https://oaj.fupress.net/index.php/med/issue/feedMedia Education2024-01-05T11:16:38+00:00Maria Ranierimaria.ranieri@unifi.itOpen Journal Systems<div align="left"> <h3 class="page-title"><span style="font-size: 14px;">CALL FOR PAPERS </span><em style="font-size: 14px;">(time sensitive)</em></h3> <h3 class="page-title">Media Education – Studi, ricerche e buone pratiche</h3> </div> <div align="center"><img src="https://oaj.fupress.net/public/site/images/piernoalessandro/19197011.jpg" width="508" height="508" /></div> <h6 align="center"><small><a href="http://www.freepik.com">Designed by vectorjuice / Freepik</a></small></h6> <div align="justify"> </div> <div align="justify">Here are the latest Calls for Papers from our Journal "<strong>Media Education – Studi, ricerche e buone pratiche</strong>"</div> <div align="justify">For further information visit our <span style="text-decoration: underline;"><strong><a href="https://journals.fupress.net/call-for-papers/?filter=1489">Call for Papers Section</a></strong></span> or read our <span style="text-decoration: underline;"><strong><a href="https://journals.fupress.net/news/">Press Release</a></strong></span></div> <hr /> <div align="justify"> <h4 align="justify"><strong>Call for Papers - Digital Social Work: challenges and opportunities in the XXI century</strong></h4> <p> </p> <p>The COVID-19 pandemic has accelerated an already ongoing process of digitization within social,education and health services. This complex interaction creates a strong sense of the highlydynamic state of the field of social innovation.</p> <p>Scholars who are studying the topic of digital social and educational service are invited to submitpapers in which they report on the epistemological, methodological research carried out on theapplication of ITC to social work practices and social work education, as well as issues relating toprofessional ethics in the digital environment and the challenge of access to services and rights incontexts of inequality linked to the digital divide.</p> <p><strong>IMPORTANT DATES</strong></p> <p><strong>June 30, 2022</strong>: Articles submission deadline</p> <p><strong>September 30, 2022</strong>: Notification of article acceptance (with any requested changes)</p> <p><strong>October 15, 2022</strong>: Final article due (with any changes)</p> <p><strong>December 20, 2022</strong>: Publication of the issue</p> <div align="justify">For further details visit our <strong><span style="text-decoration: underline;"><a href="https://journals.fupress.net/call-for-papers/?filter=1489">Call for Papers Section</a></span> </strong>or download the Call as a<strong> <a href="https://journals.fupress.net/wp-content/uploads/2021/07/Call-for-papers-media-education_Digital-Social-Work-1.pdf"><span style="text-decoration: underline;">PDF</span></a></strong></div> </div> <div align="justify"><hr /> <div align="justify"> <h4 align="justify"><strong>Call for Papers - Special Issue: Media Education and inclusion of people with disability</strong></h4> <p> </p> <p>This special issue intends to address these topics both in terms of scientific reflections starting from the recognition of the existing literature, and in terms of presentation of best practices in the educational and didactic field in order to:</p> <ul> <li class="show">offer to educators and teachers a theoretical and practical framework on the importance of media literacy for inclusion,</li> <li class="show">promote a better quality of the media and for a constructive contribution to the creation of an inclusive culture.</li> </ul> <p><strong>IMPORTANT DATES - <span style="text-decoration: underline;">Extended deadline for submitting the papers to January 23, 2022</span></strong></p> <p><strong>January 23, 2022</strong>: Articles submission deadline</p> <p><strong>February 28, 2022</strong>: Notification of article acceptance (with any requested changes)</p> <p><strong>April 30, 2022</strong>: Final article due (with any changes)</p> <p><strong>May 31, 2022</strong>: Publication of the issue</p> <div align="justify">For further details visit our <strong><span style="text-decoration: underline;"><a href="https://journals.fupress.net/call-for-papers/?filter=1489">Call for Papers Section</a></span> </strong>or download the Call as a<strong> <a href="https://journals.fupress.net/wp-content/uploads/2021/04/Call-for-papers-media-education-def.pdf"><span style="text-decoration: underline;">PDF</span></a></strong></div> </div> <div align="justify"><hr /> <div><strong>Media Education</strong> aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community. It is open to established and emerging scholars, media professionals, teachers and educators. The journal adopts a double-blind peer review process to foster a multidisciplinary and intellectually rigorous debate on both the theory and practice of interactive media in education.