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Media and Education in the Digital Age

Concepts, Assessments, Subversions

Edited By Matteo Stocchetti

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.
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Informal media education in Europe: an analysis of the best practice

Extract

Alberto Bitonti2, Andrej Školkay3

Abstract

This chapter maps and proposes an analysis of European best practices in informal media education. Our study is based on an extensive research in all EU countries. The research included three different and increasingly complex stages of selection and analysis, and allowed us to tackle important methodological issues concerning the evaluation itself of informal educational activities. We have categorised best practices in media education according to the most often used definition of media literacy: fostering access to and analysis of the media and their contents, raising evaluation skills and awareness on the use of media, and fostering creative production of media content. In addition to this, the study suggests a method for the evaluation of hundreds and hundreds of projects and programmes in informal education in Europe – something that is currently by and large missing.

In the last two decades digital technologies and EU/EC as well as national government initiated and supported programmes and policy initiatives have substantially changed and expanded the world of education in Europe, also in the field of informal education. However, there has been little attention paid to the impact of these initiatives on actual learning, as well as on financial efficiency and possible wider (including cross-border) extension of these projects.

By ‘informal education’ we refer to all those educational paths which take place beyond regular school curricular activities, and that involve other intermediating subjects (such as NGOs or media), often relying on...

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