Media Education-Mediaobrazovanie最新文献

{"title":"Children’s Magazines in the Media Education System (Content Audit)","authors":"","doi":"10.13187/me.2023.1.139","DOIUrl":"https://doi.org/10.13187/me.2023.1.139","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45327009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Media Competence in the Curriculum from Latin American Countries: A Systematic Review","authors":"","doi":"10.13187/me.2023.1.154","DOIUrl":"https://doi.org/10.13187/me.2023.1.154","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42401120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Means of Emotional Impact on the Audience in User Media Conten","authors":"","doi":"10.13187/me.2023.1.179","DOIUrl":"https://doi.org/10.13187/me.2023.1.179","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49138326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Threats and Challenges to Netizens Generation Media Education (Indonesian Case)","authors":"V. Muzykant, E. Burdovskaya, E. Muzykant, M. A. Muqsith","doi":"10.13187/me.2023.1.97","DOIUrl":"https://doi.org/10.13187/me.2023.1.97","url":null,"abstract":"This article aims to explain how the threats and challenges to netizens generation are increasingly massive after the catastrophic COVID-19 pandemic in Indonesia. Social restrictions have forced people to work at home, and this exponential migration to the digital world gives birth to new threats and challenges for netizens. There needs to be an effort to measure the digital competencies that netizens must have in order not to become victims or actors of cyber threat disruption. Concerns about the future of netizens generation welfare because technological developments have become a digital deficit, namely people's cognitive abilities will be challenged in various ways including their capacity to think analytically, memory, focus, creativity, reflection, and mental resilience. We currently live in a culture promoting attention-deficit disorder due to hyperconnectivity. There needs to be a conscious effort to provide awareness to master digital literacy competencies in an effort to defend the country. Indonesian school for nine years does not guarantee a person has digital competence. Digital literacy should be included in the early childhood to the higher education curriculum. The spirit of having this competence is to become a citizen following the norms of Pancasila as an Indonesian foundational philosophical theory and ideology.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45774386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University Students’ Readiness for Teaching Media Competence","authors":"","doi":"10.13187/me.2023.1.17","DOIUrl":"https://doi.org/10.13187/me.2023.1.17","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44654228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contextual Variability of Responsive Utterances in Blog Interaction Compared to Face-to-Face Communication","authors":"","doi":"10.13187/me.2023.1.51","DOIUrl":"https://doi.org/10.13187/me.2023.1.51","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digitization of empathy","authors":"Vincenzo Auriemma","doi":"10.36253/me-13267","DOIUrl":"https://doi.org/10.36253/me-13267","url":null,"abstract":"The goal of this paper is to highlight the role of new technologies, pointing out how the high technologization we are experiencing allows for a twofold analysis of society: on the one hand, we note how interactions are mediated mostly by a screen; therefore, emotions undergo a necessary transformation, ranging from a mitigation of empathy to a fetishism of it. On the other hand, on the other hand, it is possible to see how the passive use of these technologies, coupled with the lack of critical analysis of them by the majority of its users, allows for a vital subsumption within an “other-world” (far from the Life-World analyzed by Husserl), yes virtual, but one that is no longer side-by-side with the real, but rather superimposed. So, a cynical and violent “world” that manifests its fullest expression, using the worst meaning of getting-in-empathy-with-another, on digital platforms that are used as work, such as Twitch and OnlyFans, within which some users are live, literally, twenty-four hours a day for the entire year, while they eat, wash or sleep, and viewers have full control of their lives, deciding what they should or should not do through donations; for example, users GSkianto or Jenna Phillips on Twich and OnlyFans, respectively. Thus, the emotional and empathic relationship is lacking, not in an absolute sense but is manifested in its worst sense, that is, one that allows the other person to “put himself in the other person’s shoes” for the sole purpose of figuring out what is the best way to hurt him. Placing these two visions side by side, therefore, might allow for a reinterpretation of what Terranova has repeatedly pointed out, namely the great dazzle of the freedom of the internet of things, which today becomes the internet of life, followed by the bitter discovery; however, it is no longer the dazzle of the freedom of the internet that is frightening, everyone is clear on this aspect, what generates a wake-up call is the passivity with which users accept this new mission of the internet-of-life and, indulging its subsumptive capacity, generate a new life of Orwellian memory, ending up more and more often in the commodification of the same.