</div> </div> <hr /> <div align="justify"><strong>Editors in Chief</strong></div> <div align="justify">Gianna Cappello, <em>University of Palermo, Italy</em></div> <div align="justify">Maria Ranieri, <em>University of Florence, Italy</em></div> <hr /> <div><strong>Media Education </strong>is indexed in:</div> <div><img src="https://oaj.fupress.net/public/site/images/piernoalessandro/ebsco.png" width="98" height="36" /> <img src="https://oaj.fupress.net/public/site/images/piernoalessandro/logo_Ulrichs1.png" width="154" height="35" /> <img src="https://oaj.fupress.net/public/site/images/piernoalessandro/Screen_Shot_2018-01-08_at_16.12__.17__.png" width="143" height="31" /> <img src="https://oaj.fupress.net/public/site/images/piernoalessandro/Classe_A211.png" width="154" height="46" /></div> <div> </div> <div><strong>ISSN</strong> <strong>(print)</strong>: 2038-3002 </div> <div><strong>ISSN</strong> <strong>(online)</strong>: 2038-3010 </div> <hr /></div>https://oaj.fupress.net/index.php/med/article/view/14742La competenza digitale degli educatori: teorie, modelli, prospettive di sviluppo2023-05-22T13:19:54+00:00Elena Gabbielena.gabbi@unifi.itIlaria Ancillottiilaria.ancillotti@unifi.itMaria Ranierimaria.ranieri@unifi.it<p class="p1">The Covid-19 pandemic has had a strong impact on teaching, highlighting the challenges related to the transition to distance and online teaching and in particular emphasising the difficulties of addressing through digital practices the students’ engagement and meeting their relational and emotional needs. This contribution proposes an analysis of the DigCompEdu (Redecker, 2017), the European framework for teachers’ digital competence, through a comparison with other operational models in order to hypothesise some possible integrations, in the light of the most relevant theories and evidence from the past period. The proposed integration includes dimensions related to communication and socio-relational skills, as well as elements related to digital well-being and awareness of local and global policies for a critical viewpoint at teaching practices with the educational technologies in use in different contexts.</p>2023-06-05T00:00:00+00:00Copyright (c) 2023 Elena Gabbi, Ilaria Ancillotti, Maria Ranierihttps://oaj.fupress.net/index.php/med/article/view/1488510 Facilitators of sense of belonging through Digital Competences: a qualitative study with educational science students2024-01-05T11:16:33+00:00Laura Fernández-Rodrigolferna37@ucm.esArnau Erta-Majóarnau.erta@udl.catSimona Tirocchisimona.tirocchi@unito.it<p class="p1">This study explores how digital competences (DC) can contribute to fostering the sense of belonging in social groups. It examines the factors that shape belonging <em>agency</em>, <em>trust</em>, and <em>social capital</em>, while considering the potential of digital technologies to promote it and the role of DC in enhancing social inclusion, also in an intersectional perspective. This research uses qualitative methods and peer-research following the last version of the DigComp model developed by European Commission. A total of 108 participants from two universities from the European context were involved. The results identified 10 facilitators of sense of belonging: <em>common interest</em>, <em>learning and engagement</em>, <em>voice and empowering</em>, <em>communication</em>, <em>interculturality</em>, <em>leisure activities</em>, <em>shared emotions</em>, <em>being informed</em>, <em>freedom of speech</em>, and <em>group values and norms</em>. The findings highlight the ways in which DC, such as content creation, problem-solving, and communication and collaboration, contribute to fostering a sense of belonging into social groups. Finally, the study points out that digital technologies can be a tool to support the facilitators of belonging rather than being the central focus. The research underscores the importance of considering actions and abilities rather than specific tools in promoting social belonging in the digital era.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Laura Fernández-Rodrigo, Arnau Erta-Majó, Università di Torinohttps://oaj.fupress.net/index.php/med/article/view/15283 Tra povertà educativa digitale e competenze interculturali: il caso dei figli di coppie miste2024-01-05T11:16:17+00:00Michele Marangimichele.marangi@unicatt.itStefano Pastastefano.pasta@unicatt.it<p class="p1">Since 2021 the Research Center on Media, Innovation and Technology Education (Cremit) of the Catholic University and Save the Children has been proposing to use the new construct of ‘digital educational poverty’, which expands and updates the one of ‘digital divides’. This perspective is the basis of the “Digital Connections project” (2021-2024), which involved 99 schools integrating the fight against digital educational poverty into the civic education curriculum of the second and third year of middle school. Through the survey of the Digital Competence Score (PCD) submitted to 6.415 respondents in 2022-23, it emerges that the results of children of mixed couples are higher than those of children with both parents born abroad and of those with both parents born in Italy. From this perspective, the article proposes a focus on the children of mixed couples, identifying a socio-cultural photograph with attention to technological uses, and theorizes the elements of mutual enrichment between digital and intercultural competences, underlining the dynamism, the need for contextualization and the collective component of such literacies.