Media Education https://oaj.fupress.net/index.php/med <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> Firenze University Press en-US Media Education 2038-3010 <p>The Articles published by Erickson are licensed under CC BY NC ND</p> <p>The Article published by FUP are licensed under CC BY</p> I servizi socio-educativi nell’era del digitale. Sfide e opportunità https://oaj.fupress.net/index.php/med/article/view/13957 <p style="font-weight: 400;">.</p> Roberta T. Di Rosa Antonio Lopez Pelaez Copyright (c) 2022 Roberta T. Di Rosa, Antonio Lopez Pelaez https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-15 2022-11-15 13 2 3 7 10.36253/me-13957 Greek preschoolers drawing the TV of their dreams https://oaj.fupress.net/index.php/med/article/view/11514 <p class="p1"><span class="s1">This research illustrates how young children conceptualize the image and role of ideal television in their life. Building upon Kress and Van Leeuwen’s (2006) theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. Children’s pictorial depictions of their understanding of dream TV suggested they viewed the desirable TV quite close to the traditional TV that has two main aims: entertainment and environmental education. Moreover, the concept of dream TV was closely defined by play both as outdoor activity and organized sports but also toys advertisements. The results of this research revealed that children sketch a quite positive and powerful image of dream TV painted with vivid colors and joyful pictures which has an active role in their lives. </span></p> Sofia Theodosiadou Argyris Kyridis Copyright (c) 2022 Sofia Theodosiadou, Argyris Kyridis https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-08 2022-11-08 13 2 9 20 10.36253/me-11514 L’apprendimento transmediale: oltre le mura della scuola? https://oaj.fupress.net/index.php/med/article/view/13047 <p class="p1">This work examines the practice of transmedia learning as a valid tool dedicated to the achievement of the student’s educational success. First, a brief conceptualisation of transmedia learning is presented, outlining the characteristic elements of this circulation of new knowledge that is now available to learners, thanks to the continuous development of media; we then review the opportunities and the advantages that transmedia learning offers in terms of enrichment, productive sharing of knowledge and collaboration between students also outside school thanks, above all, to the personalisation of learning. Finally, the possible challenges of this learning are described, aimed at overcoming the resistance still present in the school, in order to successfully govern the educational changes taking place.</p> Cinzia Runchina Juan González-Martínez Copyright (c) 2022 Cinzia Runchina, Juan González-Martínez https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-07 2022-11-07 13 2 21 31 10.36253/me-13047 The conditioning of social networking sites in the formation of migratory chains of unaccompanied foreign minors https://oaj.fupress.net/index.php/med/article/view/13387 <p class="p1">The relational uprooting faced by young unaccompanied minors, when they undertake a migratory process, it places them in a situation of extreme vulnerability. Timeshare in the Center for Minors offered relationships between themselves, which are later maintained and reflected on social networking sites. The content that can be shared on social networking sites could condition the subsequent migratory itinerary travel and the migratory chains that are formed. In this study, the profiles on social networking sites of 51 unaccompanied minors were analyzed one year after having passed through a Center for Minors located in Malaga (Spain). Through social networks analysis, netnography and certain algorithms for community detection, cohesion and emotion analysis, the connectedness and interaction patterns shown by these young people on social networking sites (Facebook) will be analyzed, identifying leaderships and detecting communities that influence the formation of migratory chains. The results show how the patterns of connectedness, interaction and leadership reflect migratory chains.</p> Paula Méndez Domínguez Joaquín Castillo de Mesa Antonio López Peláez Copyright (c) 2022 Paula Méndez Domínguez, Joaquín Castillo de Mesa, Antonio López Peláez https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-08 2022-11-08 13 2 33 42 10.36253/me-13387 Tecnología digital y nuevas formas de evaluar el apoyo social en la mentoría de menores https://oaj.fupress.net/index.php/med/article/view/13417 <p class="p1">This article presents the experience of implementing in a formal mentoring service a digital application that instantly connects mentors and social workers/educators. In order to improve scientific research and evaluation methods of youth mentoring programs, it was designed a data monitoring and synchronization system that provides real-time information about meetings. The so-called Messagenes app was tested with 130 couples mentor-mentee during their participation in the Nightingale project, a community-based mentoring programme whose objective is to facilitate social, cultural and linguistic cohesion of foreign minors. The results demonstrate the benefits of adopting technologies in order to assess the social support offered to youth who face adversity.