? What measures are being taken at national and European levels to improve our critical appreciation and understanding of the mass media? The European Audiovisual Observatory, part of the Council of Europe in Strasbourg, has just published a brand new study - Mapping of media literary practices and actions in EU - 28 - free to download by clicking on the button above. This study has been financed by the European Commission with the goal of analysing the various media literacy initiatives on a national or regional level in order to provide an overview of what is currently being undertaken. This is the first major mapping exercise to survey the field in Europe."
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Should we consider fake news another form of (not particularly effective) political persuasion — or something more dangerous?

Should we consider fake news another form of (not particularly effective) political persuasion — or something more dangerous? | Educommunication | Scoop.it

"The growing stream of reporting on and data about fake news, misinformation, partisan content, and news literacy is hard to keep up with. This weekly roundup offers the highlights of what you might have missed."

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From Around The World, 8 Real Ways To Fight Fake News  - Worldcrunch

From Around The World, 8 Real Ways To Fight Fake News  - Worldcrunch | Educommunication | Scoop.it
PARIS — This video of Barack Obama is both real and not real. It's an excerpt of the former U.S. president during an official appearance, and the words he utters are things he really did say
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The echo chamber is overstated: the moderating effect of political interest and diverse media

"In a high-choice media environment, there are fears that individuals will select media and content that reinforce their existing beliefs and lead to segregation based on interest and/or partisanship. This could lead to partisan echo chambers among those who are politically interested and could contribute to a growing gap in knowledge between those who are politically interested and those who are not. However, the high-choice environment also allows individuals, including those who are politically interested, to consume a wide variety of media, which could lead them to more diverse content and perspectives. This study examines the relationship between political interest as well as media diversity and being caught in an echo chamber (measured by five different variables). Using a nationally representative survey of adult internet users in the United Kingdom (N = 2000), we find that those who are interested in politics and those with diverse media diets tend to avoid echo chambers. This work challenges the impact of echo chambers and tempers fears of partisan segregation since only a small segment of the population are likely to find themselves in an echo chamber. We argue that single media studies and studies which use narrow definitions and measurements of being in an echo chamber are flawed because they do not test the theory in the realistic context of a multiple media environment."
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10 évènements qui ont marqué l’histoire de YouTube

10 évènements qui ont marqué l’histoire de YouTube | Educommunication | Scoop.it
Le 14 février 2005, YouTube est lancé. En treize ans, ce petit site, fondé par trois anciens employés de PayPal, est devenu un géant qui a révolutionné le partage de vidéos sur le web. Retour sur l’histoire du service en dix évènements.

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Jovens e internet: que idade para o consentimento parental?

Jovens e internet: que idade para o consentimento parental? | Educommunication | Scoop.it

"O Regulamento Geral de Proteção de Dados (RGPD), que produz efeitos a partir de 25 de maio, impede as empresas de serviços digitais de realizarem práticas de data-profiling de menores de idade, transferirem dados pessoais a entidades terceiras sem consentimento explícito prévio, e impõe o “direito ao esquecimento”. Por sua vez, menores de 16 anos devem obter consentimento parental para aceder a serviços digitais, uma medida que agora se situa nos 13 anos."

"Aumentar para 16 anos a idade do consentimento poderá contribuir para agravar um problema, em vez de o resolver."

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Bad News: the game researchers hope will 'vaccinate' public against fake news 

Bad News: the game researchers hope will 'vaccinate' public against fake news  | Educommunication | Scoop.it

"Fake news is already an entire industry, an anti-democratic weapon, a movie, a play, an insult and a cliche. Now it is being turned into a game – to help people understand its wiles and deceptions. Cambridge researchers have built an online game, simply titled Bad News, in which players compete to become “a disinformation and fake news tycoon”. By shedding light on the shady practices, they hope the game will “vaccinate” the public, and make people immune to the spread of untruths."

