The European Charter for Media Literacy
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Media Literacy, Communication, Culture and Film
What is the role of Media Literacy within the environment of Communication, Media, Cultural and Film Studies?
Author : vreia | 01/10/2007 11:49
Author : vreia | 01/10/2007 11:49
At the University of Algarve, in Faro, Portugal, the students of Communication Sciences, Media, Cultural and Film Studies will start today and will try to develop during this winter term an open discussion on the different cultural implications that the daily appropriations of media and multimediatic languages may have, from a Media Literacy point of view.
Major parts of this discussion may be followed at the forum of the European Charter for Media Literacy within the discussions' topic about «Media Literacy, Communication, Culture and Film». The participation is open to any signatory or visitor of the Charter.
VÃtor Reia-Baptista
(Prof. of Communication, Media, Cultural and Film Studies
at the University of Algarve in Faro, Portugal)
Author : vreia | 01/10/2007 11:59
Major parts of this discussion may be followed at the forum of the European Charter for Media Literacy within the discussions' topic about «Media Literacy, Communication, Culture and Film». The participation is open to any signatory or visitor of the Charter.
VÃtor Reia-Baptista
(Prof. of Communication, Media, Cultural and Film Studies
at the University of Algarve in Faro, Portugal)
Author : vreia | 01/10/2007 11:59
I am one of the students that Prof. Vitor Reia refers on the background of thsi topic, and since that i'm studying Media Sciences.
In my personal opinion, and after i just read the Charter, it is slightly abstract according the aims and goals proposed. Of course they are aiming at the same target, but however within that same target we can specialize our action in developing and increasing the knowledge about Media Literacy, chosing and filtering the information according the target. Therefore the information would be more objective and technical for students and teachers, and more easy and commun (within the topic)for general population. For example, to journalists and media personnel, technical data would be more necessary in order to improve their development on their jobs.
Author : ricardodores | 17/10/2007 01:07
In my personal opinion, and after i just read the Charter, it is slightly abstract according the aims and goals proposed. Of course they are aiming at the same target, but however within that same target we can specialize our action in developing and increasing the knowledge about Media Literacy, chosing and filtering the information according the target. Therefore the information would be more objective and technical for students and teachers, and more easy and commun (within the topic)for general population. For example, to journalists and media personnel, technical data would be more necessary in order to improve their development on their jobs.
Author : ricardodores | 17/10/2007 01:07
We are a group of (3ª) Communication Sciences at the University of Algarve.
Before we show our opinion according to the charter, we want to talk a
little about the Media Literacy. In our opinion, we think that this
discipline is very important, because it means a learning of media in
general. It's an education to the media, we think. The role of media
literacy, as we said before is an education to the media, is an help to work
more and through the best way to the comprehension of media. In our course,
we think that media literacy has an important role and will help us in our
futures.
According to the charter, and after the read of the same, our idea of the
charter is too general. We think that should be more specific, it means
define more specifically the ideas proposed in that.
Grupo 4
PatrÃcia Henrique, Sara Dimas, Pedro Farinha, Djamilia Barbosa
Author : Grupo4 | 21/10/2007 03:23
Before we show our opinion according to the charter, we want to talk a
little about the Media Literacy. In our opinion, we think that this
discipline is very important, because it means a learning of media in
general. It's an education to the media, we think. The role of media
literacy, as we said before is an education to the media, is an help to work
more and through the best way to the comprehension of media. In our course,
we think that media literacy has an important role and will help us in our
futures.
According to the charter, and after the read of the same, our idea of the
charter is too general. We think that should be more specific, it means
define more specifically the ideas proposed in that.
Grupo 4
PatrÃcia Henrique, Sara Dimas, Pedro Farinha, Djamilia Barbosa
Author : Grupo4 | 21/10/2007 03:23
A análise feita pelo grupo nº1 incidiu sobre a revista "Guitarra Total". Trata-se de uma revista musical acerca do mundo das guitarras, pelo que o seu público é muito especÃfico: todos aqueles que se interessam pelo universo da sonoridade das seis cordas musicais. É uma revista bastante divesificada e com ofertas lúdicas e informativas para os seus leitores. Tem uma linguagem bastante técnica mas peca no que diz respeito à sua estrutura, sendo esta um tanto confusa.