</p> Anna Sánchez Aragón Copyright (c) 2022 Anna Sánchez Aragón https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-09 2022-11-09 13 2 43 53 10.36253/me-13417 Media Literacy in Peru: Reflections and comparisons on a 10-year journey https://oaj.fupress.net/index.php/med/article/view/12365 <p class="p1">This paper compares the results of a media literacy test taken in 2009 and 2019 at three schools in Lima, Peru. To understand the study’s results in this 10-year comparison, the context surrounding the study is examined, including Peru’s approach to national standards and curriculum and the Center for Media Literacy’s frameworks for media literacy. Although technology, especially social media, advanced dramatically during this 10-year period, students continued to demonstrate that they doubt the media. However, the paradigm that has prevailed in Peru has been to provide technology to schools instead of promoting media literacy in the curriculum or in teacher training, ignoring Latin American tradition of educommunication. After initial promising results for students’ understanding Core Concepts of media literacy, later results in 2019 show that these Concepts were not retained, nor was teacher training reinforced. The combination of more teacher training and incorporating media literacy into the national curriculum can be powerful drivers for introducing media literacy into the education system of Peru. This article, based on survey results from three Lima-based private schools, contends its importance and urgence, over all in the context of global Covid-19, which has forced school lockdowns for almost two years, increasing Peruvian children’s exposure and interaction with media.</p> Julio-César Mateus Tessa Jolls Daniel Chapell Sara Guzman Copyright (c) 2022 Julio-César Mateus, Tessa Jolls, Daniel Chappell, Sara Guzman https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-08 2022-11-08 13 2 55 63 10.36253/me-12365 Drivers of cyberbullying and cybervictimization during the COVID-19 pandemic. Findings from an online survey during the first lockdown https://oaj.fupress.net/index.php/med/article/view/13169 <p class="p1"><span class="s1">The COVID-19 pandemic has confronted families, and especially children, with significant social and psychological challenges. The lockdown was accompanied by a substantial expansion of digital and social media use and an increased probability of coming into contact with different kinds of online risks. Focusing on cyberbullying, we report on findings from an online survey to investigate the extent to which children aged 10-18 (n = 1.541) experienced cyberbullying and cybervictimization during the first lockdown in Italy and Germany. Looking at the role of different variables through two binary logistic regressions, results indicate that the most consistent predictor in both forms of bullying experiences was children’s emotional distress. No statistically significant country differences emerged. Finally, the implications and limitations of this work are discussed. </span></p> Lorenzo Giuseppe Zaffaroni Davide Cino Kira Thiel Claudia Lampert Copyright (c) 2022 Lorenzo Giuseppe Zaffaroni, Davide Cino, Kira Thiel, Claudia Lampert https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-08 2022-11-08 13 2 65 77 10.36253/me-13169 Gli operatori di pastorale alla prova del digitale prima e durante la pandemia https://oaj.fupress.net/index.php/med/article/view/13379 <p class="p1">The contribution analyses the role of pastoral workers within Italian parishes in relation to the use of community technologies. Specifically, the following will be presented: on the one hand, the profiles of the workers involved in pastoral care before the pandemic, through the data of an online survey that involved 3,350 operators; on the other, the contributions made by the operators during the pandemic for the continuation of pastoral activities, through the analysis of two cases of good digital practices. Finally, the analysis of the strategies adopted by pastoral workers in the use of digital technologies, both before and during the pandemic event, makes it possible to detect the important relationship between relational skills and digital skills in the promotion of pastoral activities.