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Stefano Pasta, Michele Marangihttps://oaj.fupress.net/index.php/med/article/view/13801Ripensare le mappe argomentative nei nuovi contesti multimodali: una revisione narrativa della letteratura2024-01-05T11:16:38+00:00Juliana Raffaghellijuliana.raffaghelli@unipd.itFrancesca Crudelefrancesca.crudele@studenti.unipd.it<p class="p1">With the emergence of medial and dynamic contexts, influenced by the invisible presence of the post-digital, the need for digital and transmedial literacy is arising, necessarily challenging education and training. It is essential to explore teaching strategies to support critical understanding beyond the static information. The argument maps, originally developed and tested in static information contexts, can be thought of as effective in emerging dynamic textual forms. Based on these premises, a narrative review of the literature was conducted. Three conceptual nodes have been identified, developed in specific essays and related bibliographies: a) the first relating to the educational concern on argumentative logic, from oral to written argumentation; b) the second relating to the argumentative maps, as a tool to support argumentative skills; c) the third focused on an ontological problematic in defining the argumentative text, from analog to multimodal. Starting from these three conceptual nodes, an initial conceptual response to the following research question was made: Can argumentative maps be applied in new media contexts (digital, transmedial, data literacy)? The interconnection between the three nodes highlighted the relevance of argumentation in the new media society and suggested an empirical investigation into the use of argumentative maps for digital literacy.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Francesca Crudele, Juliana Raffaghellihttps://oaj.fupress.net/index.php/med/article/view/14889Orientarsi nel digitale e comprendere i social media, tra percezioni e uso reale. Una ricerca-azione nel savonese per l’educazione digitale nelle scuole secondarie di secondo grado2024-01-05T11:16:30+00:00Gabriele Lugarogabriele.lugaro@centroeducazionedigitale.orgCosimo Di Baricosimo.dibari@unifi.itJacopo Ferrojacopoferro28@gmail.com<p class="p1"><span class="s1">The article describes the outcomes of an action-research conducted with adolescents to investigate their perceptions and actual uses of digital technologies and social networks. The course, carried out with 450 pupils of a secondary school, involved the administration of a questionnaire to collect data and obtain material to proceed to critical reflections and useful workshop activities to improve the perception of the time spent with touchscreen devices and especially with the smartphone and to encourage a more conscious and more critical use of these tools. In the second phase of the research, in fact, through a problematizing attitude, the data were examined and analyzed by both learners and teachers, detecting a desire on the part of adolescents to improve their modes of use and a need on the part of teachers to explore these issues in greater depth.</span></p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Gabriele Lugaro, Jacopo Ferro, Cosimo Di Barihttps://oaj.fupress.net/index.php/med/article/view/14992Hate speech and social media: Combating a dangerous relationship2024-01-05T11:16:22+00:00Francesca Rizzutofrancesca.rizzuto@unipa.it<p class="p1">The article proposes a reflection on the configuration of the contemporary digital agorà as a powerful ‘hate factory’, focusing on the dangers deriving from pervasive and planetary practices of divisive news construction and sharing trough the social media. In the first part, it will be argued that the increase of lexical choices based on hate or verbal violence must be connected to the characteristics of the contemporary hybrid media system, and considered as a concrete threat for democracies, which challenges institutions to find innovative ways to face it at a legislative as well as at a cultural level. In the second part of the article, some EU recent normative actions against hate speech will be presented in order to underline links with the 2022 “Code on hate speech”, promoted by Italian Authority for Communications (AGCOM) in Italy: this document established the binding criteria for the programming of Italian audio-visual media service providers, in order to prevent and combat hate speech by avoiding any dissemination, justification, minimization of violence, hatred or discrimination both in information and entertainment. From all these institutional initiatives clearly emerges the need to reinforce the legal framework for tackling hate speech and discrimination, starting from the normative lack of strict rules in many European countries.