Grupo nº 4
Ana Uva
Angelina Jonsson
Isa Barros
Joana Junça
Soraia Abel
Author : AnaUva | 23/10/2007 21:36
Grupo nº 4
Ana Uva
Angelina Jonsson
Isa Barros
Joana Junça
Soraia Abel
Author : AnaUva | 23/10/2007 21:36
Corrigo:
Grupo nº 1
Ana Uva
Angelina Jonsson
Isa Barros
Joana Junça
Soraia Abel
Author : AnaUva | 23/10/2007 21:37
Grupo nº 1
Ana Uva
Angelina Jonsson
Isa Barros
Joana Junça
Soraia Abel
Author : AnaUva | 23/10/2007 21:37
We are also students that Prof. Vitor Reia and we have our opinion about this question.Means of Communication are one of the most important elements that rule our society,it is our duty as citizens to have the right perception of these means and therefore understand the message being transmitted. However, as critics we are expected to analyse the information objectively and be able to select it. Media literacy is without a doubt an essential exercise in order to have an authentic understanding of the environment that surrounds us, this is why the European Charter is so important. This Charter aims to facilitate the integration and the communication of different societies, this therefore provides better intereaction of the societies.
Grupo5
Emilie Cavaco; Susana Guerreiro; Tânia Minhalma; VirgÃnia Inácio
Author : Grupo5 | 23/10/2007 22:45
Grupo5
Emilie Cavaco; Susana Guerreiro; Tânia Minhalma; VirgÃnia Inácio
Author : Grupo5 | 23/10/2007 22:45
We are students of the 3º Grade in Communication Sciences, ESE, at the University of Algarve, Portugal.
In our opinion Media Literacy is a discipline that can help us to select the right information, to separate the real fonts, to communicate ideas, to decode correctly the messages, and to learn how to use all the information about the media.
The charter take us to assume a commitment that aims a better development about this study and help us to get to the real meaning of Media Literacy.
Grupo nº6
Ana Palma (30985)
Carla Candeias (30105)
Catarina Rosa (30108)
Márcio Gonçalves (30114)
Author : Grupo6 | 24/10/2007 18:38
In our opinion Media Literacy is a discipline that can help us to select the right information, to separate the real fonts, to communicate ideas, to decode correctly the messages, and to learn how to use all the information about the media.
The charter take us to assume a commitment that aims a better development about this study and help us to get to the real meaning of Media Literacy.
Grupo nº6
Ana Palma (30985)
Carla Candeias (30105)
Catarina Rosa (30108)
Márcio Gonçalves (30114)
Author : Grupo6 | 24/10/2007 18:38
Media Literacy is extremely necessary in the communication era. Is not only importante to know how to read, is also important understand the messages of in any kind of support.
Media Literacy helps people to become infoincluded end, like says in the Charter, "Gain access to, and make informed choices about, a wide range of media forms and content from different cultural and institutional sources", and if we understand we can make faire judgments in politics, economy,philosophy, etc....
Helps us to be better persons, better citizens, better educators. The opposite is not to have critical spirit about the world and is to reamain as ignorant... and ignorance is dangerous.
information is power.... but if we don't understand we are not informed.
Marina Barbosa (14234
Author : MB | 24/10/2007 23:48
Media Literacy helps people to become infoincluded end, like says in the Charter, "Gain access to, and make informed choices about, a wide range of media forms and content from different cultural and institutional sources", and if we understand we can make faire judgments in politics, economy,philosophy, etc....
Helps us to be better persons, better citizens, better educators. The opposite is not to have critical spirit about the world and is to reamain as ignorant... and ignorance is dangerous.
information is power.... but if we don't understand we are not informed.
Marina Barbosa (14234
Author : MB | 24/10/2007 23:48
In an age where the rush of technology connected to the communication are almost beyond the human reach, we need now, more than ever, ways to explain, and therefore educate, the common citizen, a pedagogy of media, not in a simplistic way (how to understand words and images) but also to increase the critical participation in the contents that are constantly being created at those technological supports. The participation at the discussions through the new technology tools are the open road to get to better places and to obtain citizens who can, in a enlightned way, achieve new and better societies. So, is fundamental, in my opinion, that the literacy of media, must be reached through the increase of the participation of the common citizen on this new ways of expressing themselves. The best way to learn is doing!
Author : Grupo3 | 27/10/2007 18:44
Author : Grupo3 | 27/10/2007 18:44
Media Literacy is assuming a very important role in the lives of every citizen of this contemporary world of information.
Its essential intend is to enlarge consciousness of how the information is released by the Media (in all forms) or, in other words, to facilitate ones capacity to filter and have perception of how personal and cultural choices can be manipulated by the Media.
Education is essential to understand and evaluate media messages witch are in many ways unrestricted and with lack of objectiveness. The importance of promoting ones 'self thinking' and 'self analysis' is vital for democracy. If this kind of media education is accessible to everyone it will increase creativity, build new pillars of awareness and create citizens with perception in this new era of communication.
