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Digital Media Literacy Education and Online Civic and Political Participation

Can media literacy education promote and improve youth engagement in civic and political life? Unfortunately, to date, there have been almost no quantitative assessments of the frequency of media literacy education, nor of any possible subsequent impacts. This study draws on a unique panel data set of a diverse group of youths in high school and college settings. It finds that ...

Read here: http://ijoc.org/ojs/index.php/ijoc/article/view/999

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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 - just published

Mapping Media Literacy Practices and Actions in EU28 - just published | 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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Cyberbabble: screens and young people’s mental health

Cyberbabble: screens and young people’s mental health | Educommunication | Scoop.it

"In the past couple of years, there’s been something of a shift in the public debate about children and digital media. The narrow obsession with risk and harm has to some extent been displaced by a broader emphasis on mental health. To some extent, this has to be a welcome development. For a long time, public discussions of young people’s relations with online media were dominated by melodramatic concerns about paedophiles and pornography – concerns undoubtedly stoked by a massively-funded internet safety industry. On the face of it, the focus on mental health appears to provide a somewhat broader approach, and to encompass a wider set of issues. However, there are some fundamental problems here, not just about the evidence that is used to support such arguments, but also with the way the issue is framed and defined."

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Algorithms and Big Data: New Frontiers for Media Education

" Algorithms and big data have become the new frontier of media education. Consumers of online information require specific skills and knowledge to navigate the media environment."
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Canada’s privacy watchdog has published a research paper on privacy enhancing technologies

Canada’s privacy watchdog has published a research paper on privacy enhancing technologies | Educommunication | Scoop.it

"As privacy concerns continue to blossom the world over, the Office of the Privacy Commissioner of Canada (OPC), has published a research paper on privacy enhancing technologies (PET). The paper is quick to establish four simple rejoinders. It doesn’t list limitations, weaknesses and security implications; it doesn’t validate any claims made by individuals arguing for or against specific PETs; it doesn’t compare and contrast any existing PETs; and it doesn’t outline or recommend how to use any specific PET. Read more at MobileSyrup.com: Canada’s privacy watchdog publishes research paper on privacy enhancing technologies"

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Actualités du numérique - Genrimages

Actualités du numérique - Genrimages | Educommunication | Scoop.it
Une plateforme dédiée à l'analyse des représentations et des stéréotypes sexués dans l'image.
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O que todos devíamos saber sobre língua gestual (em dez pontos) | P3

O que todos devíamos saber sobre língua gestual (em dez pontos) | P3 | Educommunication | Scoop.it
Nunca se diz linguagem gestual, mas antes língua gestual. E um surdo é apenas surdo, nunca surdo-mudo. Informações, curiosidades, vídeos e leituras para aumentar o conhecimento sobre esta comunidade
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Don't accept at face value everything you read

"When it comes to media literacy, the most important thing is not to accept at face value everything you read, hear or see. While some sources are better than others, there’s no such thing as an infallible news source. That seems obvious, yet we fall for these fake stories over and over again. 
We know why we do this, don’t we? It’s because we want to believe anything that reinforces our world view, our own very special collection of biases. Once any of us has arrived at a conclusion on something, it’s very hard to change that conclusion. 
A lot of people – I consider myself one of these sorts – want to believe that if you just present the facts to anyone in a commonsense, understandable way, the facts will always persuade. It simply isn’t true. It isn’t true of me, and it isn’t true of you. 
Almost universally we all have a bad case of confirmation bias – the tendency to believe only that information that confirms our existing set of beliefs or values. We are very good at finding errors in the arguments of people who disagree with us, but we’re terrible at spotting errors in our own arguments. (The next time you have a few spare hours, Google the research of Hugo Mercier and go to town.) 
We play games that delude ourselves and confuse others. A longtime favorite now practiced by nearly everyone is called the “whataboutism.” I also refer to this as “yeahbuttism” or, “IknowyouarebutwhatamIism.” As soon as we hear something that makes us uncomfortable or with which we disagree, we throw out, “Yeah, but what about …” and we bring up, oh, I don’t know, Benghazi, groping, emails, blah, blah, blah. It’s much easier to go on the counterattack with an unrelated accusation than to have a reasoned conversation. 
What does this have to do with media literacy? Just pay attention. When any public figure starts to get into trouble, the first tactic in response is a big, fat, “whatboutism.” Oddly enough, it seems to work, serving to distract us long enough until the next shiny scandalous news item pops up."