</p> Sara Nanetti Copyright (c) 2022 Sara Nanetti https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-16 2022-11-16 13 2 79 90 10.36253/me-13379 Youth work e trasformazione digitale: policy di intervento durante la pandemia https://oaj.fupress.net/index.php/med/article/view/13275 <p class="p1">Youth work is a term related to socio-educational activities, with a multipurpose and differentiated character involving young people, situated at the border between the formal education system and the practices of informal socialization. Over the last years, the development of the social media and the digital making became an integral part of the elements and provisions on youth work throughout Europe, receiving momentum and support through the interventions promoted by European institutions. The efforts made by the European Commission and the Council of Europe to guarantee the quality in digital youth work is the result of a process that, through recommendations and guidelines, tried to support the youth workers, from one side, in understanding and promoting the digital competencies and, on the other hand, to offer a frame of reference in line with the current digital transformations to young people approaching European youth work.Starting from this reference framework, the contribution is articulated following a double temporal level, firstly trying to review the initiatives promoting digital youth work before the pandemic and, secondly, illustrating the current proposals pushing more and more towards an “accelerated and improvised digitization”, with which youth work must necessarily deal.</p> Alessandra Coppola Nadia Crescenzo Copyright (c) 2022 Alessandra Coppola, Nadia Crescenzo https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-09 2022-11-09 13 2 91 100 10.36253/me-13275 Adattamento e innovazione digitale nei servizi per e con le famiglie durante la pandemia Covid19. Dati sulla Regione Lombardia e dai rapporti CISF 2017-2022 https://oaj.fupress.net/index.php/med/article/view/13396 <p class="p1"><span class="s1">The paper presents an analysis of the digital change that took place in services for and with families during the Covid19 crisis, through the data of a research conducted in the Lombardy Region with 300 families with children, 48 family consulting services and 50 family associations and through a national longitudinal analysis on CISF data in the years 2017-2022 about the families’ propensity to use digital technology for their needs. The picture outlined by the data shows how the Lombard institutions have responded to the families’ experience, characterized by transversal problems, by activating measures to continue offering their services remotely, through internet and the telephone. Families have often adapted to such new and variable answers that in some cases have failed to satisfy their wishes. Social and health services changed from an adaptive perspective, but do not yet appear fully reflective of the long-term impact of the digital help’s offer. In fact, the post-pandemic scenario of strong digital transformation requires the various welfare actors to strategically rethink support for family relationships and to innovate the smartness, accessibility, and diversification of the help’s offer to intervene incisively in the face of aggravated needs and widened inequalities. </span></p> Matteo Moscatelli Francesco Belletti Copyright (c) 2022 Matteo Moscatelli, Francesco Belletti https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-16 2022-11-16 13 2 101 113 10.36253/me-13396 “Formarsi e Confrontarsi con le Avanguardie educative”: un’iniziativa per l’accompagnamento e lo sviluppo professionale della comunità educante durante il periodo pandemico https://oaj.fupress.net/index.php/med/article/view/13350 <p class="p1">The health emergency and the forced closure of schools represented not only a moment of profound crisis in the global school systems but also an unprecedented opportunity for rethinking, renewal and experimentation. The Italian school system has indeed shown a strong commitment by all educational services and a significant ability to react to the conditions posed by the Covid-19 pandemic. However, some significant gaps have emerged which made the transition to distance learning sometimes unfeasible or ineffective. The online initiative “Forming &amp; Confronting with the <em>Educational avant-gardes</em>” and its related survey, whose results are presented in this contribution, are set in this scenario. With the aim of providing support and coaching to the entire educational community in its attempt to meet the challenges posed by the pandemic crisis, a cycle of 41 webinars was organized between September 2020 and March 2022, focusing on a series of core themes of educational innovation. The participants (6476 in total) were given a satisfaction questionnaire at the end of each