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New digital communication technologies offer great promise as tools, platforms and spaces for the cultivation of empowering, liberatory educational practices as well as for the development and circulation of diverse and counter-hegemonic perspectives. These same technologies have provoked a terrific amount of confusion and contestation in education settings. On the surface, the emergence and adoption of new communication technologies in education present unique and potentially transformative challenges and opportunities to educators that allow us to either carry on as usual or to creatively rethink educations practices and purposes. The challenges have ranged from scrambling to adapt technologies to classroom purposes, to providing pre-service and in-service professional development to teachers, and to deciding what is worth knowing and teaching and what can be left to chance. Early adopters put the focus on technical proficiency (ICT literacy) and prevention of harm (cyberbullying, in particular), which further mystified the new tools as belonging to a realm that required technical mastery and extreme caution. This, in turn, caused the tools to remain in the control of local experts and techno-pros, often those whose biography involved considerable hobbyist interest in communications technologies. As the work with new digital technologies has mainstreamed into the heart of diverse cultures of teaching and learning, it has been picked up piecemeal and still luck-of-the-draw: the notion being that good teaching and learning with the new tools still tends to rely on an inspired teacher, a thoughtful program launched locally or internationally, or a technology or platform that draws interest in a particular space and time. At the same time, production-oriented pedagogies in contemporary participatory media 2.0 offer emancipatory opportunities to provide individuals and communities the tools to speak with and back to power through alternative and social media forms. Democracy requires a functioning, critically-engaged and literate populace, one that can participate, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the immersive ubiquity of new communications technologies and their prolific consumption, inter- play and use by students and citizens of all ages today. Thus, the focus of this book is to develop frameworks that locate the new digital literacies and technologies in relation to education and democracy, and, particularly, education for democracy. The theoretical core of this volume crosses the fences between Media Studies and Education, both of which cover interdisciplinary and epistemologically diverse spaces and traditions. Media Studies examines a range of issues, concerns, methods, and concepts related to the history, political economy, production, textual properties, reception, influence, and impact of old and new media. The role of education within the broad formal and informal senses is fundamental in relation to frameworks of media and digital literacies
that support both how we teach and learn about the media and how we produce and disseminate it. Moreover, formal education can play an important role in preparing students as citizens and potentially activists to engage with communication technologies in a critical way. Thus, this book aims to bring together, in a critical manner, the media, education and democracy, and offers educators, students, researchers, scholars, and others in the media, the government, the non- governmental and other sectors an interwoven and dynamic collection of texts that present both a scholarly and practical resource that will fill the gap in the literature related to the salience of the media as a force for building a more vibrant, inclusive, participatory and counter-hegemonic democracy.
- : https://milunesco.unaoc.org/wp-content/uploads/MediaLit2pointzero-PRC-MH-PRC1.pdf
- : editors: Michael Hoechsmann, Paul R. Carr & Gina Thésée
- : Sense Publishers