Roger Plothow, editor
Post Register, November 14, 2017
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2017 Global Media and Information Literacy Award: Organizations in four countries recognized

2017 Global Media and Information Literacy Award: Organizations in four countries recognized | Educommunication | Scoop.it
The 2017 Global Media and Information Literacy (MIL) Awards from the Global Alliance for Partnership on Media and Information Literacy (GAPMIL) have been awarded to the Media Initiatives Centre, Armenia; Professor Jesus Lau of the Veracruzana University, Mexico; The MIL Project France; and the Media Support Centre, Kyrgyzstan. The Awards ceremony was held at the Global MIL Week 2017 Feature Conference in Kingston, Jamaica.
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Making Media Literacy Central to Digital Citizenship

Making Media Literacy Central to Digital Citizenship | Educommunication | Scoop.it

"While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, bandwidth. In fact, 68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting voting behavior, and fueling hate speech and trolling. Put simply: Video is a contested civic space."

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Fake or real? News orgs help teach kids the difference

"News organizations around the world are finding new ways to show young audiences how to critically examine content for its credibility – and have some fun in the process. Guest poster Aralynn McMane reports."
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YouTube to clamp down on disturbing kids' videos such as dark Peppa Pig

YouTube to clamp down on disturbing kids' videos such as dark Peppa Pig | Educommunication | Scoop.it
Site announces measures to flag, review and restrict content that is inappropriate for children but doesn’t breach wider guidelines
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A regular New York Times kids’ section and a kids’ version of The Daily are on the way this month

A regular New York Times kids’ section and a kids’ version of The Daily are on the way this month | Educommunication | Scoop.it
A flurry of emails from kids (and a Change.org petition) helped convince the Times brass to bring once-experimental section back on a more permanent basis.
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A Parent’s Guide to Media Literacy

A Parent’s Guide to Media Literacy | Educommunication | Scoop.it
Building Healthy Relationships with Media: A Parent’s Guide to Media Literacy  NAMLE and our partner, Trend Micro created a parent’s guide to assist families in starting media literacy conversations at home. We focus on one simple piece of advice: teach your kids to ask questions. With real-life examples of conversations that may come up at…
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When it comes to claims about screen time we need more sense and less hype

When it comes to claims about screen time we need more sense and less hype | Educommunication | Scoop.it
A new study claims a link between screen time and increased rates of depression and suicide in US teens. But what do the data actually say? And how can we move towards a more rational debate about digital technology?
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I watched 1000 hours of YouTube kids content and this is what happened

"The multicolored slurry of user generated content that for years has been successfully netting millions of kids’ eyeballs on YouTube by remixing popular cartoon characters to crudely act out keyword search scenarios leered into wider public view this week, after writer James Bridle penned a scathing Medium post arguing the content represents “a kind of violence inherent in the combination of digital systems and capitalist incentives”. What do you get if you endlessly recombine Spiderman and the Joker with Elsa from Frozen and lashings of product placement for junk food brands like McDonalds?"
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In the Age of Fake News, It’s Never Too Early to Teach Kids to be Media Savvy

In the Age of Fake News, It’s Never Too Early to Teach Kids to be Media Savvy | Educommunication | Scoop.it

"When kids understand how content is made, they begin to understand how it can be manipulated."

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Tim Berners-Lee on the future of the web: 'The system is failing'

Tim Berners-Lee on the future of the web: 'The system is failing' | Educommunication | Scoop.it

"Sir Tim Berners-Lee’s optimism about the future of the web is starting to wane in the face of a “nasty storm” of issues including the rollback of net neutrality protections, the proliferation of fake news, propaganda and the web’s increasing polarisation. The inventor of the world wide web always maintained his creation was a reflection of humanity – the good, the bad and the ugly. But Berners-Lee’s vision for an “open platform that allows anyone to share information, access opportunities and collaborate across geographical boundaries” has been challenged by increasingly powerful digital gatekeepers whose algorithms can be weaponised by master manipulators."

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Schools and cellphones: In elementary schools? At lunch?

Schools and cellphones: In elementary schools? At lunch? | Educommunication | Scoop.it

"It’s been a long time since mobile phones arrived in the nation’s schools, but educators are still grappling with what to do about them. Should they be allowed in elementary schools? What about middle-schoolers using them at lunch? Which limits make the most sense for devices so ubiquitous?"

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Kids’ screen time shifts dramatically toward phones and tablets

Kids’ screen time shifts dramatically toward phones and tablets | Educommunication | Scoop.it

"How has children’s media use evolved over time? Common Sense Media published their latest zero to eight study in October, and in this post Michael Robb discusses the key findings. Michael is director of research at Common Sense, overseeing the research program, evaluation of organization impact, and program development research. He has published research on the impact of electronic media on young children’s language development, early literacy outcomes, and problem-solving abilities in a variety of academic journals."

