無國界媒體教育

內(nèi)容概要

This volume collects the papers presented at the China-Italy Symposium on Youth Learning and the Media，hosted by College of Education；Sponsored by Dr.Winter Foundation，Germany，Seeco Human Resources Ltd.during March 27-28,2008.For two days scholars and media professionals confronted each other about the complex relationship between media，children and learning processes.

書籍目錄

IntroductionA Rationale and a Method for Media Education in Contemporary Society1 Children and the media. Terms and conditions of a complex interaction1.1 Educating in the network society1.2 Children and media studies1.3 Education and ICTs2 A new paradigm of Media Education2.1 The areas of study2.2 The method: from action to reflection to action3 Where do we go from now?ReferencesLearning by Messaging: Teenagers' Mobile Phones Writing as a Metalinguistic Practice 1 Toward informal media education: Young people's everyday use of new communication technologies as a learning device 2 Social perceptions towards language variations: purists vs. evolutionists3 Communication technologies and everyday construction of culture: a phenomenological theoretical framework 4 Mobile phones in young people's everyday life5 An ethnography of communication: the social and cultural dimensions of the SMS diffusion among Italian teenagers5.1 Narratives from the field: the linguistic features of Italian short messages language5.2 Processing a language: teenagers' metalinguistic work6 Towards a sociolinguistic appraisal of SMS use: the social organization of text messaging6.1 When transcribing "messages" becomes transcribing verbal interactions?7 The conversational nature of short message exchanges8 The emergency of a new temporality of writing: some conclusion-"ReferencesMedia and Youth in Italy: What Changes in Process? A Picture of the Uses ofTelevision, Radio and Other Mass and New Media1 Generation in the balance: A map of cultural styles and habits2 What are youth's expressions?3 Italian generations and technologies4 The European situation5 Reading: an increasing habitConclusionReferencesMedia Education with New Media: the e-learning Perspectiv1 The ANICEC course2 A Master's course in Media education3 Participation in knowledge construction4 The Moodle platformReferencesReading Education and Media Education1 The problem of excluding/including the book in Media Education'"2 Emergent literacy and reading centresReferencesMedia Education and Video Games: An Action-research Project withAdolescents in an Out-of-school Educational Context1 Introduction2 Education, media cultures, and video games3 Aims and methodology of the project4 Inventagiochi: a video game-authoring software5 Educational activities with the teenagers: work steps5.1 Step 1 - Introduction and video game analysis (2-3 lessons)5.2 Step 2 - "Paper & pencil" creation and design (3-4 lessons)5.3 Step 3 - Video game production throughInventagiochi (3-4 lessons)5.4 Step 4 - Testing (1-2 lessons)6 Towards a "video game literacy" (...instead of a Conclusion)ReferencesThe Associations for Media Education: The Italian and InternationalExperience1 Education needs Media Education today2 ME needs competent and motivated Media Educators effectively3 The Associations of Media Educators3.1 Association for Media Literacy (AML) in Canada (www.aml.org)..3.2 CLEMI: Centre for liaison between teaching and information media (www.clemi.org)3.3 MED: Italian Association for Media Education (www.medmediaeducation.it)ReferencesChildren and Television: The Role of Public Service Broadcasting in a MediaEducation Perspective1 Public Service Broadcasting for Children2 RAI3 programs for Children and Youth3 The experience of RAI3 Gt Ragazzi (News for Children)4 Network strategies for the study of the quality of the television for the childrenYoungsters and the Media in ItalyDigital Competence Assessment in Secondary Education1 Introduction2 A literature review on digital literacy/competence and similar terms3 A multidimensional framework for digital competence4 Assessing digital competence4.1 The instant DCA4.2 The situated and projective DCA5 ConclusionReferencesNew Media Education and Youth Subculture1 Cultural consumption way of youth under new media environment2 The emergence and evolution of youth subculture3 How to lead the youth subculture with new media educationReferencesA Study on Children's Media Literacy EducationPart 1 Reviews and Issues1 Media literacy and media literacy education2 Development of media literacy in different countries2.1 Development of media literacy education overseas2.2 Media literacy education development in china3 Issues3.1 Study limits of Mainland China3.2 Goals of study3.3 SignificancePart 2 Survey on Children and Teachers Media LiteracySector 1 Survey on Children Media Literacy1 Study methods1.1 Subjects1.2 Instruments1.3 Data processing2 Results2.1 TV literacy state of primary school pupils2.2 Comparison of TV literacy with different grades2.3 Comparison of TV literacy with different genders2.4 Comparison of TV literacy with different fathers educationbackgrounds2.5 Comparison of TV literacy with different mothers' educationbackgrounds2.6 Comparison of TV literacy with different watching times3 ConclusionsSector 2 Survey on Teachers Media Literacy1 Study methods1.1 Subjects1.2 Instrument……

章節(jié)摘錄

possibility that an individual has of becoming a free and independent user of such amedium, depends on the education to the act of reading that such an individual hasexperienced. Just like it is for mathematical language, education to the act ofreading takes place by means of a process of initiation at an early stage of childhood;for this reason, the school becomes its first place of reference, than it develops in anordered and progressive way all along puberty. Not only that: to learn how to read（just like to learn how to carry out the first mathematical operations） constitutes thefirst important intellectual effort in a child's life.It is not the same for the more modern audiovisual media: children get to"learn" them and to "read" them through a process of self-education, on the basis ofa direct relationship, day by day, encouraged by the medium friendly accessibilityand by the pleasure derived by the chino-aesthetic stimulus of the audiovisual.The relation that audiovisual media establish with the child is a playful one; and,since to play is one of the fundamental activities which characterises childhood andleads to the development of skills, knowledge and expertise in relation to the typeof game being played, the same educational process takes place in relation tomass-media. Children develop a "media Koine" through self-education and bymeans of the mechanisms of spontaneous association which include interaction andexchange among peers. In other words, nobody teaches a child how to "watch TV"or how to "read comics" before the child starts to acquire a meaningful relation withthese media. The power of image lays especially in such a process: "Word detaches,image attacks", wrote Regis Debray （1992）.If we want to further point out the difference, we can say that audiovisual mass-media,in their various technological and communicative forms, constitute a real "lifeenvironment" which is quite a "natural" one for our children today. It is not by chancethat the expression "media ecology", created by the American scholar Neil Postman（1979）, is now of common use in media education. After all, today it would appearas a "non-natural" thing to think of our environment as if completely deprived ofeither technologies or media. It is an idea which, today, we can only associate to thebeginning of a science fiction short-story by Ray Bradbury or Philip Dick...It is not the same thing for the book as a medium: in its case, it is the individualswho must create or go in search for an environment suitable for their reading, nomatter if the act of reading is carried out alone or with another child to whom onecan read or tell a story. Generally speaking, such a situation has some resemblanceswith what children do when they want to create in their own room, or somewhereelse, the right environment where to play: they prepare the right space, they set theirtoys or the tools they need for their play, they do not want to be interrupted by thosewho are not playing with them. ……

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