Angelina Jönsson
Author : Angelina (UALG) | 28/10/2007 20:28
Its essential intend is to enlarge consciousness of how the information is released by the Media (in all forms) or, in other words, to facilitate ones capacity to filter and have perception of how personal and cultural choices can be manipulated by the Media.
Education is essential to understand and evaluate media messages witch are in many ways unrestricted and with lack of objectiveness. The importance of promoting ones 'self thinking' and 'self analysis' is vital for democracy. If this kind of media education is accessible to everyone it will increase creativity, build new pillars of awareness and create citizens with perception in this new era of communication.
Angelina Jönsson
Author : Angelina (UALG) | 28/10/2007 20:28
In my personal opinion, Media Literacy intends to help European citizens to develop their ability to produce knowledge, to interpret, understand and criticise about purposes and objectives of communication processes.
Media Education is very important because it allows the expansion of the acess to the information, globalizing society and their groups.
As told in the Charter, the wish is that people are able to encounter new ways of mediatic communication, and integrate actively in them.
This Charter is an enticement proposal that aims to be more flexible and include languages that allows people to act on a multimedia environment.
Isa Barros
Author : isabarros | 29/10/2007 00:10
Media Education is very important because it allows the expansion of the acess to the information, globalizing society and their groups.
As told in the Charter, the wish is that people are able to encounter new ways of mediatic communication, and integrate actively in them.
This Charter is an enticement proposal that aims to be more flexible and include languages that allows people to act on a multimedia environment.
Isa Barros
Author : isabarros | 29/10/2007 00:10
In our own personnal opinion, media literacy is becoming,every day more important and fundamental for a better understandement of the world, and of all the information that's circules around us. Of course, one must have a minimum knowledge of what communcation itself is and represents in our current society. It is also very important to be able to understand the real message inside the information that we might receive. In this point, media literacy can be very usefull to help us, media students that have the duty to be able to comunicate correctly, to better understand and recomunicate what we receive.
In today's world, where all sort of messages and wrong information reach us, we must keep an eye open, in order to not be mislead to mistakes, that can be, very often, harmfull for ourselves in particular, and to the sciety in general.
By learning this subject in university, we hope that we can reach this very important capability of having a better understament of the world, and of what makes it spin. :D
Group 7 - Ciências da Comunicação
Tiago Rato
Pedro Guerreiro
Filipa Maria
Tiago Sacramento
Author : Grupo 7 | 30/10/2007 12:39
In today's world, where all sort of messages and wrong information reach us, we must keep an eye open, in order to not be mislead to mistakes, that can be, very often, harmfull for ourselves in particular, and to the sciety in general.
By learning this subject in university, we hope that we can reach this very important capability of having a better understament of the world, and of what makes it spin. :D
Group 7 - Ciências da Comunicação
Tiago Rato
Pedro Guerreiro
Filipa Maria
Tiago Sacramento
Author : Grupo 7 | 30/10/2007 12:39
'La alfabetización en médios significa la capacidad de acceder, analizar y avaliar el poder de las imágenes, sonidos y mensajes que nos llegan diariamente'. ¿Será una capacidad? Esas imágenes, sonidos y mensajes llegan hasta nosotros en diferentes maneras, como por ejemplo, cinema/pelÃcula. Nuestra interrogación puede ser irónica, pero al mismo tiempo estamos a ser realistas en lo que respecta a la alfabetización en médios en Portugal, nominadamente en lo que toca al medio de comunicación mas visto – televisión. Cuando hablamos en televisión la palabra alfabetización gana mas un – nal, esto es, empezamos al instante hablar de analfabetización. Este se debe a los elevados talks shows que pasan diariamente en nuestras televisiones y que se mantienen y aumentan dÃa después dÃa debido a las grandes adherencias a este género de programas. Serán los portugueses analfabetos en lo que toca a los médios?
Con estas interrogaciones estamos enseñando que la alfabetización en médios en lo que toca a las áreas del tópico (comunicación, cultura y pelÃcula) funciona como una forma de educación para los media (como dicen los franceses) de manera a existir un mayor filtraje de contenidos (imágenes, sonidos y mensajes) por parte de todos nosotros. AsÃ, conseguimos filtrar las informaciones necesarias de las convenciones de los comunicadores/periodistas.
Universidad del Algarve - Portugal
3º Periodismo (Ciências da Comunicação)
Alunnos de Alfabetización en Médios,
Prof. VÃtor-Reia
Grupo 4
Pedro Farinha, Sara Dimas, Patricia Henrique e Djamila Barbosa
Author : Grupo4 | 06/11/2007 01:34
Con estas interrogaciones estamos enseñando que la alfabetización en médios en lo que toca a las áreas del tópico (comunicación, cultura y pelÃcula) funciona como una forma de educación para los media (como dicen los franceses) de manera a existir un mayor filtraje de contenidos (imágenes, sonidos y mensajes) por parte de todos nosotros. AsÃ, conseguimos filtrar las informaciones necesarias de las convenciones de los comunicadores/periodistas.
