Media Education 2020-10-03T15:50:36+00:00 Maria Ranieri Open Journal Systems <p>“Media Education. Studi, ricerche, buone pratiche” è la rivista ufficiale del MED. Pubblicata online con cadenza semestrale, si configura come multiprodotto ad alta innovazione: sito tematico di materiali integrativi multimediali e di incontro/dibattito della community. Rispecchiando la mission del MED, la rivista rende produttivo e visibile l’incontro tra studiosi e docenti universitari, professionisti dei media, insegnanti ed educatori nella scuola e nel territorio interessati e impegnati nella Media Education, sia in Italia che all’estero; si avvale dell’esperienza ventennale delle Summer School (con oltre 2000 presenze) in cui è risultata vincente la strategia di coniugare teoria e pratica laboratoriale.</p> <p>La rivista si divide in 2 parti:</p> <p><strong>La prima – Studi e Ricerche –</strong>&nbsp;propone contributi che intervengono nel dibattito scientifico intorno ai concetti-chiave e alle prassi della Media Education. L’approccio complessivo aspira a cogliere la complessità del rapporto media-giovani e a collegarsi con le principali esperienze internazionali. Particolare attenzione viene posta alle nuove interpretazioni, analisi e ricerche nel campo del rapporto tra educazione e comunicazione all’interno dei diversi contesti mediaeducativi: dalla scuola al territorio, dal profit al non profit.</p> <p><strong>La seconda parte – Buone pratiche di Media Education –</strong>&nbsp;legata all’analisi e alla valutazione – si propone come spazio di visibilità e confronto di esperienze mediaeducative, di attività formative e di ricerca-azione attinenti ai temi affrontati, presentate dagli insegnanti, dagli educatori, dagli animatori culturali o in generale dai media educator.</p> “Ciascuno cresce solo se sognato” 2020-07-08T11:08:41+00:00 Gianna Cappello Maria Ranieri <p>.</p> 2020-06-27T00:00:00+00:00 Copyright (c) 2020 Gianna Cappello, Maria Ranieri Un mondo governato da dati e algoritmi. La data literacy attraverso il cinema 2020-07-08T11:12:20+00:00 Davide Bennato <p class="p1">The digital society focuses on the use of technologies that incorporate every individual and collective process. New infrastructures of contemporary society are the algorithms that define social dynamics by producing data, true raw materials of this condition. All this necessitates a relatively new competence in data literacy, understood as the ability to read and understand data. To train in this competence, cinema can be a useful tool, in particular the films that put data at the center of the story.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Davide Bennato Promoting media literacy learning - a comparison of various media literacy models 2020-07-08T11:11:51+00:00 Daniela Cornelia Stix Tessa Jolls <p class="p1">With our paper we analyze four renowned media literacy models from Germany, UK and USA to derive, through comparisons, the necessary core competencies which apply to all professions and that are valid across disciplines. In the results, as key-competencies, we identified critical analysis as essential to be able to act as self-determined individuals in so called mediatized societies. Further results show that media literacy learning can be developed in formal learning settings, as well as in non-formal and in informal learning settings that complement each other. Media literacy promotion is therefore a cross-disciplinary task for all kinds of professionals in the educational and social systems. With referring to the concept of mediatization, we also show the deep social impact of media on people’s lives and explain why it is helpful to see media literacy learning as part of lifelong learning. We finally conclude, that the terms «teaching media literacy» and «media literacy education» are no longer applicable. Instead, we highly recommend the terms «promoting media literacy» and «media literacy learning». By seeing media literacy learning as a cross-disciplinary task and as a process of lifelong learning, our findings can help to unify discussions about media literacy on a global level.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Daniela Cornelia Stix, Tessa Jolls Competenze digitali per la media education: il modello blended learning di Monopoli 2020-07-08T11:11:20+00:00 Giovannella Greco Maria Caria <p class="p1">Digital culture requires a constant implementation of multilevel digital skills, oriented both to the management of tools and content. Monopoly’s blended learning model refers to this latter dimension, and aims to implement the development of digital skills for media education. The article presents the results of experimentation conducted with students of the Communication, culture and media education course at the University of Calabria.