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How we made Peppa Pig 

How we made Peppa Pig  | Educommunication | Scoop.it

"When Peppa came out, there were a lot of children’s characters that didn’t really have a family, or parents. Our experience was that children don’t like laughing at themselves, but do like laughing at their parents. By having a Mummy and Daddy Pig, we could get humour in without having to laugh at the child character. Animal stories are good for children because they give you licence – a pig is allowed to be messy – and animation works because it’s one step removed from reality, so children feel safe watching it."

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El Ciberespacio como sistema y entorno social: una propuesta teórica a partir de Niklas Luhmann

El Ciberespacio como sistema y entorno social: una propuesta teórica a partir de Niklas Luhmann | Educommunication | Scoop.it

"Como ha sucedido con la mayoría de los avances en las tecnologías de la comunicación a lo largo de la historia, la teoría social ha escogido un enfoque antropocéntrico a la hora de analizar el Ciberespacio. Al situar al ser humano en el centro del modelo teórico, en lógica consecuencia, sus conclusiones se han orientado a describir los efectos positivos o negativos del fenómeno sobre la sociedad y el individuo. Sin descartar la validez o necesidad de estas perspectivas, cuyo génesis y evolución abordamos de manera sintética y diacrónica, nos proponemos superarlas al objeto de comprender mejor el funcionamiento del Ciberespacio. Para ello, aplicaremos al estudio del Ciberespacio el enfoque sistémico de Niklas Luhmann, que propone una superación del antropocentrismo, que él consideraba un “obstáculo epistemológico” siguiendo la definición de Gaston Bachelard. Para Luhmann el elemento característico de los sistemas sociales no eran los individuos, sino las comunicaciones. A partir de la aplicación de este nuevo paradigma, analizaremos si el Ciberespacio cumple con las características centrales de los sistemas sociales o si funciona como un entorno social. En las conclusiones, observaremos que el Ciberespacio es en parte un sistema y en parte un entorno, es decir, lo que denominaríamos como un hipersistema social: es un sistema de comunicación autónomo y autoproducido tecnológicamente, pero es a la vez el entorno del sistema social, representando en sí mismo la posibilidad para el aumento de su complejidad"

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Jornalismo e cidadania: experiências de projetos de extensão universitária em educomunicação

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France: stratégie nationale pour un numérique inclusif

France: stratégie nationale pour un numérique inclusif | Educommunication | Scoop.it
Le Gouvernement, les associations d’élus partenaires de la Conférence nationale des territoires, les collectivités et les acteurs locaux, publics ou privés, s’engagent afin d’élaborer conjointement une stratégie nationale pour un numérique inclusif.

Via CECI Jean-François
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CECI Jean-François's curator insight, February 17, 10:02 AM

Une vaste concertation prometteuse, résultats à suivre de près !

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School of Visual Arts Presents 99 Hours of Free Photography Lectures

School of Visual Arts Presents 99 Hours of Free Photography Lectures | Educommunication | Scoop.it

"Last week, photographer Dan Culberson flagged on Reddit a trove of free photography lectures available on School of Visual Arts' rich YouTube channel. Elaborating, the photography blog Petapixel writes: Tons of hour-long lectures can be found on the channel’s Images, Ideas, Inspiration playlist, most of them photography related and all of them fascinating. You’ll find something for everyone on this channel—from a lecture by gallery rep Margit Erb talking about her close personal and professional relationship with the great Saul Leiter, to a talk by Dancers Among Us photographer Jordan Matter, to Jack Hollingsworth’s fascinating talk titled “Small Camera Big Results.” There are a total of 99 videos in that playlist alone—approximately 99 hours of education, inspiration, and ideas."

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The Importance of Ending the Internet as We Know It

"We do want to end the internet as we know it, and to introduce reforms based on a more mature ideology than Barlow’s Declaration of the Independence of Cyberspace which failed to recognize that actions in “cyberspace” have very real effects on the living and breathing on earth. And that freedom without responsibility only rewards the wolves."