Universidad del Algarve - Portugal
3º Periodismo (Ciências da Comunicação)
Alunnos de Alfabetización en Médios,
Prof. VÃtor-Reia
Grupo 4
Pedro Farinha, Sara Dimas, Patricia Henrique e Djamila Barbosa
Author : Grupo4 | 06/11/2007 01:34
We are a group of students of the University of Algarve (Portugal), third year of Media Studies, and we have the media literacy course in witch Vitor Reia is the professor.
To begin with, we would like to share what we understand when Media Literacy is at discussion: during this first scholar semester and with the development of the academic assignments, we can now clearly look at our country and question our selves about the situation of the literacy of our media.
First of all, we can not forget the basic rules, to have literacy it the media, it's necessary to have literacy within our education to fulfil our role as citizens. It's impossible to ignore how our media may have played a crucial role in Portugal's poor development, comparing us to other progressive European countries. Can we, in a matter of fact, Portuguese citizens call our selves literate citizens?
Maybe we are being slightly confusing, but above all it imperative to know that literacy is an individual right, that propels the exercise of citizenship as well as the development of a society within the parameters of understanding, criticising, interpreting, and knowledge building. Has Portugal a general public with this awareness?
It's in this unspecific panorama that we can include the literacy of our media. Are the Portuguese media sufficient for a growing population like our own? And concerning this population, how can they contribute for a gradual enlightening and alphabetization of our citizens?
These are questions to witch the answers are hard to give, that's why we instigate them here so they can be given thought, primarily in the aspects of the reality of our country.
Group 1
Ana Uva
Angelina Jönsson
Joana Junça
Author : Angelina (UALG) | 08/11/2007 01:51
To begin with, we would like to share what we understand when Media Literacy is at discussion: during this first scholar semester and with the development of the academic assignments, we can now clearly look at our country and question our selves about the situation of the literacy of our media.
First of all, we can not forget the basic rules, to have literacy it the media, it's necessary to have literacy within our education to fulfil our role as citizens. It's impossible to ignore how our media may have played a crucial role in Portugal's poor development, comparing us to other progressive European countries. Can we, in a matter of fact, Portuguese citizens call our selves literate citizens?
Maybe we are being slightly confusing, but above all it imperative to know that literacy is an individual right, that propels the exercise of citizenship as well as the development of a society within the parameters of understanding, criticising, interpreting, and knowledge building. Has Portugal a general public with this awareness?
It's in this unspecific panorama that we can include the literacy of our media. Are the Portuguese media sufficient for a growing population like our own? And concerning this population, how can they contribute for a gradual enlightening and alphabetization of our citizens?
These are questions to witch the answers are hard to give, that's why we instigate them here so they can be given thought, primarily in the aspects of the reality of our country.
Group 1
Ana Uva
Angelina Jönsson
Joana Junça
Author : Angelina (UALG) | 08/11/2007 01:51
I am a foreign student of Communication Sciences attending the Media literacy course at UALG.
The main problem that our course is focused on, is the importance of knowledge about the media environment. Media literacy is helping to understand the media messages and to develope an ability of reading and also creating media products. Studies of the media content,language and effects play the educational role in the social sphere also.
If we can recognize the meaning and the various aspects of the communication, media, cultural or film products, we become a different humans. More experienced by the new perspectives of perception.
Author : barbora | 18/11/2007 13:17
The main problem that our course is focused on, is the importance of knowledge about the media environment. Media literacy is helping to understand the media messages and to develope an ability of reading and also creating media products. Studies of the media content,language and effects play the educational role in the social sphere also.
If we can recognize the meaning and the various aspects of the communication, media, cultural or film products, we become a different humans. More experienced by the new perspectives of perception.
Author : barbora | 18/11/2007 13:17
From all that was commented in our classes with Professor Vitor Reia-Baptista e Ignácio Aguaded, one word comes immediately and frequently to my mind, regarding questions connected with media literacy: RESPONSIBILITY.
