MEDIA AND INFORMATION LITERACY IN SECONDARY STUDENTS: DIAGNOSIS AND ASSESSMENT

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 surv-ey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/

Fit for purpose? Taking a closer look at the UK's Online Media Literacy Strategy

Now more than ever, media literacy is essential as we navigate our daily lives (Mesquita-Romero et al., 2022). The COVID-19 pandemic highlighted how we need to frequently navigate media spaces filled with changing, and not always credible, information (Austin et al., 2021). Media literacy affects our habits as well as our social connections (Hobbs, 2021). This short opinion piece from two educators in the field provides an exploration of the Online Media Literacy Strategy (OMLS) published by the Department for Culture, Media and Sport, UK, in 2021. The aim of the OMLS was to predict how media literacy may evolve in our society. This paper gives a brief introduction to the OMLS and offers three critiques, which educators may find useful, namely the undersold role of schools, the negative connotations of seeing ‘media literacy' as solely a way of navigating online harms, and the negative perception of social media (SM). The concept of SM as being ‘production-positive' is pitched. © 2023 Author(s).

Media education and continuing teacher education

With the COVID-19 pandemic, it became visible that teacher education has gaps in the integration of digital resources with the professional development of teachers. Thus, there is media education, which is the process of teaching and learning about the media and involves an application of critical, meaningfuland reflective sense. Therefore, continuing education, seen as a process of professional improvement, needs to develop as digital competences of the teacher, focusing on a model of application of technologies that focuses on technological and pedagogical junction, with examples of teaching practices with technology and levels at be achieved within these competencies. The journey begins with exposure to digital technology, moving through media education, the development of digital citizenship, to the level of transformation, which is when the teacher feels secure and has the autonomy to integrate education and digital technology. The research stands out as bibliographical and documentary, based on references such as the Common National Curriculum Base (BNCC), Innovation Center for Brazilian Education (CIEB), Freire, Tardif and Ministry of Education (MEC).

Media Education: A Research Overview

Since the COVID- 19 pandemic, the media has started to play a more important role in education than before. They have become a tool that is used by every person undertaking distance learning. During the coronavirus pandemic, the media has become a mandatory element without which education cannot exist. The purpose of this article is to review media research at school. Particular attention is paid to the development of research over time and events related to the crisis that the world has faced. The list is an attempt to organize the research carried out in Poland and in the world. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2022. All rights reserved.

Science influencers on Twitch: Science communication by video-streaming in times of COVID-19

In recent years, and accentuated by the health crisis, the consumption of content on online video platforms has increased as an alternative to traditional audiovisual media. Focusing on the Spanish context, this article explores the communications of science influencers on Twitch, the predominant videostreaming platform, popular with gamers, esports and various other forms of social media entertainment. The study conducted a content analysis of audiovisual texts generated by a sample of six of the most representative Twitch science communicators in Spain on the basis of a set of semiotic-discursive categories. The analysis identified the discursive strategies underlying the analyzed texts and identifies the particularities of a type of science communication that coexists within the media ecosystem with old media and official scientific sources. Specifically, the science communicators on Twitch opt for an audiovisual format based on the personality vlog, a form of speech characterized by a didactic expressive articulation, synchronous interaction with the user, and the use of a fun tone based on shared community codes. Despite being a new type of science communication, and the ephemeral nature of the broadcasts, the results of this study suggest that Twitch is an efficient vehicle for attracting the attention of young audiences to scientific content. The results also suggest that the influencers or content creators analyzed are committed to discourses based on informational quality and scientific rigor.

Hate speech: a systematic review of scientific production and educational considerations

Hate speech is a specific form of expression targeting certain vulnerable or minority groups. It is a social phenomenon which has gained strength in recent years due to its normalisation from the public sphere and escalation on social media, particularly in contexts of crisis such as the circumstances that have arisen around COVID-19. This paper presents a systematic review of the scientific literature produced over the past two decades in English, Portuguese and Spanish as a tool to examine, from social science, the landscape of studies around one of the main threats democratic societies face today. In addition to an evidence-based idea of the state of the art, the results show a substantial increase of research into hate speech over the past five years and how focal points and disciplines have evolved from those approaches and are gaining in importance, along with the analysis of regulations and laws, computational linguistics and discourse analysis. Furthermore, the dearth of research from the field of communication and education is confirmed, which would allow us to examine not only its management and analyse its impact, but rather its understanding from critical pedagogical perspectives committed to the deepening and extension of democracy.