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Giovannella Greco, Maria Caria Do Youtube à escola: transformações nas práticas docentes dos professores de história, provocadas pelo acesso de estudantes a conteúdos de história veiculados por youtubers 2020-10-03T15:50:36+00:00 Martha Kaschny Borges Tales Hiroshi Medeiros Kamigouchi <p class="p1">This article describes changes in the teaching practices of high school history teachers, when their students access history content through the digital social network Youtube. As a result of the results of a master’s research, it aims to identify and describe the strategies adopted by teachers in the face of the challenge of teaching to a hyperconnected generation. The research was structured as being of a qualitative nature and had as theoretical and methodological assumptions: Goodman (1961) for the research technique Snowball; Bardin (2004) for the analysis of the content of the interviews; in addition to the dialogue with the authors Bruno Latour (2012); André Lemos (2008); Martha K. Borges (2007); Pierre Lévy (2010); Lucia Santaella and Renata Lemos (2010); Maria Auxiliadora Schmidt and Marlene Cainelli (2004); and Maria Mizukami (1986). The evidence corroborates with the understanding that the teaching-learning process in the time of cyberculture and cyberspace demand new initiatives and approaches that go beyond the traditional teaching model, such as, for example, dedicating planning time in the observation and analysis of YouTube channels that disseminate distorted concepts.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Martha Kaschny Borges, Tales Hiroschu Medeiros Kamigouchi Children’s Television e qualità televisiva: un’analisi mediaeducativa del programma Bumbi 2020-07-08T11:12:49+00:00 Simona Tirocchi Martina Cordero <p class="p1"><span class="s1">The contribution illustrates a research experience conducted on the children’s television program <em>Bumbi</em>, produced and distributed by Rai Ragazzi and broadcasted on Rai Yoyo, one of the most important and popular Italian channels for children. Through the analysis of the program and the in-depth interviews addressed to the group of authors, the objective of the article is to identify the distinctive elements that allow to place <em>Bumbi</em> in the panorama of quality products of Children’s television. The originality elements identified in the broadcast allow us to maintain that <em>Bumbi</em> is a quality program and, once again, reinforce the importance of the role of the public broadcasting company in conceiving and proposing products that meet the needs of the children’s public.</span></p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Simona Tirocchi, Martina Cordero Analisi critica del discorso e pratiche di media education 2020-07-08T11:10:25+00:00 Francesco Fabbro <p class="p1">The paper presents Critical Discourse Analysis (CDA) as a qualitative research method particularly suitable for the study of media education practices. The contribution highlights how the CDA allows to focus on social functions, identities and power relations mediated by language(s) in educational settings and then it presents an analytical framework widely adopted in social and educational research. Secondly, it exemplifies the application of CDA by presenting a case study on literacy education. Finally, after underlying the convergence between new media literacies and CDA perspectives on the concept of learning, it outlines some possible applications of CDA for the empirical study of media education practices.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Francesco Fabbro Fake news e forme di dialogo online e offline: diventare resilienti attraverso la Media Literacy 2020-07-08T11:09:57+00:00 Valerio Ferro Allodola <p class="p1"><span class="s1">Moving from the definition of fake news and its application to the first studies in the field, especially in the Italian context, this paper aims at reflecting on violent forms of online and offline dialogue today, also referring to the recent spread of Covid-19, an extremely complex situation in which we have been able to “touch closely” the importance of having access to true and reliable information to adopt adequate health behaviors. At the same time, this contribution intends to examine how to promote users’ awareness of responsible use of the internet and their resilience through Media Literacy, by referring to national and international training initiatives, studies and research on the topic.</span></p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Valerio Ferro Allodola Teaching about power and empathy in multicultural societies 2020-07-08T11:09:30+00:00 Elizaveta Friesem <p class="p1">This essay describes the sequence of three activities (from one U.S. university course) that aimed to (1) increase students’ awareness about social injustices, (2) help them develop their empathy to see the complexity of these injustices, and (3) consider ways to change the social system through civic dialogue. The first activity was designed to explore the dynamics of cultural appropriation using principles of media literacy education and the concept of power. The second activity complicated the picture by encouraging students to reflect on the importance of empathy. Students discussed how empathy can substitute blame in conversations about cultural appropriation. The third activity connected empathy to practices of nonviolent communication (developed by Marshall Rosenberg) and Kingian nonviolence. As a result, students were able to discuss how these principles can be applied to cultural appropriation, especially when media technologies are involved.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Elizaveta Friesem Media education for equity and tolerance. Theory, policy and practice, Edited by Maria Ranieri 2020-07-08T11:09:06+00:00 Alice Roffi <p>.</p> 2020-06-26T00:00:00+00:00 Copyright (c) 2020 Alice Roffi