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"47 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72665960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ambienti innovativi di apprendimento","authors":"Oriana D'Anna","doi":"10.36253/me-12651","DOIUrl":"https://doi.org/10.36253/me-12651","url":null,"abstract":"Il seguente articolo si propone di analizzare quattro ricerche svolte sul campo relative all’utilizzo della metodologia del Digital Storytelling (DST) nelle pratiche didattiche e nella formazione iniziale dei docenti in prospettiva inclusiva. Si tratta degli studi svolti dai ricercatori Baschiera e Banzato dell’Università degli studi Ca’ Foscari di Venezia, di Lazzari dell’Università di Bergamo e di Petrucco dell’Università di Padova. I risultati delle ricerche suddette evidenziano le potenzialità della metodologia e la sua applicabilità con alunni con Bisogni educativi speciali (BES) e l’efficacia del metodo per l’acquisizione di competenze digitali nella formazione iniziale dei docenti per la costruzione di ambienti di apprendimento innovativi nell’ambito della Media Education e della didattica speciale. \u0000  \u0000  \u0000 ","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"23 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89477477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DAL GAME-BASED LEARNING AI SERIOUS GAMES: ALCUNE PROSPETTIVE PER L’APPRENDIMENTO MEDIATO DALLA TECNOLOGIA DIGITALE","authors":"Ciziceno Marco","doi":"10.36253/me-13294","DOIUrl":"https://doi.org/10.36253/me-13294","url":null,"abstract":"In the last years, serious games have become popular in media education as they are useful tools in engaging, motivating, and helping students learn. However, few studies investigate the long-term effects of game-based learning, and many scholars declare themself skeptical about the learning mediated by digital technology. This paper reflects on the importance of new media and serious games for young people belonging to the Net Generation as defined by Prensky. In particular, I support the idea that game-based learning reflects a broader change in our society, coinciding with the rise of the phenomenon of Gamification and the Homo Ludens paradigm. Apart from the limitations of technology-mediated learning, the paper outlines possible and new directions of serious games in educational and social work contexts. \u0000  \u0000I serious games sono diventati negli ultimi anni degli strumenti diffusi nel campo dell’educazione poiché ritenuti utili a invogliare, motivare e supportare l’apprendimento degli studenti. Tuttavia, pochi studi indagano gli effetti a medio-lungo termine del game-based learning e molti studiosi si definiscono critici rispetto all’apprendimento mediato dalla tecnologia digitale. Il presente contributo riflette sull’importanza che i new media e i serious games hanno per i giovani appartenenti alla Net Generation come definita da Prensky. In particolare, si vuole supportare l’idea che il game-based learning è il riflesso di un cambiamento più ampio avvenuto nella nostra società che coincide con l’affermarsi del fenomeno della Gamification e il paradigma dell’homo ludens. Senza voler sottacere i limiti dell’istruzione mediata dalla tecnologia, il lavoro delinea possibili e nuovi direzioni del serious game in contesti educativi e di intervento sociale.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"111 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82981791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Media Education for Children in Cyprus: Educating pupils to critically read advertisements","authors":"Antigoni Themistokleous","doi":"10.36253/me-13368","DOIUrl":"https://doi.org/10.36253/me-13368","url":null,"abstract":"This article considers the Media Literacy Experiential Workshop project provided by Cyprus Radio Television Authority (CRTA). CRTA is the independent regulatory authority of the audiovisual media service providers in Cyprus and media literacy is recognized as one of its statutory duties. Media Literacy Experiential Workshop project is the most popular and notable media literacy initiative undertaken by CRTA. Believing that media literacy skills are taught the examined project has been in place since 2014-2015 school-year and aims to provide pupils at primary education with basic and fundamental media literacy skills and competences. During the workshops pupils with the help of the instructor critically examine and deconstruct different advertisements in order to realise how and why some content, values, and points of view are amplified while others are excluded from the media. By the end of the workshop pupils are empowered to critically think of each and every advertisement as a construction and to apply basic analytical parametres to mediated texts in general.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"186 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78043454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}