2020-05-11
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Возьмём к примеру такую сферу медиа, как новости. Если человек сопереживает иностранцам, зная, что происходит в других странах(например война),то это показывает что он не будет равнодушен к восприятию информации и о своей стране. Те люди, которые смотрят новости мировые, а не только местные, смогут оценить более широко обстановку в мире, и могут быть готовыми к любым изменениям во взаимоотношениях между странами, чем те, которым всё равно что происходит у других.
Конспект из медиапособия 2
According to the different needs and demands, there are projects and activities
which require different contexts, actors and skills, with particular emphasis on
specific areas.
Although there are several opportunities for combining different elements, we will
link and define some of the most important possible approaches to the field of
media literacy considering European context:
Government (or related) policy activities: Those developed by
government and institutional authorities aimed at promoting media literacy.
They include investment, subsidies, support, rulings, control, vigilance, etc.
The objective of these actions is normally to establish methods and to
improve conditions to facilitate action from other citizens’ groups aimed at
meeting specific objectives. Some examples: Actions carried out by the Ministries of Education of various European countries to establish an educational curriculum related to media literacy; the actions of centres such as CNICE (Spain);
Family activities: Its principal actors are family members – both on an
individual basis and acting as a group – although in these processes other
entities are often involved to provide stimuli and references. They generally
aim to promote exchanges, actions and cooperative tasks to encourage the
use of and access to communications, promoting family and personal use
of the media.The objective of many of these is to promote dialogue between family
members, establish objectives and rules and guidance for media use, and
promote individual autonomy and group consensus in a family setting.
Some examples: APTE. Les écrans, les médias et nous in France; Collectif
interassociatif Enfance et Media (CIEM); the Family Friend Festival in the
United Kingdom; Movimiento Italiano Genitori (MOIGE) in Italy; etc.
Civil participation activities: Consists of the participation of citizens in
activities related to media literacy involving different authorities in the media
(generally, public media) domain. That is to say, participation in consultative
or debating forums; in spaces provided by the media for response or
discussion; in spaces for evaluation and criticism of media contents; and in
spheres that have been set up by law in various countries for the active
participation of citizens.
Some examples: R.A.P (Association Résistance à l’agression publicitaire)
and Casseurs de pub in France; CMA (Community Media Association) and
Community TV Trust (CTVT) in the United Kingdom; Media Hungaria
Konferenciairoda in Hungary; Agrupación de Telespectadores y
Radioyentes (ATR) in Spain; Associazione Spettatori Onlus (AIART) ŠKUC
in Slovenia.
Educational and training activities: Based on the promotion of teaching
and learning processes. They can take place in educational, school, formal
or informal settings; can be aimed at children, young people or adults; and
can involve education and lifelong training, media or other professionals.
The objective of these activities is the acquisition of new contents, attitudes
or skills. They require the establishment of a basic curriculum, specific
resources and certain institutional conditions.
Some examples: Centre de Liaison de l'Enseignement et des Médias
d'Information (CLEMI) and Agence des Usages TICE in France Délégation
aux usages de l'Internet; The Hiiripiiri Project in Finlandia; CNICE and
Grupo Comunicar in Spain; Media Education (MED) in Italia, etc.
Campaigns: Consist of the orchestration of various actors, media and
resources to achieve specific objectives. They are generally intensive and
take place over a short space of time. Media literacy campaigns can be
aimed at promoting specific information, changes in attitude or public
awareness.
Some examples: La semaine de la Presse dans l'Ecole (Press Week in
Schools) and La semaine sans 100 telés in France; "First Writes" in the
United Kingdom, etc.
Media activities: The media, through its contents, activities and
suggestions, promote the acquisition of new skills and competences.
Simple user guides or the distribution of programming and content guides
are already, in themselves, instruments for the promotion of new uses and
skills, and provide opportunities for the promotion of media literacy to a
certain extent. But the media could perform much more systematic and
sustained actions with a marked impact on this promotion.
Some examples: BBC Learning Resources and Channel 4 Learning. Online
educational products in the United Kingdom; El Pais del estudiante in
Spain; France 5 and ARPEJ in France, etc.