We could question the responsibility of Governments, especially their policies on media regulation and education, and they have a high level of responsibility, since they try to control both the media (in order to gain a space among possible supporters in elections and, also, to implement - even if it's in a subtle, almost invisible way - a marketing/image strategy to prevent the damages caused by possible crises or social/economical conflicts) and the school systems (trough the definition of studies' programmes/themes, that include what is more 'reasonable' in terms of their vision for the future society);
We could question, as well, the responsibility of parents/families. Frequently they are pointed as being negligent, not able of fulfilling their roles and their duties to protect, guide and socialise their young members;
We could question the responsibility of schools and teachers. Their aim is still to teach and provide students with tools to decode the world/reality and to better understand it, but it seams their efforts are not being completely successful or their methods are failing;
Furthermore, we could question the media itself, as the main producers of contents/messages of our times, messages so often destitute of elements regarded as having a positive pedagogical interest. Their objectives are centred in the economical advantages of a global communication market, full of lobbies and 'parties', and not at all concerned with each individual.
But the main question we have to deal with, in my opinion, is with our own vision of the world, distorted by what is defined in the Council of Europe Pan-European Forum on Human Rights in the Information Society Report (2006:3-4) as «outdated patterns». We urgently need to change our vision of all the mechanisms that contribute to form individuals and assume this is a different society, a different world that demands new forms of taking action and make it suitable to our values and patterns, both in terms of knowledge and ethics. Investigators have a determinant part in this, since they should, they MUST be the first social group to be aware of that need and to find ways to make it a reality, the first to actually become capable of full media literacy. And this leads us back to… RESPONSIBILITY!... As future investigators it's in our hands to start helping in this task and why not starting by signing the Chart?!... I've already done it ;-)!...
Author : cristina | 24/11/2007 11:04
We could question the responsibility of Governments, especially their policies on media regulation and education, and they have a high level of responsibility, since they try to control both the media (in order to gain a space among possible supporters in elections and, also, to implement - even if it's in a subtle, almost invisible way - a marketing/image strategy to prevent the damages caused by possible crises or social/economical conflicts) and the school systems (trough the definition of studies' programmes/themes, that include what is more 'reasonable' in terms of their vision for the future society);
We could question, as well, the responsibility of parents/families. Frequently they are pointed as being negligent, not able of fulfilling their roles and their duties to protect, guide and socialise their young members;
We could question the responsibility of schools and teachers. Their aim is still to teach and provide students with tools to decode the world/reality and to better understand it, but it seams their efforts are not being completely successful or their methods are failing;
Furthermore, we could question the media itself, as the main producers of contents/messages of our times, messages so often destitute of elements regarded as having a positive pedagogical interest. Their objectives are centred in the economical advantages of a global communication market, full of lobbies and 'parties', and not at all concerned with each individual.
But the main question we have to deal with, in my opinion, is with our own vision of the world, distorted by what is defined in the Council of Europe Pan-European Forum on Human Rights in the Information Society Report (2006:3-4) as «outdated patterns». We urgently need to change our vision of all the mechanisms that contribute to form individuals and assume this is a different society, a different world that demands new forms of taking action and make it suitable to our values and patterns, both in terms of knowledge and ethics. Investigators have a determinant part in this, since they should, they MUST be the first social group to be aware of that need and to find ways to make it a reality, the first to actually become capable of full media literacy. And this leads us back to… RESPONSIBILITY!... As future investigators it's in our hands to start helping in this task and why not starting by signing the Chart?!... I've already done it ;-)!...
Author : cristina | 24/11/2007 11:04
Pédagogie de la Communication ou Éducation aux Medias ?
Bonjour,
Je voudrais questionner le forum sur la terminologie utilisée par les divers investigateurs.
Par exemple, Monsieur Reia-Baptista, dans son article « Problemas de Comunicação Global na Pedagogia da Comunicação»(1) s'appuie dans l'ouvre de Paulo Freire, pour légitimer l'utilisation scientifique de l'expression «Pédagogie de la Communication».
Dans le sens contraire, Monsieur Rivoltella, dans son article «Realidad y desafÃos de la educación en medios en Italia»(2) affirme que, traditionnellement la Pédagogie n'a reconnu jamais une autonomie à l'éducation aux medias, la transformant en simples instruments support de l'enseignement. Plus en avant continue référant que les Congrès «Oltre il giardino»(1989) et celui organisé par Agata Piromallo Gambardella et collaborateurs à l'Université «Sudor Orsola Benincasa»(1999) ont été réalisés dans le but de possibiliter une rencontre entre investigateurs en éducation et en communication pour vérifier l'hypothèse d'une transversalité disciplinaire créant, ainsi, les conditions pour la naissance d'une nouvelle science. Le résultat, continue l'investigateur, a été la publication de quelques livres où est analysée la légitimité du nouveau champ d´investigation de l´éducation aux medias.
Alors, éducation aux medias : science autonome ou simple branche de la pédagogie ?
