论少数民族媒介素养教育的必要性

我国少数民族媒介素养教育是一项迫切需要启动的工程。它是少数民族抵御电子＂符号暴力＂,维护传统文化边界的的需要,是信息时代少数民族有效利用媒介信息,快速发展民族经济、进一步缩小与主流社会经济差距的需要。     

对提升高中女生自我效能感策略的思考

知识经济时代,对人们心理素质提出更高的挑战,而自我效能感是人们成功完成某一活动、达成某一目标的关键。但目前高中女生自我效能感偏低,这对她们健康成长和发展极为不利,试对此现状进行分析并从四个方面探索提升高中女生自我效能感的策略。此外,家庭、社会、高中女生自身都应为此努力。     

Politics,media and youth: understanding political socialization via video production in secondary schools

Research on the lack of civic and political engagement on the part of today’s youth has relied on traditional, often quantitative, measures of political knowledge that may miss important elements of the process. Using an ethnographic approach with a group of inner‐city high school students, our study reveals a richer construction of students’ awareness of political issues, or political socialization than previously documented by conventional survey measures. Notably present is a sophisticated awareness of and identification with non‐news television formats which suggests that sources such as TV talk and reality shows may be important sources of political discourse and even civic engagement. Our study also supports the value of hands‐on media production projects for understanding youth political knowledge and awareness, suggesting an additional tool for political communication and civic engagement research.     

大众传媒对青少年的影响及传媒素养教育浅析

随着大众传媒进入人们的生活,对青少年的影响愈发明显,也极易产生一些不良的影响,因此,对青少年开展大众传媒素养教育愈发显得迫切,但是,面对大众传媒不良信息的挑战,我国传媒素养教育存在着不足,针对这个问题,提出学校开展青少年传媒素养教育的策略,建立以学校教育为主的传媒教育实施途径和以社会组织为背景的传媒教育平台,并加强青少年的教育引导,加强我国大众传媒素养教育。     

后真相时代美国数字媒介素养教育研究

随着数字媒介的崛起与媒介形态的快速更替,美国传统媒介素养教育举步维艰。为迎接后真相时代的严峻挑战,一场由政府、媒介素养教育组织、教育工作者、高校、新闻界等多元主体共同参与的数字媒介素养教育全面启动。数字媒介素养教育可以帮助年轻人识别数字媒介的不利影响,帮助他们养成探究的习惯和表达技巧,将他们培养成为批判性的思想者、有效的沟通者和积极的公民。当前中国同样备受谣言、假消息的困扰,公众的媒介素养亟待提高。借鉴美国数字媒介素养教育的经验,应尽快将数字媒介素养教育纳入正规教育体系,制定数字媒介素养教育的整体教学规划,鼓励与发展数字媒介素养社会组织,高度重视家庭数字媒介素养教育的作用。     

娱乐新闻对青少年的影响

随着新闻传媒娱乐化趋势的逐渐升温,新闻娱乐化趋势日益突出。而娱乐新闻是新闻娱乐化的主力军,它青少年的世界观、价值观、是非观、正义感带来了强烈的冲击与考验。重视娱乐新闻对青少年的影响,引导他们健康使用大众传媒,主动抵御媒介的不良影响,是教育工作者与传媒工作者的共同责任和紧迫课题。     

Digital literacy,fake news and education / Alfabetización digital,fake news y educación

Abstract

The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.     

Civic learning outcomes: a step towards an inclusive higher education

An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good.     