webinar and a follow-up questionnaire at the end of the cycle. The survey made it possible to investigate emerging needs in training and professional development during the pandemic and consequently to reshape the training offer based on the feedback from the participants. The training value of the initiative has been tested in the course and at the end of the webinar cycle. More than 3185 participants answered the satisfaction questionnaire while the follow-up questionnaire obtained n. 1068 responses. The survey results show an excellent appreciation of the overall training proposal, pointing out its efficacy as both a coaching/professional development tool and as an opportunity for confrontation and exchange of good practices between peers. The data obtained also indicate the development of formal and informal networks among the participants as a result of their attendance at the webinar cycle.</p> Andrea Nardi Elisabetta Mughini Francesca Pestellini Copyright (c) 2022 Andrea Nardi, Elisabetta Mughini, Francesca Pestellini https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-07 2022-11-07 13 2 115 129 10.36253/me-13350 Una metodologia innovativa per le famiglie al nido https://oaj.fupress.net/index.php/med/article/view/13347 <p class="p1"><span class="s1">The Covid-19 pandemic has questioned communication and inter-relational methods. During the period in question, educators questioned how to dialogue with children and how to nurture the relationship at a distance. The social sharing of the educational task, the support and accompaniment to parents has proved to be fertile ground for promoting the global growth of the person. The nursery-family relationship and the storytelling activity - declined according to the type of Digital Storytelling - constitute the main axes of the research described below, conducted at a distance with 20 pairs of parents of 20 children attending a municipal nursery school in the city of Palermo. Through the research process, the aim was to enhance parents’ reflective competence, narrative competence and critical re-elaboration supported using ICT. The methodology implemented is that relating to the model of Alterio and McDrury (2003). To evaluate the acquisition of reflexive and narrative skills and critical re-elaboration, three focus group sessions and the evaluation sheet of the quality and validity of digital storytelling, created by parents with the support of the nursery educators, were used.</span></p> Martina Albanese Silvana Nicolosi Copyright (c) 2022 Martina Albanese, Silvana Nicolosi https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-08 2022-11-08 13 2 131 140 10.36253/me-13347 La La mediazione didattica evidence informed: dai bisogni formativi ad una progettazione efficace https://oaj.fupress.net/index.php/med/article/view/13270 <p class="p1">The numerous socio-economic and cultural transformations affect the various educational institutions bringing about significant changes. A central role is assumed by the teacher, considered one of the determining factors for students’ academic success. This work aims, on the one hand, to reconstruct a summary framework relating to the features characterizing evidence-informed didactic mediation, on the other hand, it intends to focus attention on the planning phases of an in service training course calibrated on the teacher’s needs. In this specific case, the identification of the training needs took place through the administration of a structured questionnaire, designed to identify those components of the didactic expertise (planning, cognitive, management and evaluation) on which to define a plan of effective interventions, providing personalized feedback to all participants. The findings also revealed the teachers’ mental patterns and beliefs.</p> Rosa Vegliante Sergio Miranda Antonio Marzano Copyright (c) 2022 Rosa Vegliante, Sergio Miranda, Antonio Marzano https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-08 2022-11-08 13 2 141 150 10.36253/me-13270 A learning design framework based on UDL principles to develop maker projects for pre-service teacher and educator training https://oaj.fupress.net/index.php/med/article/view/13465 <p class="p1">During pre-service teacher and educator training it is essential that future teachers and educators learn how to design a learning module or a curriculum and that they master an approach of learning design, considering also inclusion and equity issues to increase participation and learning of all the students, embracing their diversities and addressing their different needs. The aim of this study is to describe an encompassing approach of learning design infused of Universal Design for Learning (UDL) that was developed and adopted within a Faculty’s Laboratory on educational technology targeted at future primary school teachers and within a Course on Maker Education for the future educators of the Degree Course in Education. This Framework is the result of the experimentation of various previous versions of it during the last two academic years and appears to promote the creation of accessible, engaging and inclusive maker education projects that meet the needs of each learner.