Author : ales1956 | 26/11/2007 04:23
Bonjour,
Je voudrais questionner le forum sur la terminologie utilisée par les divers investigateurs.
Par exemple, Monsieur Reia-Baptista, dans son article « Problemas de Comunicação Global na Pedagogia da Comunicação»(1) s'appuie dans l'ouvre de Paulo Freire, pour légitimer l'utilisation scientifique de l'expression «Pédagogie de la Communication».
Dans le sens contraire, Monsieur Rivoltella, dans son article «Realidad y desafÃos de la educación en medios en Italia»(2) affirme que, traditionnellement la Pédagogie n'a reconnu jamais une autonomie à l'éducation aux medias, la transformant en simples instruments support de l'enseignement. Plus en avant continue référant que les Congrès «Oltre il giardino»(1989) et celui organisé par Agata Piromallo Gambardella et collaborateurs à l'Université «Sudor Orsola Benincasa»(1999) ont été réalisés dans le but de possibiliter une rencontre entre investigateurs en éducation et en communication pour vérifier l'hypothèse d'une transversalité disciplinaire créant, ainsi, les conditions pour la naissance d'une nouvelle science. Le résultat, continue l'investigateur, a été la publication de quelques livres où est analysée la légitimité du nouveau champ d´investigation de l´éducation aux medias.
Alors, éducation aux medias : science autonome ou simple branche de la pédagogie ?
Author : ales1956 | 26/11/2007 04:23
Collectifs à besoins éducatifs particuliers
Une autre question que, dans mon point de vue, mérite réflexion se prend avec l'intervention à l'école. Pas mal d'investigations ont déjà été effectués en moyen scolaire, mais est-ce qu'il y a quelques-unes qui aient étudié l'impact des medias dans les collectifs avec besoins éducatifs particuliers ? Par exemple : quel sera l'impact des medias dans le collectif scolaire des sourds ou malentendants ? Sera pareil à celui provoqué dans les autres élèves ? Sera ce collectif, aussi, surexposé ? Aura ce collectif la possibilité réelle d'alphabétisation ?
Merci
Alberto
Author : ales1956 | 26/11/2007 04:33
Une autre question que, dans mon point de vue, mérite réflexion se prend avec l'intervention à l'école. Pas mal d'investigations ont déjà été effectués en moyen scolaire, mais est-ce qu'il y a quelques-unes qui aient étudié l'impact des medias dans les collectifs avec besoins éducatifs particuliers ? Par exemple : quel sera l'impact des medias dans le collectif scolaire des sourds ou malentendants ? Sera pareil à celui provoqué dans les autres élèves ? Sera ce collectif, aussi, surexposé ? Aura ce collectif la possibilité réelle d'alphabétisation ?
Merci
Alberto
Author : ales1956 | 26/11/2007 04:33
Eu sou uma estudante da Universidade de Huelva e participo no curso de 'Multialfabetización Digital' no Master de 'Educação Multicultural na sociedade'. Neste curso, o professor VÃtor Reia, introduziu-nos no mundo da alfabetização, e um dos primeiros passos foi o conhecimento da Carta Europeia dos Media Literacy. Tenho, por tanto, a intenção de dar a minha opinião sobre o assunto.
Numa sociedade como a de hoje, imersa nas novas tecnologias, é imperativo que os cidadãos possam fazer um uso discriminado dos meios que manipulam e das informações que recebem a partir delas. É esse o objectivo estabelecido na referida carta. Algo com o qual concordo plenamente. Mas devo confessar, que é uma tarefa difÃcil.
Neste contexto, não devemos permanecer na simples formulação de objectivos e metas, mas voltar-nos para actividades práticas que transformem os cidadãos em consumidores crÃticos. Outro aspecto importante é iniciar cursos de educação para os media no ensino obrigatório. E, por este motivo, há também a necessidade, da formação de professores qualificados. Aspectos, pelo menos, em Espanha, ainda não totalmente trabalhados.
Além disso, a educação para os media também é obrigação das familias e da sociedade en general. E para que eles possam contribuir para uma educação para os media, primeiro têm que ser formados.
Aspectos, pelo menos, em Espanha, ainda não totalmente trabalhados.
Laura A. G.
Author : Arias | 26/11/2007 16:45
Numa sociedade como a de hoje, imersa nas novas tecnologias, é imperativo que os cidadãos possam fazer um uso discriminado dos meios que manipulam e das informações que recebem a partir delas. É esse o objectivo estabelecido na referida carta. Algo com o qual concordo plenamente. Mas devo confessar, que é uma tarefa difÃcil.
