Social networking sites such as YouTube and Facebook, along with Wikipedia and blogs, allow users to become engaged in the creation of public and social knowledge – both at the national level and in international digital media cultures – mainly through mobile devices and as a part of everyday life. For example, today there are tablet holders for baby cribs and even for potties, as well as baby bouncers with mobile plug-in systems, for establishing a relationship between babies and media. With technology companies continuously launching new devices, media consumption is constantly changing and new relationships with media and practices raise new questions. At the same time, new generations adopt new roles as users of the media and start expressing their opinion and voice in networked public spaces. So, what should we think about media education and its futures?
ArbetstitelYearbook 2015
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Publiceringsdatum2015-09-09 00:00:00
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erpOwnsPrice Kort BeskrivningThe conference “Media Education Futures” in Tampere, Finland 2014, highlighted participation, well-being and citizenship as current Nordic perspectives in media education, and discussed media and information literacies contributing to intercultural dialogue. The goal was to display and promote research in the field along with the practices of media education.
Research results presented at the conference indicated that the civic skills needed in information societies include critical awareness, which is the basis for understanding media societies. Critical thinking is also the basis for creativity and should be included in the teaching of coding, which has been done in several countries in new school curricula at the basic level. Moreover, broader cooperation among researchers with different cultural backgrounds, rather than traditional Europe-centred collaboration was echoed.
This publication reflects topics including critical awareness, technological citizenry, methodologies in studying young people in urban cities, and youth well-being in relations to media and information literacies. The publication covers articles from different parts of the world including, for example, China and India in Asia and Brazil in Latin America, as well as several European countries. It is divided into two sections – 1) Academic Articles and 2) Practical Papers and Case Studies – as reflections on the futures of media education.
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