Media education and citizenship: a communication approach<br />Manuel Pinto<br />Communication and Society Research Centre...
Overview of a 20 years experience<br />“Education for social communication” at the teacher training graduation program (19...
Context<br />A country where freedom of expression and press freedom are quite recent and where media and journalism train...
Initial concerns<br />Pedagogical innovation: <br />media as educational resource<br />media as a matter of study<br />med...
Contaminations<br />Clemi and attention to news media & journalism<br />Spain’s newspaper in the classroom projects<br />L...
Shortcomings<br />Lack of research, namely about media in the life of children<br />Weak interaction with other teacher tr...
‘Discoveries’<br />Voices and experiences of children: childhood regarded from their own social worlds and expressions<br ...
What we have to think about and act upon<br />PARTICIPATION<br />ETHICS<br />WORLD AROUND<br />POLICIES<br />ECOLOGIES<br />
Distinctions<br />The scaffolding and the house<br />Media literacy: a medium or an end<br />Technology as technique and a...
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Eavi madrid m pinto

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Eavi madrid m pinto

  1. 1. Media education and citizenship: a communication approach<br />Manuel Pinto<br />Communication and Society Research Centre<br />University of Minho (Braga – Portugal)<br />
  2. 2. Overview of a 20 years experience<br />“Education for social communication” at the teacher training graduation program (1988-2007)<br />In-service specialization programs for kindergarten and elementary school teachers (1995-2000)<br />Master degree in “Communication, citizenship and education” (2000 - …)<br />PhD program in Communication Sciences with a focus on Media Education (2009 )<br />
  3. 3. Context<br />A country where freedom of expression and press freedom are quite recent and where media and journalism training and research spread only in the 1980’s.<br />Some interesting (even if limited) experiences concerned with the educational dimension of the media – v.g. connected with film education, education technologies, school journalism<br />
  4. 4. Initial concerns<br />Pedagogical innovation: <br />media as educational resource<br />media as a matter of study<br />media as a field of participation and expression<br />School as a meaningful experience<br />Improvement of the communication between schools and local communities<br />Implementation of a communication ecology within the school<br />
  5. 5. Contaminations<br />Clemi and attention to news media & journalism<br />Spain’s newspaper in the classroom projects<br />Latin America’s approach to autonomisation processes<br />Canadian and British rationale on media literacy<br />UNESCO and overall view of media education<br />
  6. 6. Shortcomings<br />Lack of research, namely about media in the life of children<br />Weak interaction with other teacher training institutions<br />Absence of a general support framework from the educational authorities ( vg. no national media education curriculum)<br />Need of more investment in evaluation research<br />Teacher stress and resistance regarding innovation and new projects.<br />
  7. 7. ‘Discoveries’<br />Voices and experiences of children: childhood regarded from their own social worlds and expressions<br />Rights of the child, namely the ‘third family’ of rights (expression, participation…)<br />Multimedia and digital childhoods – the ecology of networks<br />Ethical challenges concerning expression and participation in the social media<br />
  8. 8. What we have to think about and act upon<br />PARTICIPATION<br />ETHICS<br />WORLD AROUND<br />POLICIES<br />ECOLOGIES<br />
  9. 9. Distinctions<br />The scaffolding and the house<br />Media literacy: a medium or an end<br />Technology as technique and as a social problem<br />Information and communication: brothers or enemies <br />Media and environments<br />Power relations and empowerment<br />Accountability and public scrutiny<br />
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