Italian media educational situation and challenges for the next future

Rivoltella, Pier-Cesare

doi:10.3916/c28-2007-01

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…If we very briefly consider what happens in countries like Germany, France and Spain, we find that they coincide to a certain extent on some aspects, such as (Gómez Vaquero and García, 2002;Federici, Mamberto and Orlandini, 2003;Bevort, 2007;Gabelas, 2007;Rivoltella, 2007;Tulodziecki and Padeborn, 2007):…”

Section: Media Education In the Uk Education Systemmentioning

confidence: 93%

La Educación en Los Medios Y La Actividad Ciudadana

Durán¹,

Arbués²

2017

Rev. Panamericana de Pedagogía

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En la sociedad de la información y de la comunicación, la educación mediática es esencial. Parte del debate que la comunidad educativa mantiene sobre este tema se enmarca en torno a dos cuestiones: ¿por qué educar para el uso de las tecnologías de la información y de la comunicación?; ¿cómo y quién se encarga de este cometido? (Potter, 2010). En este trabajo, trataremos de profundizar en ellas, centrándonos en las políticas educativas adoptadas en diversos países europeos y en las recomendaciones de algunos organismos internacionales (Informe del Parlamento Europeo 2008/2129 (INI). Nuestro interés es contribuir, en alguna medida, a lograr una pedagogía mediática adecuada que favorezca el fomento de la competencia social y cívica y, en última instancia, los conocimientos y las habilidades de participación que conforman el saber ciudadano.

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Section: Media Education In the Uk Education Systemmentioning

confidence: 93%

La Educación en Los Medios Y La Actividad Ciudadana

Durán¹,

Arbués²

2017

Rev. Panamericana de Pedagogía

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“…Such skills and competencies are also taught in Italy, but not to the same extent as in Finland. Media education takes various forms depending on the school level, from a focus on non-verbal communication in primary school to an interest in education technology at the high school level (Rivoltella 2007). European consumers are thus exposed to significantly more media literacy education as part of their upbringing, when compared to their US counterparts.…”

Section: Theoretical and Practical Perspectivesmentioning

confidence: 99%

Attitudes and related perceptions about product placement: a comparison of Finland, Italy and the United States

Sabour

Pillai

Gistri

et al. 2015

International Journal of Advertising

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The primary goal of our study is to explore cross-national differences in attitudes and perceptions about product placements, after investigating measurement invariance. Our cross-national focus includes three countries that have not been compared previously: Finland, Italy and the USA, which differ significantly in terms of the evolution/maturity of product placement markets, regulatory structures and cultural contexts. Motivated by earlier studies, we investigate the cross-national measurement invariance of scales to measure four research constructs related to the product placement domain (attitude toward credibility of advertising, attitude toward advertising-in-general, attitude toward placement-in-general and attitude toward regulation of placements). Our research also extends earlier work focused on similar constructs from a cross-national perspective. Results from multi-group analyses using a structural equation modeling approach indicate important and statistically significant differences in latent means between the three countries for all four constructs of research interest. Substantive explanations of these differences and their implications for future practice and research are discussed.

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Resources for Media Literacy: Mediating the Research on Children and Media

Pereira¹,

Pinto²,

Pereira³

2012

Comunicar: Media Education Research Journal

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RESUMENMucho se ha investigado sobre la educación en medios, su importamcia y objetivos. Más allá de las directivas, resoluciones o recomendaciones, la investigación en esta área ha permitido profijndizar y solidificar sus fijndamentos, aJ tiempo que ha facilitado el reconocimiento de sus puntos más débiles u omisiones. Uno de los puntos críticos destacados por la formación y por el trabajo de investigación que se ha desarrollado en la Universidad de Miño (Portugal) durante los últimos 20 años, es la inexistencia de recursos y materíales que puedan utilizarse para la promoción de la educación en los medios de comunicación en diferentes contextos. De esta forma, independientemente de los recursos y materíaJes, se genera la importancia de la transferencia de conocimientos a la práctica, la trascendencia de la mediación del conocimiento producido a su público. Esta preocupación fue la base príncipal del proyecto titulado «Recursos para la alfabetización mediática» llevado a cabo en el Centro de Estudios de Comunicación y Sociedad y financiado por Evens Foundation (Bélgica). Este trabajo presenta sucintamente los procesos de creación y los resultados generados por estos recursos, centrados en tres medios: televisión, videojuegos e Internet y redes sociales. ABSTRACTMuch has been saJd and wrítten about media education, its relevance and goals. Beyond directives, resolutions or recommendations, research in this area has deepened the foundations of media education but has also emphasized its weak points or faults. One of these críticaJ points noted in the training and research work developed at the University of Minho, Portugal, in the last 20 years is the non-existence of resources and materíals that could be used to promote media education in different contexts. But this is not just about the availability of materíals, it concerns the importance of putting knowledge into practice and of mediating the knowledge produced with the appropríate audience. This concern was the basis of the 'Media Education in Booklets' project carríed out by the Society and Communication Research Centre amd funded by the Evens Foundation, Belgium. This paper presents the resources produced by this project in the form of three booklets: the first deals with the mediation of TV at school and at home; the second descríbes videogames, ways of playing, benefits, dangers, creativity and interculturality; the third is about the Internet and social networks, and the new forms of relationships and communication that these allow.

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Italian media educational situation and challenges for the next future

Cited by 4 publications

References 1 publication

La Educación en Los Medios Y La Actividad Ciudadana

La Educación en Los Medios Y La Actividad Ciudadana

Attitudes and related perceptions about product placement: a comparison of Finland, Italy and the United States

Resources for Media Literacy: Mediating the Research on Children and Media

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