Mediation activities: These are carried out thanks to stable links between
different players involved in a given process. In the case of media literacy,
mediatory activities generally involve producers and consumers; the media
and users; citizens and authorities, etc. Entities involved in readers’ rights
that own publications or citizens’ forums that establish independent media
regulatory organizations are examples of this type of mediation.
Some examples: Oficina del Defensor del Telespectador y del Radioyente
de RTVE and the Oficina del Telespectador de Antena 3 in Spain; the
Consiglio Nazionali per l’Utenti in Italy;
Regulatory activities: These are aimed at promoting standards of conduct,
formal and informal, obligatory or optional, etc., for the use and enjoyment
of media and technologies. These codes can be established for different
contexts (personal, family, educational, civil, legislatorial, etc.) and can be
organised and set out in codes of conduct, standards, guidelines, etc.
Some examples: OFCOM in the United Kingdom; the Conseil supérieur de
l'audiovisuel (C.S.A.) in France; the Autorità per la garanzie nelle
comunicazioni (AGCOM) in Italy; the Consell Audiovisual de Catalunya in
Spain; etc.
Professional and business activities: These are media literacy initiatives
which are organised, conducted and carried out by businesses or
professional sectors. The activities are inspired by industrial or professional
criteria.
Some examples: Media Smart and MindTrek Media Week in the United
Kingdom; Internationales Zentralinstitut für das Jugend - und
Bildungsfernsehen beim Bayerischen Rundfunk (IZI) in Germany; etc.
Production skills activities: Production skills activities aimed at critical
acquisition of media literacy and available to the general public. They can
take place in different settings: schools, museums, cultural centres,
Internet, etc. They combine educational and development activities with
activities in expression and communication.
Some examples: First Light Movies, Film Education, London Children’s Film
Festival and Showcomotion in the United Kingdom; Association Régions
Presse-Enseignement Jeunesse (ARPEJ) in France Idea Video Exchange
Network (IVEN) in Hungary, etc.
Orientation and reference activities: Those aimed at providing resources
and criteria for the development of activities related to media literacy. They
include the creation and distribution of material resources, systems of
assistance and consulting; guidance and consulting for specific actions and
subjects; launch of codes of conduct and standards, etc.
The objective of these activities is to help, guide, advise, support and
reinforce different actions undertaken in the area of media literacy.
Some examples: Mediamanual.at in Austria; Informationssystem
Medienpädagogik ISM in Germany; OMERO in Italy; Éducaunet in France;
Hungarian Moving Image und Media Education Association in Hungary; etc.
Exploratory, experimental, investigatory and evaluation activities:
These activities are aimed at opening new avenues for the development of
media literacy through the experimentation and investigation of new models
and uses, and the evaluation of the experiences.
They contribute to innovation, change, the search for precise objectives and
the evaluation of specific policies.
Some examples: Éducnet in France; Institut für Medienpädagogik in
Forschung und Praxis JFF in Germany; Hans-Bredow-Institut für
Medienforschung HBI (Institute for media research); Observatorio de la
sociedad de la inforamción (de Red.es) and the Gabinete de Comunicación
y educación de la UAB in Spain; Centre for the Study of Children, Youth
and Media in the United Kingdom; L'Osservatorio sui Diritti dei Minori and
EURISPES in Italy; etc.
The most important basic trends are as follows:
1) Since the 1970s, the focus of media education has developed from a
perspective centred basically on the educational context, using
pedagogical methods, to another focused on the civic context.
2) Towards the working objective of a mass media and digital media
convergence: Initially, media education was focused on the mass media
(press, radio, film and television). With the development of ICT, interest
moved on to digital media. In recent times, interest has been shared
between mass media and digital media and is based around concern
for the new digital environment, including both digital and new media.
3) From protection to promotion: Three basic models stand out. One of
them is dominated by the objective of protection against possible harm
from the media, a model in which mistrust and suspicion of the media are
evident. In the second model, promotion, mistrust and suspicion are
replaced by the objective of taking advantage of the benefits offered by new
media. Finally, the third model is more eclectic, combining protection and
promotion, and adding creative production.