</p> Manuela Repetto Barbara Bruschi Melania Talarico Copyright (c) 2022 Manuela Repetto, Barbara Bruschi, Melania Talarico https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-07 2022-11-07 13 2 151 160 10.36253/me-13465 Artificial Intelligence Literacy, che cos’è e come promuoverla. Dall’analisi della letteratura ad una proposta di Framework https://oaj.fupress.net/index.php/med/article/view/13374 <p class="p1"><span class="s1">This work presents a critical reflection on topics related to Artificial Intelligence (AI) and on literacy processes related to the promotion of Artificial Intelligence Literacy (AI Literacy). The study opens with an introductory historical-theoretical survey on the nature, use, and knowledge of AI, then focusing on the literature linked to the AI Literacy skills, particularly on the effective and critical use of AI and educational scenarios aimed at fostering a conceptual awareness of the mechanisms underlying AI and their implications. The work is based on the review of 35 papers relevant to the topic, selected on the basis of explicit criteria of inclusion and exclusion, and with a focus on how the concept of AI Literacy is defined and implemented in the educational practice. The synthesis of the works led to a preliminary proposal of a Framework, laying the foundations for a pedagogically significant reflection for the development of this competence.</span></p> Stefano Cuomo Gabriele Biagini Maria Ranieri Copyright (c) 2022 Stefano Cuomo, Gabriele Biagini, Maria Ranieri https://creativecommons.org/licenses/by-nc-nd/4.0 2022-07-12 2022-07-12 13 2 161 172 10.36253/me-13374 The art of inclusion: methods to approach interculturality in the Italian National Plan of Arts https://oaj.fupress.net/index.php/med/article/view/13386 <p class="p1">Several scholars have analyzed how the creative processes involve the ability to multi-perspective visions and provide room for intercultural and social comparison, self-awareness, reflection and the ability to bridge across differences. Through the analysis of data coming from a two year research on schools participating in the National Plan of Arts, the paper highlights some of the approaches and methods adopted by teachers to foster inclusion and broaden intercultural exchange at school through art. Multifaceted artistic approaches are outlined: from the prioritizing of the choral dimension, to the connection with handicraft, up to the use of specific collaborative methods. Beyond the different methods and projects, two main general approaches seem to cross the different experiences: a centripetal and a centrifugal approach to the intercultural issues. The paper intends therefore to provide insights about such different approaches and claim for a deeper intertwining between them.</p> Alessia Rosa Gabriella Taddeo Copyright (c) 2022 Alessia Rosa, Gabriella Taddeo https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-15 2022-11-15 13 2 173 181 10.36253/me-13386 Digital contexts mediated communication between teachers and parents: a transversal research in a multicultural school https://oaj.fupress.net/index.php/med/article/view/13355 <p class="p1"><span class="s1">Mailing lists, social networks and group chats have become the stage of a very wide spectrum of formal and informal relationship dynamics where conflicts, discussions and misunderstandings are very common. Parents, school administrators and teachers experience situations which are often difficult to manage and where the boundaries between the private and the professional sphere are shady and often crossed. These complex dynamics, even more, complicated if one considers that schools are benefitted from families from different cultural backgrounds, are extremely difficult to investigate because they take place in border-lined spaces which often escape from the gaze of the school policies of the regulations and scientific debate. The research hereby presented, which has been in development for 18 months in a school institute in the metropolitan city of Bologna connoted by a very high degree of multicultural presence, aims to investigate how communicative exchanges mediated by digital contexts are able to influence the relational dynamics between teachers-teachers and parents-teachers.</span></p> Alessandro Soriani Elena Pacetti Copyright (c) 2022 Alessandro Soriani, Elena Pacetti https://creativecommons.org/licenses/by-nc-nd/4.0 2022-11-15 2022-11-15 13 2 183 191 10.36253/me-13355