A Creative Framework of Online Teaching of Public Relations Modules during the Covid-19 Pandemic: An Action Research Approach

The education of public relations and media modules has been tied in the literature to the professionalism of these disciplines. The contribution of this paper is that it is the first paper that has used areflective action research methodology to improve the on-line teaching of skill-oriented modules of public relations at the university-level in Bahrain during Covid-19. The instructor/researcher developed two action research cycles where she planned and implemented new teaching strategies based on the students’ needs, observed, evaluated, and reflected. The paper finds that action research has been useful in creating acollaborative relationship with the students, and helped to reflect on the e-learning process of public relations modules. The paper recommendsthe use of action researchtoimprove new creative strategies ofteaching other media and mass communication modules at the university-level during the Covid-19 pandemic. Moreover, the researcher invites future scholars to take the results of this research further, and use action research to improve creative educational methods that would improve high education in Bahrain after the Covid-19 pandemic. © 2021, Verlag Barbara Budrich. All rights reserved.

Let's work together: Online and synchronous coworking on Twitch to demonstrate the collaborative potential of live-streaming

The migration of creators from other platforms and the emergence of new lines of content are contributing to the thematic diversification of Twitch.tv beyond its leadership in gaming. This article explores the potential for collaboration, education, and creation of live-streaming platforms by analyzing the online coworking experience of the JaimeAltozano 'working room' on Twitch, launched after the outbreak of the Covid-19 pandemic. An initiative that gathered 222,172 hours worked by the community in three months. Using a mixed methods research design, the experience was studied on the basis of quantitative data, 67 in-depth interviews with users and ethnographic techniques for content analysis. The results obtained in the three phases of the research process show that experiences like the JaimeAltozano 'working room' are useful virtual spaces for productivity. Based on these results, a map of the phenomenon was drawn using six key concepts: gamification, synchronicity, community, participation, free operability, and common atmosphere. In the face of the growing platformization of cultural goods, our research delves into the media reality of Twitch beyond videogaming to explore the possibilities of live-streaming for the digital community's media empowerment.

Social Philosophical Discourse of the World Risk Society in a Pandemic Situation

The author considers the situation associated with coronavirus pandemic and its possible consequences for social cultural processes. The difficulty in risk analysis is that the risk is between objective and subjective, between rational and irrational, between social and existential. The logic of uniqueness gives way to the logic of ambiguity, which finds its expression in the connection of the risk society with the cosmopolitism. Ulrich Beck's concept of the cosmopolitan turn of modern civilization is updated, which is revealed through the concepts of "danger", "social inequality" and through the existentials "fear", "uncertainty", which indicate the social vulnerability of modern society. We are talking about the need to distinguish between risk and danger, about their complex relationship in modern conditions. Global risks include the coronovirus pandemic: risk has become a global hazard from which future risks and crises originate. The reflexivity of the unknown and the methodological cosmopolitanism – point to a global change in the society in the 21st century, whose priority is security. Cosmopolitanism is expressed in social delocalization, which includes three dimensions: spatial, temporal, and social. Risks have symbolic and existential content and include life guidelines, traditions and cultural norms. The coronavirus was a challenge to the intellectual sphere of society. The author focuses on the transformation of risks in the field of science and education. Self-isolation and social distance initiate the active introduction of distance education and media education. Attempts are being made to identify possible risks resulting from the introduction of media technologies in the educational system. The concept of the multiplicity of interpretations of riskogenics allows us to understand the prospects for the transformation of the global risk society in a pandemic situation.Alternate : Ð’ статье рассматриваются ситуация, связанная с пандемией коронавируса в мировом обществе риска, и ее возможные последствия для социокультурных процессов. Трудность в социально-философском анализе риска заключается в том, что риск находится между субъективным и объективным, между рациональным и иррациональным, между социальным и экзистенциальным. Логика однозначности уступает место логике многозначности, которая находит свое выражение в соединении общества риска с космополитизмом. Актуализируется концепция У. Бека о космополитическом повороте современной цивилизации, это раскрывается через понятия «опасность», «социальное неравенство» и через экзистенциалы «страх», «неуверенность», которые свидетельствуют о социальной уязвимости современного общества. Речь идет о необходимости различения риска и опасности, о их сложной взаимосвязи в современных условиях. К глобальным рискам относится пандемия коронавируса: риск стал глобальной опасностью, из которой берут начало будущие риски и кризисы. Рефлексивность неизвестного и методологический космополитизм мополитизм выражается в социальной делокализации, которая включает три измерения: пространств µÐ½Ð½Ð¾Ðµ, темпоральное и социальное. Риски обладают символическим и экзистенциальным содержанием и включают жизненные ориентиры, традиции и нормы культуры. Коронавирус явился вызовом интеллектуальной сфере общества. Автор акцентирует внимание на трансформации рисков в области науки и образования. Самоизоляция и социальная дистанция инициируют активное внедрение дистанционного образования и медиаобразования. Предпринимаются попытки выявления возможных рисков в результате внедрения медиатехнологий в образовательную систему. Представление о множественности трактовок рискогенности позволяет осмыслить перспективы трансформации мирового общества риска в ситуации пандемии.