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Ocho videos para trabajar la alfabetización mediática

Ocho videos para trabajar la alfabetización mediática | Educommunication | Scoop.it
Ocho videos para trabajar la alfabetización mediática
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globalinequality: “Fake news”: reaction to the end of the monopoly on the narrative

globalinequality: “Fake news”: reaction to the end of the monopoly on the narrative | Educommunication | Scoop.it

"Very few people can make sense of the current “fake news” hysteria and almost nobody is willing to look at it in a historical context and to understand why the problem arose now. The reason why the hysteria has spread, and especially so in the United States, is because this is (to some extend understandable) reaction to the loss of global monopoly power exercised by the Anglo-American media especially since 1989, but practically from 1945 onwards."

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In Parkland, journalism students take on role of reporter and survivor

In Parkland, journalism students take on role of reporter and survivor | Educommunication | Scoop.it


"Last Thursday, the day after the shooting at Marjory Stoneman Douglas High School in Parkland, Florida, Melissa Falkowski texted her students. As the school’s newspaper adviser, the teacher knew she and her students had a responsibility. “[I told them] nobody could tell this story the way that we could tell it,” she says. “The kids […]"


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José Manuel Pérez Tornero hace un repaso del panorama mediático y social actual

José Manuel Pérez Tornero hace un repaso del panorama mediático y social actual | Educommunication | Scoop.it

"¿Por qué incluir la alfabetización mediática e informacional en esa misión de potenciar la calidad del periodismo? 

Por una razón muy sencilla el periodismo no es solo cuestión de periodistas. El periodismo de calidad depende de la relación mutua que se establece entre el mundo del periodismo –profesionales, empresas, instituciones, etc.- y los lectores, espectadores u oyentes, en definitiva, los ciudadanos. Si esa relación es activa, respetuosa, dialogante, y mutuamente exigente, puede haber periodismo de calidad. Pero esa relación depende de las competencias y habilidades de los periodistas, por un lado, y de la de los ciudadanos, por otro. La alfabetización mediática consiste, precisamente en empoderar a los ciudadanos –aunque también a periodistas y a sus empresas- para ejercer un pensamiento crítico, para participar en la esfera pública y para potenciar su capacidad creativa y expresiva. De modo, que la Cátedra nace con la misión de favorecer públicos más activos, más exigentes y capaces de interactuar en pie de igualdad con los medios periodísticos. Confiamos en que así se mejora el ejercicio del periodismo y de la ciudadanía."

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Fighting 'fake news': Importance of media literacy rises in post-fact era, panelists say

Fighting 'fake news': Importance of media literacy rises in post-fact era, panelists say | Educommunication | Scoop.it

"Literacy means more than the ability to read. It also means the ability to discern what one reads," said Diane Balay, "fake news" forum committee coordinator with the League of Women Voters of Santa Maria Valley. "It isn’t easy and few people take the trouble to find out; therefore, they are easily duped."

""We are professional readers," said Kate Adams, professor of English at Hancock, "and I'm here to tell you that this highly trained reader has fallen victim to fake news. We're all in the same boat.""

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Students stage White House protest as Trump gives nod to background bill

Students stage White House protest as Trump gives nod to background bill | Educommunication | Scoop.it
Young people ask ‘am I next?’ at demonstration against Washington inaction in the wake of Florida attack
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Journalistes du Québec à côté des écoles dans lutte contre la désinformation

Journalistes du Québec à côté des écoles dans lutte contre la désinformation | Educommunication | Scoop.it