Neste contexto, não devemos permanecer na simples formulação de objectivos e metas, mas voltar-nos para actividades práticas que transformem os cidadãos em consumidores crÃticos. Outro aspecto importante é iniciar cursos de educação para os media no ensino obrigatório. E, por este motivo, há também a necessidade, da formação de professores qualificados. Aspectos, pelo menos, em Espanha, ainda não totalmente trabalhados.
Além disso, a educação para os media também é obrigação das familias e da sociedade en general. E para que eles possam contribuir para uma educação para os media, primeiro têm que ser formados.
Aspectos, pelo menos, em Espanha, ainda não totalmente trabalhados.
Laura A. G.
Author : Arias | 26/11/2007 16:45
Hello.
I am a student at the University of Huelva and I am doing a master of intercultural education.
The Masters have completed the subject "multialfabetización digital in sociedad-red", which has given us the opportunity to know the proposals at the European level on the subject of education in media. Faced with this, saying that as stated in the letter European education means, now has become one of the main demands for education, and that with the advent of new technologies into the classroom, the work of teachers is doubt has, in many cases knowingly, while in others, for no reason whatsoever.
That said, and seeing the picture of the various European countries, and also of Spain, which is where I find myself, I can say that much remains to be done, since teachers are the main culprits that its work is in question, since not put remedies for that, in many cases, refuse to learn, or these are optional, it's no opt for accessing them. And as a consequence, we find ourselves in front of a no-alfabetización in the media, because those who promote them did not, and therefore, this proposal from the European charter of a digital literacy is going to be continually called into question.
In conclusion, saying that what is proposed in this letter, is fine, but I think that we need much more than a proposal through this body, it is necessary to raise awareness at different levels (social, cultural, economic, political, educational ), on the subject of media literacy, otherwise they will not come to anything and just be in that, a proposal.
Greetings.
Manuel Delgado
Author : manuel | 28/11/2007 11:15
I am a student at the University of Huelva and I am doing a master of intercultural education.
The Masters have completed the subject "multialfabetización digital in sociedad-red", which has given us the opportunity to know the proposals at the European level on the subject of education in media. Faced with this, saying that as stated in the letter European education means, now has become one of the main demands for education, and that with the advent of new technologies into the classroom, the work of teachers is doubt has, in many cases knowingly, while in others, for no reason whatsoever.
That said, and seeing the picture of the various European countries, and also of Spain, which is where I find myself, I can say that much remains to be done, since teachers are the main culprits that its work is in question, since not put remedies for that, in many cases, refuse to learn, or these are optional, it's no opt for accessing them. And as a consequence, we find ourselves in front of a no-alfabetización in the media, because those who promote them did not, and therefore, this proposal from the European charter of a digital literacy is going to be continually called into question.
In conclusion, saying that what is proposed in this letter, is fine, but I think that we need much more than a proposal through this body, it is necessary to raise awareness at different levels (social, cultural, economic, political, educational ), on the subject of media literacy, otherwise they will not come to anything and just be in that, a proposal.
Greetings.
Manuel Delgado
Author : manuel | 28/11/2007 11:15
It's necessary to comprehend how the dimension of the media contributes to the existence of literacy, but as our group mentioned before, it's important, first of all, to answer a question that emerges: is Portugal a literate country and able to mentally perceive knowledge from the media?
In the development of an assignment about the weekly humoristic television show 'Diz que é uma espécie de magazine' (Say that it is a kind of magazine) hosted by 'Gato Fedorento' (Stinky Cat) (a group of four elements that started their career in 'Blogsfera' and their main purpose, among others, is to satirize national Portuguese events), some considerations engaged, namely our doubt concerning the literacy in humour. We deliberated the targeted audience and observed that this public must have know-how in all the social realities, in all areas, from politics to sports, to have perception of what's going on in the show. Meanwhile another type of audience exists (the one we will consider in our analysis), in some ways searching for entertainment, without the pedagogic function, but we understand that despite the different purpose, the visualization of the magazine transfuses ways of understanding and thinking concerning reality surrounding.
This way we can conclude that the literacy in humour exists, and even though the first audience is informed and perceptive, they express reflection, having the capacity to change their opinion and consequently, their way of facing the world, essentially because of a type of approach made to a certain issue. Personally, we think that 'Gato Fedorento' loses by not being impartial and by injecting their personal opinions, and who knows the opinions of RTP (Main Portuguese Public Channel), in to the themes of theirs shows. In everything that involves Literacy, rational, thinking, beings exist, they take action, and trough their personal and social growth they can produce and share visions, that's why it's challenging to purpose a different analysis of our own, so we can understand all this universe more clearly and enrich not only our studies but also our way of understanding Literacy.