Decentralizing Media Education in the Post-Pandemic Period: Using the Blockchain Revolution as a Disruptive Innovation

Media education in colleges and universities consists of any formal, informal, and connected learning process based on either analyzing media or producing media. During the COVID-19 pandemic, the emergency changes to distance education in any discipline have caused an increase in remote and online forms of teaching and learning. As the COVID-19 pandemic has produced various critical challenges, online education has become a matter of concern worldwide to handle and resolve this crisis at multiple scales, including authorities, schools, teachers, parents, and learners. To find out critical cautions, educational technologies are considered a remedy for such a crisis. The rise of technological advancements, artificial intelligence, big data, machine learning, and blockchain technology has also changed the practice of media education for the last decade. Blockchain technology provides a decentralized infrastructure by supporting users with the autonomy to identify and control over themselves;trust to have enough confidence in its operations, transparency to conduct knowledge transactions;immutability to be permanently written and stored without having any modification or changes;disintermediation for a central authority to check the progress and keep it for itself;lastly, collaboration to connect directly with each other without any need in the third-party applications. In this respect, blockchain technology indeed reveals the potential to change the directions of distance media education in several ways. This chapter explores general course-based aspects of distance media education on theoretical knowledge, technical practices, and artistic productions to enable educators to apply it in different fields of media and communication: for example, advertising, cartoon and animation, cinema and television, communication design, digital game design, photography, public relations, and new media. Particularly, three different bases were taken into consideration, where the use of blockchain technology makes distance education open and decentralized while putting learners in charge of their learning process and the data. Various components regarding a decentralized approach to distance media education are discussed to implement a more creative and innovative approach to educating future media professionals. © Peter Lang GmbH. Internationaler Verlag der Wissenschaften. Berlin 2021. All rights reserved.

The secret sauce of online community of practice during COVID-19 pandemic: Nonviolent Communication

The challenges of work-family balance while being asked to move to remote instruction and engage students creatively have affected us all globally on multiple levels - from our professional identity, to our own health, mortality and purpose in life. The idea behind Nonviolent Communication (NVC) is that as Rosenberg (2015/1999) put it, it is a language that celebrates life. Applying these practices in a community building initiative of the Media Education Lab during the COVID-19 pandemic supported our community not only for their professional needs, but also and most importantly in their social and emotional resiliency to keep positive their family and work. This short article of voices from the field describe this secret sauce using the four elements of NVC (observation, sharing feeling, naming needs and requesting a feasible action) during the 2020 Virtual Viral Hangout (VVH) daily online meetings. © 2021 Author(s). This is an open access, peer-reviewed article published by Bepress and distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. JMLE is the official journal of NAMLE.

Educational and Social Exergaming: A Perspective on Physical, Social, and Educational Benefits and Pitfalls of Exergaming at Home During the COVID-19 Pandemic and Afterwards.

Physical inactivity and coronavirus disease 2019 (COVID-19) signify two pandemics with negative physical, mental, and economic consequences. Younger and older people have not reached the recommended physical activity level for years. Societal restrictions due to COVID-19 additionally reduce opportunities for physical activity, and they increase social isolation. Here, we outline how playing exergames with others (social exergaming) at home could foster physical and mental health and promote communication and discussions on exergaming. Accordingly, we highlight the educational and social benefits of exergaming at home and delineate the concept of Educational and Social Exergaming (EASE). We outline specific benefits and pitfalls of exergaming regarding its physical and nonphysical effects, including educational values of discussing exergaming experiences and related topics. Moreover, we discuss the relevance of practical guidelines for educational and social exergaming at home as well as prospects for future research. Overall, educational and social exergaming could alleviate several detrimental effects of both pandemics on the health and well-being of people of all ages.