Media Literacy in I taly

Abstract

In Italy, the media literacy (ML) movement has a long grassroots tradition. Main actors are from civil society (academics, associations, church communities, teachers, media professionals, educators), with some growing support from local and national institutions. While digital literacy has stably entered the school system through funds, projects, and teaching resources aimed at improving students' digital skills, only recently has a more sociocultural view of digital technologies developed, thanks also to the National Plan for Digital School issued by the Ministry of Education in 2015. For the future, more commitment to developing the following three important directions is needed: conducting evaluative research on ML in order to have more evidence‐based knowledge of its impact on educational contexts, both formal and nonformal; enhancing training and producing quality resources for teachers and educators alike; fostering more coordination and networking among the various stakeholders involved in the field.

Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel

“…In this sense, the literature already abounds in studies of the difference between the relationships that young subjects have with technology in their personal and academic spheres [26,27]. Some literature is also appearing on the differences that arise when learning is formal or informal [2,28]. However, it is necessary to define minimally what we mean by digital competence and what is different about this transliteracy.…”

“…In 2015 the Italian education system launched the Piano Nazionale Scuola Digitale (hereinafter PNSD), in step with many other initiatives throughout the Western world, with the aim of ensuring "the development of digital skills of students, with particular attention to computational thinking, the critical and conscientious use of social networks and media as well as production and links with the world of work", as stated in Law 107/2015. With this, the PNSD aimed to concretize the conceptual frameworks of digital competences and literacies that the educational system must assume [1], and thus, the Italian school marked a forceful change from previous times and formulated a marked shift toward the integration of Information and Communication Technologies (ICT) in the educational practice [2] in a comprehensive and transversal way, so that it impacts on all learning processes and at all educational levels. The change is harmonious with what is happening throughout Europe and seeks to concretize the European Recommendation of 23 May 2018 on lifelong learning and the DigComp reference framework.…”

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

“…Media is no longer considered only as a tool for teaching and learning but, more broadly, as part of the social and cultural environment of children. Given the lack of a specific discipline dedicated to media literacy, teachers and schools need to develop interdisciplinary projects (Cappello, 2019).…”

“…Based on research on blended learning (Bryan & Volchenkova, 2016;Chan, 2019;Chou & Chou, 2011;Rasheed et al, 2020;Ustun & Tracey, 2020;Yuen, 2011) researchers recognize developing media literacy education importance (Cappello, 2019;de Abreu, 2010;Kupiainen, 2019;Livingstone, 2013) as a web-based learning tool / instrument (Briquet-Duhazé, 2019;Crawford, 2017;Kennedy et al, 2017;Sabirova et al, 2019) which answers the challenges of 21st century learning as a complement to learning online which is an important fill for digital native children. To Fill the research problem gap, the research aims to find out the teacher's perspective on media literacy education as an empowering instrument for blended learning websites in early-childhood classes.…”