On 16 December 2008 European Parliament in Strasbourg passed a resolution on "media literacy in the digital " describing it as "... the ability to use individual various media, to understand and evaluate on an informed basis the various aspects of media and media content and communicate in heterogeneous environments and to produce and distribute media content ... "(General, Item 8) The resolution comes as
result of previous debates, resolutions, declarations and recommendations the new context of society and communication, and new skills necessary to confront and cross-cultural roles of the media as key to understanding the world and the active and democratic participation of European citizens. In this regard, it promotes media literacy to all EU citizens by proposing that 'media literacy 1) provides information on issues related to copyright, the importance of respecting intellectual property rights, data security and respect for privacy, 2) establish an approach that involves all the media (new and classic), and 3) to be promoted by different institutions and in particular local authorities such as libraries, adult education centers, civic centers and cultural media, schools and vocational training and further media information for citizens.
In this way, media education is defined as a fundamental component of education policy aimed at developing an active and conscious behavior on the part of citizens in rights and duties.
To achieve these objectives, the provision calls on the European policy of facilitating access to information technologies primarily by reducing the Digital Divide, and between the Member States and between urban and rural areas, through the development of the "informational and communicational and putting a disposizione l’accesso alla banda larga come servizio pubblico di base.
Infine il Parlamento Europeo si impegna a promuovere la media education come la nona competenza chiave nell’ European Reference Framework for Life Long Learning , ovvero come competenza necessaria per lo sviluppo personale, la promozione della cittadinanza attiva e l’inserimento sociale e lavorativo dei cittadini comunitari.
In merito a ciò è apprezzabile la importanza attribuita alla formazione degli adulti e in particolare alla educazione dei genitori sottolineando la loro funzione insostituibile nel formare le abitudini dei figli nell'uso dei media .
Come già rilevato da diverse ricerche, i più giovani sono now a "liberated generation" problem that is reinforced by two very specific situations: a) the so-called bedroom culture, which promotes use primarily in solitude, from the boys, of different technological equipment in their possession; b) lack of family mediation when surfing the internet.
The rule confirms that media education should be part of formal education and, therefore, recommends that "... as much as possible oriented and practices that are associated with the economic, political, literary, social, artistic and computer and suggests that the solution lies in creating a discipline "media literacy" and an interdisciplinary approach combined with extracurricular projects ... "(General, paragraph 20).
Finally, the resolution suggests that "... in the training of teachers [...] compulsory modules are integrated in educational media in order to achieve intensive training, and calls on the competent national authorities to provide teachers [...] the use of tools audiovisual teaching to solve the problems of media education "(General, paragraph 25).
However, it is necessary, in my view, shed light on three issues that the local education community must take into account.
First you need to discuss sul tipo di approccio sulla quale si svolgerà l’educazione ai media, mettendo in discussione diversi modelli pedagogici, sociali e culturali.
Un secondo punto riguarda il problema dell’integrazione della media education al curriculum scolastico. è importate fare attenzione sul fatto che nella creazione di questa disciplina non si rischi di «…scolasticizzare la materia facendole perdere la propria valenza educativa e trasformandola in una materia da specialisti. …» (P. Ardizzone, P.C, Rivoltella. Media e Tecnologia per la didattica, Vita e Pensiero, Milano, 2008)
La formazione degli insegnanti deve essere una “formazione alla cultura dei media” e alla "pedagogia dei media" e promuovere the development of multimedia skills.
result of previous debates, resolutions, declarations and recommendations the new context of society and communication, and new skills necessary to confront and cross-cultural roles of the media as key to understanding the world and the active and democratic participation of European citizens. In this regard, it promotes media literacy to all EU citizens by proposing that 'media literacy 1) provides information on issues related to copyright, the importance of respecting intellectual property rights, data security and respect for privacy, 2) establish an approach that involves all the media (new and classic), and 3) to be promoted by different institutions and in particular local authorities such as libraries, adult education centers, civic centers and cultural media, schools and vocational training and further media information for citizens.
In this way, media education is defined as a fundamental component of education policy aimed at developing an active and conscious behavior on the part of citizens in rights and duties.
To achieve these objectives, the provision calls on the European policy of facilitating access to information technologies primarily by reducing the Digital Divide, and between the Member States and between urban and rural areas, through the development of the "informational and communicational and putting a disposizione l’accesso alla banda larga come servizio pubblico di base.
Infine il Parlamento Europeo si impegna a promuovere la media education come la nona competenza chiave nell’ European Reference Framework for Life Long Learning , ovvero come competenza necessaria per lo sviluppo personale, la promozione della cittadinanza attiva e l’inserimento sociale e lavorativo dei cittadini comunitari.
In merito a ciò è apprezzabile la importanza attribuita alla formazione degli adulti e in particolare alla educazione dei genitori sottolineando la loro funzione insostituibile nel formare le abitudini dei figli nell'uso dei media .
Come già rilevato da diverse ricerche, i più giovani sono now a "liberated generation" problem that is reinforced by two very specific situations: a) the so-called bedroom culture, which promotes use primarily in solitude, from the boys, of different technological equipment in their possession; b) lack of family mediation when surfing the internet.
The rule confirms that media education should be part of formal education and, therefore, recommends that "... as much as possible oriented and practices that are associated with the economic, political, literary, social, artistic and computer and suggests that the solution lies in creating a discipline "media literacy" and an interdisciplinary approach combined with extracurricular projects ... "(General, paragraph 20).
Finally, the resolution suggests that "... in the training of teachers [...] compulsory modules are integrated in educational media in order to achieve intensive training, and calls on the competent national authorities to provide teachers [...] the use of tools audiovisual teaching to solve the problems of media education "(General, paragraph 25).
However, it is necessary, in my view, shed light on three issues that the local education community must take into account.
First you need to discuss sul tipo di approccio sulla quale si svolgerà l’educazione ai media, mettendo in discussione diversi modelli pedagogici, sociali e culturali.
Un secondo punto riguarda il problema dell’integrazione della media education al curriculum scolastico. è importate fare attenzione sul fatto che nella creazione di questa disciplina non si rischi di «…scolasticizzare la materia facendole perdere la propria valenza educativa e trasformandola in una materia da specialisti. …» (P. Ardizzone, P.C, Rivoltella. Media e Tecnologia per la didattica, Vita e Pensiero, Milano, 2008)
La formazione degli insegnanti deve essere una “formazione alla cultura dei media” e alla "pedagogia dei media" e promuovere the development of multimedia skills.
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