Journalism Research & Education section from IAMCR’s program Conference June 26, 2013 The Journalism Research & Education section from IAMCR principal task is to promote the conduct and dissemination of research into all facets of journalism and journalism education. This ranges from journalism theories to journalism practice as it shapes and is shaped by emerging […]
Resources
Mobiles for Literacy (Mobile Learning Week 2013 Presentations)
UNESCO second annual Mobile Learning Week (MLW 2013), which took place at UNESCO Headquarters from 18 to 22 February 2013. MLW endeavored to engage specific questions tied to the Education for All goals such as how mobile technologies can support literacy development, teachers and their professional development and gender equality in education. These questions were […]
Youth’s Usage of Leisure Time with Video Games and Social Networks
The aim of this article is to understand the behaviour of Secondary Education students during their leisure time when using some different virtual spaces. We report a study carried out in a Community Centre offering training and leisure services for youngsters. Due to the large number of technological activities offered, this study paves the way […]
The «i-Generation» and its Interaction in Social Networks. An Analysis of Coca-Cola on Tuenti
Teenagers and young adults are increasingly using social networks as a means to interact and participate in constructing a multiple speech. Companies take direct options with followers in networks and use these virtual structures to approach their target. The purpose of this paper is to study, using empirical and observational methodology, how to build «Coca-Cola» […]
Interactive Youth and Civic Cultures: The Educational, Mediatic and Political Meaning of the 15M
This contribution is justified by the necessity of analyzing the participative content that the interactive youth transmitted in the use of ICTs and social networks in the origin of the social movement of the Spanish Revolution. Our objectives have been focused on proving how young people feel, live and experience the democratic citizenship by means […]
Everyday Racism and «My Tram Experience»: Emotion, Civic Performance and Learning on YouTube
Does the public expression and performance of shock, distress, anger, frustration and ideological disapproval of particular sorts of politics constitute a form of collective political expression from which individuals can learn about being citizens? When it comes to the expression of feelings of racial and other types of prejudice, has political correctness led to a […]
Expanding Community: Youth, Social Networking and Schools
This study examined the construct of community and its development in online spaces through a qualitative analysis of middle school students’ participation in a private social network. Drawing on notions of community inspired by philosopher Jean-Luc Nancy, we found that students, despite not knowing one another previously, were willing both to encounter and come to […]
Learning Lives Connected: Digital Youth across School and Community Spaces
Whereas most studies of learning explore intra-institutional experiences, our interest is to track individual learning trajectories across domains. Research on young people’s use of different media outside schools shows how practices of using digital media are different from practices in schools in both form and content. The major challenge today, however, is to find ways […]
Young People and Social Networks: Motivations and Preferred Uses
This article presents the results of a study on the use of social networks among young Andalusians. The main objectives are to know the uses of social networks, their frequency and the motives behind their use. A questionnaire was used to collect the data. The sample includes 1487 adolescents in Andalusia. The results show that […]
New Media as a Tool for Civic Learning
Service-Learning, a popular approach to citizenship education in the US, provides youth with opportunities to define and address public needs while reflecting on the knowledge, skills, and relationships needed to do such work. This approach assumes education for democratic citizenship must help youth understand themselves as part of a larger community, increase their sense of […]
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