试论中国媒介素养教育课程模型的建构

媒介素养教育已成为近年来国内外传播学界新的学术增长点,国际上已有许多国家把媒介素养教育列为学校正式课程。在中国,尽管人们对媒介素养教育日益关注,但深入的理论研究依然较为缺乏,对于课程的探讨更为罕见。本文依据课程研制理论的有关原理以及媒介研究的相关理论,提出和论证了媒介素养教育课程模型,为媒介素养教育课程研制提供了新的思路。     

Empowering Students Through Critical Media Literacy: This Means War

Media messages are increasingly packaged in ways that blur distinctions between genres. The U.S. Army National Guard's recent campaign incorporating rock stars and popular music to appeal to potential recruits exemplifies this trend, as commercials and music videos become one and the same. Given this increasing trend, critical media literacy education is imperative. This article posits that by introducing the meta-language for discussing media and providing a protocol for exploring the mode, audience, purpose, and situation of media messages, teachers are preparing students to autonomously read media through a critical lens.     

国际媒体教育发展综述

在知识经济时代,媒体成为人们获取知识非常重要的通道,同时媒体也已成为影响年轻一代建立价值观及世界观的最重要因素,本文分析了国内开展媒体教育的背景及其重要意,介绍了国际上具有代表性的国家和地区的媒体教育发展概况以及推动媒体教育发展的课程、教学活动和政策,从中得出通过\"由下而上的自发性运动\"把媒体教育纳入正规教育体系中的启示,并进一步提出如何推动我国媒体教育的思考.     

民生新闻的全媒体架构

随着以互联网为主干的新媒体技术的突飞猛进,民生新闻面临着汹涌澎湃的信息化浪潮冲击。要实现民生新闻的数字化突围,应该主动积极探索民生新闻有思维高度、视野广度和实践深度的全媒体架构,全面推动民生新闻在新媒体技术支撑下,实现更广泛深刻的传播价值,担负起更厚重深远的社会历史责任。     

Students' Precollege Preparation for Participation in a Diverse Democracy

This study focuses on how students' precollege experiences predisposed them to 3 democratic outcomes: (a) ability to see the world from someone else's perspective; (b) beliefs that conflict enhances democracy; and (c) views about the importance of engaging in social action activities. We analyzed data from 3 flagship universities as part of a nationally funded research project and found first-year females are more likely than males to report values and beliefs consistent with democratic outcomes. Participation in race/ethnic discussions, student clubs, and volunteer work, as well as studying with students of different groups and discussing controversial issues are significant predictors in each model. Results also indicate that students might be unprepared to negotiate conflict in a diverse democracy, suggesting that college engagement will play a key role in fostering the development of democratic citizenship. This study also provides new measures of democratic outcomes to assess the impact of diversity and service learning initiatives.     

加拿大中学媒介素养教育课程研究——以安大略省为例

加拿大媒介素养教育代表了当今世界的先进水平,而安大略是加拿大媒介素养教育发展最早、最成熟的省份,其中学（7—12年级）媒介素养教育课程的特色是分阶段循环提升的课程目标、批判性思考与创新性制作并重的课程内容、多元平等灵活的课程组织方式以及着眼于细节的六级课程评估标准。我国在培养中学生媒介素养时可借鉴其课程建构的理念与方法。     

中小学媒体素养教育课程取向初探

通过分析目前中小学课程中媒体素养成分的情况,初步探讨了媒体素养教育与中小学课程的融合问题,从课程角度探讨如何进行中小学生媒体素养教育。     

Higher education in a changing environment: Regional,national and trans‐national issues

The significance of competing conceptions of civic engagement is increasingly apparent as efforts are made to respond to the measurement imperative that characterises contemporary higher education. The importance of devising appropriate means of recognising and incentivising civic engagement is asserted in this paper and the potential offered by emerging measurement and mapping methodologies is considered. The empirical basis for the argument derives from a multi‐site case study of the process of embedding community‐based learning within Irish higher education. Analysis of interview data from four cases, drawn from the university and extra‐university sector, yielded, inter alia, a typology of orientations to civic engagement. Findings are discussed, including those relating to orientations, ambivalence, scepticism, and legitimisation strategies. The case is made that these themes and the factors which impact on sustainability are mirrored within the wider domain of civic engagement—hence the opportunity to learn from a civically engaged pedagogy.