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Francesca Rizzutohttps://oaj.fupress.net/index.php/med/article/view/14896(Re)thinking gender in cyber-violence. Insights from awareness-raising campaigns on online violence against women and girls in Italy2024-01-05T11:16:27+00:00Chiara Giuschiara.gius@unibo.it<p class="p1">Online violence against women and girls, known as cyber-VAWG, is a phenomenon that exacerbates dynamics of discrimination, marginalization, and exclusion of women from society. This is recognized as a form of violence with profound social, cultural, and economic consequences (EIGE, 2017; EU Parliament, 2021; Goulds et al., 2020). Rather than being an isolated phenomenon, cyber-violence is part of the continuum of violence, emphasizing how its various manifestations stem from a common cultural root and are inherently connected to each other. This study, by analyzing various Italian awareness campaigns focused on cyber-violence against women and girls, highlights the essentiality of a media-educational approach that integrates a gender perspective into the creation of media literacy pathways specifically aimed at digital environments. This integration proves fundamental in promoting media-educational strategies that do not just focus on developing skills but also consider the social and cultural context in which digital practices take shape (Cho, 2022; Taddeo & Tirocchi, 2014; Tirocchi, 2013).</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Chiara Giushttps://oaj.fupress.net/index.php/med/article/view/15480Editoriale2023-12-05T11:14:23+00:00Gianna Cappellogianna.cappello@unipa.itMaria Ranierimaria.ranieri@unifi.it<p>Presentazione del numero 14 vol.2 del 2023 a cura di Gianna Cappello e Maria Ranieri, Editors della rivista Media Education.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Gianna Cappello, Maria Ranierihttps://oaj.fupress.net/index.php/med/article/view/14937The The age of Pompei. Progettazione di un percorso di didattica museale immersivo e gamificato2024-01-05T11:16:24+00:00Cristina Gaggiolicristina.gaggioli@unistrapg.itChiara Mancinichiara.mancini@archilabo.org<p class="p1">The contribution proposes a reflection on the design of educational paths in immersive environments, starting with the presentation of “The age of Pompeii,” an immersive and gamified museum educational path, aimed at increasing the dialogue between the artistic-cultural heritage of the archaeological park of Pompei and children under 18. The contribution describes the characterizing design elements of the educational path, with particular reference to those concerning learning design, universal design and game design. The challenge is to be able to identify the elements that can make an immersive learning environment not only educational, but also engaging and inclusive.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Cristina Gaggioli, Chiara Mancinihttps://oaj.fupress.net/index.php/med/article/view/14514L’uso delle mappe concettuali per lo studio delle dipendenze da internet: una Unità didattica2024-01-05T11:16:36+00:00Lidia Di Giuseppelidiadigiuseppe@inwind.it<p class="p1"><span class="s1">The article provides an account of a research/Teaching unit that took place in a Classical High School in Rome. It began at the end of the I year and developed in the I quarter of the II year, divided into two phases, as part of the Civic Education lessons. The first purpose was to make students aware of the problems of Internet addiction, to make them self-conscious of the risks that they can run, especially following a period of pandemic, which has forced the entire Italian (and world) population to confinement at home. The second purpose was to test whether the use of concept maps was indeed useful in producing in students the desired knowledge about <em>Internet Addiction Disorder. </em>Concept maps were created first on research made independently by the students, then through a summary on the topic provided by the teacher. After each of the two steps, the same questionnaire was administered: the results were finally compared. It turned out that, in the transition from Step I to Step II, new learning had indeed occurred. The learning experience was fully satisfactory, and the pupils themselves confirmed that the concept maps helped them to organize and deepen the new knowledge they were acquiring.</span></p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Lidia Di Giuseppe