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'Way too little, way too late': Facebook's factcheckers say effort is failing

'Way too little, way too late': Facebook's factcheckers say effort is failing | Educommunication | Scoop.it

"Journalists working for Facebook say the social media site’s fact-checking tools have largely failed and that the company has exploited their labor for a PR campaign. Several fact checkers who work for independent news organizations and partner with Facebook told the Guardian that they feared their relationships with the technology corporation, some of which are paid, have created a conflict of interest, making it harder for the news outlets to scrutinize and criticize Facebook’s role in spreading misinformation."

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It’s time to stop trusting Google search already

It’s time to stop trusting Google search already | Educommunication | Scoop.it
Last weekend, in the hours after a deadly Texas church shooting, Google search promoted false reports about the suspect, suggesting that he was a radical communist affiliated with th
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What to do about shareable lies

What to do about shareable lies | Educommunication | Scoop.it

"There is a political case to be made, which will be left up to Democrats and Republicans who have so far been sorely dissatisfied with vague commitments to do better. An economic case could also be made that an editorial voice, proposed by Zunger, would maximise user engagement and add value. It would certainly keep social media platforms in the mainstream, where the revenue is, rather than the fringe. But there is also a moral case. Should private companies continue to profit from a supposedly neutral model that puts individuals, and even democracy itself, at risk?"

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Comment évaluer la crédibilité d'un média ?

Comment évaluer la crédibilité d'un média ? | Educommunication | Scoop.it
Derrière la perte de confiance envers les médias en général se cache entre autres une mauvaise compréhension du travail du journaliste. Pour faire la lumière et départager le vrai du faux, nous vous proposons — en cette semaine canadienne de l’éducation aux médias — une série de textes visant à aborder clairement divers aspects de l’industrie médiatique. « Aujourd'hui : la crédibilité d'un média sous évaluation. »
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Media (Imprensa, Rádio, TV) | Direitos de Resposta e de Retificação – Perguntas Frequentes

"A ERC editou uma brochura que apresenta, através de uma linguagem acessível e de acordo com uma sistematização por temas, as principais regras aplicáveis aos direitos de resposta e de retificação. Recordamos que desde que a Entidade iniciou a sua atividade, em 2006, as participações referentes a alegados incumprimentos ou a cumprimentos deficientes dos citados direitos têm constituído um quinto do total das queixas rececionadas. A consagração legal destes direitos remonta a 1837 e decorre da constatação de que não basta assegurar a liberdade de criação de empresas de media e a sua liberdade editorial, impondo-se garantir igualmente a existência de meios de proteção dos cidadãos face à comunicação social e de garantia da veracidade informativa. A Entidade acredita que a publicação “Direitos de Resposta e de Retificação – Perguntas Frequentes” constitui um instrumento de indiscutível utilidade para os cidadãos e órgãos de comunicação social."

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Global Perspectives on Children’s Digital Opportunities: An Emerging Research and Policy Agenda

Diverse international perspectives show that children can benefit greatly from digital opportunities. Despite widespread optimism about the potential of digital technologies, especially for information and education, the research reveals an insufficient evidence base to guide policy and practice across all continents of the world, especially in middle- and low-income countries. Beyond revealing pressing and sizeable gaps in knowledge, this cross-national review also reveals the importance of understanding local values and practices regarding the use of technologies. This leads us to stress that future researchers must take into account local contexts and existing inequalities and must share best practices internationally so that children can navigate the balance between risks and opportunities. This article documents the particular irony that while the world’s poorer countries look to research to find ways to increase access and accelerate the fair distribution of digital educational resources, the world’s wealthier countries look to research for guidance in managing excessive screen time, heavily commercial content, and technologies that intrude on autonomy and privacy. We conclude by recommending that digital divides should be carefully bridged with contextual sensitivity to avoid exacerbating existing disparities; that the provision of technological resources is complemented by a focus on skills enhancement, for teachers as well as students; that a keen eye is needed to ensure the balance of children’s protection and participation rights, with protection now including data abuses as well as safety considerations; and that we forge collaborations among all stakeholders in seeking to enhance children’s digital opportunities worldwide.
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The 10 new paradigms of communication in the digital age

The 10 new paradigms of communication in the digital age | Educommunication | Scoop.it

Internet changed most of the paradigms that helped us to describe and understand the public communication ecosystem.

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