Global Media and Information Literacy Assessment Framework: country readiness and competencies
Global Media and Information Literacy Assessment Framework: country readiness and competencies

Author: UNESCO

Publisher: UNESCO

Published: 2013-12-31

Total Pages: 152

ISBN-13: 9230012211

DOWNLOAD EBOOK

The UNESCO Global Media and Information Literacy Assessment Framework : Country Readiness and Competencies offers UNESCO's Member States methodological guidance and practical tools throughout the assessment of country readiness and competencies, particularly of teachers in service and in training, regarding media and information literacy at the national level.

Addressing anti-semitism through education
Addressing anti-semitism through education

Author: Organization for Security and Cooperation in Europe

Publisher: UNESCO Publishing

Published: 2018-06-11

Total Pages: 94

ISBN-13: 9231002740

DOWNLOAD EBOOK

A new UNESCO and ODIHR co-publication takes up the challenge of educating learners to resist contemporary anti-Semitism at a time when the issue is becoming ever more crucial around the world. It suggests concrete ways to address anti-Semitism, counter prejudice and promote tolerance through education, by designing programmes based on a human rights framework, global citizenship education, inclusiveness and gender equality. It also provides policymakers with tools and guidance to ensure that education systems build the resilience of young people to anti-Semitic ideas and ideologies, violent extremism and all forms of intolerance and discrimination, through critical thinking and respect for others.

Media and Moral Education
Media and Moral Education

Author: Laura D'Olimpio

Publisher: Routledge

Published: 2017-11-06

Total Pages: 221

ISBN-13: 1351967215

DOWNLOAD EBOOK

Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls critical perspectivism, which she applies in the book to international multimedia examples. The author also suggests that the Community of Inquiry – a pedagogy practised by advocates of Philosophy for Children – creates a space in which participants can practise being critically perspectival, and can be conducted with all age levels in a classroom or public setting, making it beneficial in shaping democratic and discerning citizens. This book will be of interest to academics, researchers and postgraduate students in the areas of philosophy of education, philosophy, education, critical theory and communication, film and media studies.

Supporting Quality Journalism through Media and Information Literacy
Supporting Quality Journalism through Media and Information Literacy

Author: Martina Chapman

Publisher: Council of Europe

Published:

Total Pages: 72

ISBN-13:

DOWNLOAD EBOOK

MIL - Media and Information Literacy used to be seen as the responsibility of the educational sector mostly targeting younger people in full-time education. This responsibility has to be extended to all stakeholders who are in a position to reach citizens of all age groups where they currently are and create new dissemination networks for MIL knowledge and skills. All relevant stakeholders, especially member states, need to recognise their own roles and responsibilities in relation to media literacy. They should be prepared to lead on, participate in, and fund MIL projects on a long-term basis.

From Language Skills to Literacy
From Language Skills to Literacy

Author: Csilla Weninger

Publisher: Routledge

Published: 2018-11-01

Total Pages: 192

ISBN-13: 1351839888

DOWNLOAD EBOOK

The narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.