"Lutter contre la désinformation : c’est le but de cette formation que la Fédération professionnelle des journalistes du Québec veut offrir aux étudiants du 2e cycle des écoles secondaires. De tout temps, direz-vous, il y a eu des fausses nouvelles, mais le phénomène s’est amplifié depuis l’avènement du web et des réseaux sociaux. L’élection au sud de nos frontières du président Donald Trump a même popularisé le terme « fake news » qui sert parfois à qualifier tant les fausses nouvelles que celles qui déplaisent. Il est normal qu’une grande confusion se soit installée et que plusieurs aient de plus en plus de mal à discerner le vrai du faux dans toutes les informations qui circulent. Cette formation vise donc à donner des réflexes aux jeunes pour repérer les fausses nouvelles et à mieux comprendre aussi l’impact qu’elles peuvent avoir dans la société. Nous voulons contribuer à forger leur sens critique, quel que soit le média d’information utilisé."

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¿Sangre o bits? Revisión al modelo comunicativo y educativo institucional, mediado por las tecnologías

¿Sangre o bits? Revisión al modelo comunicativo y educativo institucional, mediado por las tecnologías | Educommunication | Scoop.it

"Percibimos que la comunicación se ha reducido en gran medida a información, con frecuencia contaminada por la saturación y el exceso (infoxicación), la falta de rigor y un escaso pluralismo informativo. Para afrontar este doble reduccionismo (comunicación = información; educación = tecnología) proponemos un modelo que humanice a ambas, un modelo que pivote y fluya sobre tres nodos: comunicación, salud y educación. Tres nodos que vertebra el factor R (relacional) que describe y define una alternativa socioeducativa."


Via Marta Torán
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Marta Torán's curator insight, August 15, 2015 1:50 PM

Muy interesante! Mucho y muy bueno

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UK: Education for a connected world: A framework to equip children and young people for digital life

"Today’s children and young people are growing up in a digital world. As they grow older, it is crucial that they learn to balance the benefits offered by technology with a critical awareness of their own and other’s online behaviour, and develop effective strategies for staying safe and making a positive contribution online. This framework describes the skills and understanding that children and young people should have the opportunity to develop at different ages and stages. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it safely."
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My life as a bookworm: what children can teach us about how to read 

My life as a bookworm: what children can teach us about how to read  | Educommunication | Scoop.it

"To adults, rereading feels like an indulgence – but for children it is a necessity. Lucy Mangan reflects on a childhood spent with The Very Hungry Caterpillar and Milly-Molly-Mandy"

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“Fake news”: False fears or real concerns?

"‘‘Fake news’’ has become a much-used and much-hyped term in the so-called ‘‘post-truth’’ era that we now live in. It is also much-maligned: it is often blamed for having a disruptive impact on the outcomes of elections and referenda and for skewing democratic public debate, with the 2016 US Presidential elections and Brexit referendum often cited as examples. ‘‘Fake news’’ has also been flagged for fuelling propaganda and ‘‘hate speech’’ and even violence. ‘‘Pizzagate’’ is an infamous example of exceptional circumstances in which a false news story had a central role in a shooting incident. In December 2016, a man in Washington D.C. took it upon himself to ‘‘self-investigate’’ a story (a completely unfounded conspiracy theory) that the Hillary Clinton campaign team was running a paedophile ring from the premises of a pizzeria. Shots were fired and he was arrested and charged with assault and related offences.1 Given all this bad press, it is perhaps little wonder that ‘‘fake news’’ has become a major preoccupation for international organisations, national law- and policy-makers, the media and media actors, civil society and academia. But what exactly is ‘‘fake news’’ and what is all the fuss about? In addressing these questions, this column will also consider historical and contemporary perspectives on the term and its relationship with human rights."
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Dez Telegramas sobre a Literacia da Imagem

1.º A imagem foi mudando de estatuto: nas grutas pintadas da pré- -História era tudo; passou de desnecessária ao texto escrito a suplementar; até finalmente suplantar o texto escrito no nosso tempo. Mortos ou vencidos os iconoclastas, vivemos na era dos iconolatras. Nesse sentido, o ensino da leitura das imagens torna-se muito importante no sistema educativo e no espaço público. 

(...)"

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