Group 1:
Ana Uva
Angelina Jönsson
Joana Junça
Author : Angelina (UALG) | 29/11/2007 00:33
In the development of an assignment about the weekly humoristic television show 'Diz que é uma espécie de magazine' (Say that it is a kind of magazine) hosted by 'Gato Fedorento' (Stinky Cat) (a group of four elements that started their career in 'Blogsfera' and their main purpose, among others, is to satirize national Portuguese events), some considerations engaged, namely our doubt concerning the literacy in humour. We deliberated the targeted audience and observed that this public must have know-how in all the social realities, in all areas, from politics to sports, to have perception of what's going on in the show. Meanwhile another type of audience exists (the one we will consider in our analysis), in some ways searching for entertainment, without the pedagogic function, but we understand that despite the different purpose, the visualization of the magazine transfuses ways of understanding and thinking concerning reality surrounding.
This way we can conclude that the literacy in humour exists, and even though the first audience is informed and perceptive, they express reflection, having the capacity to change their opinion and consequently, their way of facing the world, essentially because of a type of approach made to a certain issue. Personally, we think that 'Gato Fedorento' loses by not being impartial and by injecting their personal opinions, and who knows the opinions of RTP (Main Portuguese Public Channel), in to the themes of theirs shows. In everything that involves Literacy, rational, thinking, beings exist, they take action, and trough their personal and social growth they can produce and share visions, that's why it's challenging to purpose a different analysis of our own, so we can understand all this universe more clearly and enrich not only our studies but also our way of understanding Literacy.
Group 1:
Ana Uva
Angelina Jönsson
Joana Junça
Author : Angelina (UALG) | 29/11/2007 00:33
PEDAGOGIA DA COMUNICAÇÃO OU EDUCAÇÃO PARA OS MEDIA?
Foi, para mim, muito interessante conhecer as múltiplas iniciativas de trabalhos que se estão a realizar nos paÃses europeus.
É importante destacar que os objectivos e as linhas de intervenção não diferem muito, uns dos outros. No sentido do que assinala o colega Alberto, em contrapartida, não se consegue chegar a um acordo quanto à denominação do tema de estudo, o que me faz pensar: trabalhamos todos dentro da mesma linha? Somos grupos profissionais dedicados unicamente a olhar para a nossa área de trabalho?
Se nenhuma destas interrogantes for a causa, não consigo entender como, ultrapassada a diversidade linguÃstica, não se chega a acordo para estabelecer parâmetros mÃnimos que nos permitam designar de forma comum o novo panorama que se configura em relação aos meios de comunicação.
Cumprimentos,
Ana Elena
Author : Ana Elena | 29/11/2007 14:11
Foi, para mim, muito interessante conhecer as múltiplas iniciativas de trabalhos que se estão a realizar nos paÃses europeus.
É importante destacar que os objectivos e as linhas de intervenção não diferem muito, uns dos outros. No sentido do que assinala o colega Alberto, em contrapartida, não se consegue chegar a um acordo quanto à denominação do tema de estudo, o que me faz pensar: trabalhamos todos dentro da mesma linha? Somos grupos profissionais dedicados unicamente a olhar para a nossa área de trabalho?
Se nenhuma destas interrogantes for a causa, não consigo entender como, ultrapassada a diversidade linguÃstica, não se chega a acordo para estabelecer parâmetros mÃnimos que nos permitam designar de forma comum o novo panorama que se configura em relação aos meios de comunicação.
Cumprimentos,
Ana Elena
Author : Ana Elena | 29/11/2007 14:11
Salut à tous et à toutes!!
Je suis une étudiante de l'Université de Huelva. Je suis maîtresse de musique, psicopedagoga et actuellement je réalise un Máster dans l'Education Interculturelle. Dans une matière: "La Multialphabétisation digitale dans la société - digitale", les professeurs nous ont proposé de participer à Charte européenne pour l'éducation aux médias.
J'écris chez un français, bien que ce ne soit pas ma langue maternelle, parce que le professeur Vitor Reia-Baptista, l'un des professeurs de la matière, de l'Université de l'Algarve (Portugal) nous a demandé de que notre commentaire dans la Charte européenne dans une langue différente de la nôtre, pour que notre Máster ait le caractère multiculturel et interculturel qui est mérité. J'écris chez un français parce que c'est la langue que mieux j'écris, je veux demander un pardon par mes erreurs écrites, parce que c'est pour moi une difficile activité.
Sur l'alphabétisation aux médias. je veux dire comme professionnelle de l'éducation, qu'il est très important que les maîtres et des professeurs nous soyons formés dans une éducation aux médias
pour les compétences nécessaires l'apprennent à nos élèves pour se développer dans cette "société - digitale", constamment évoluée dans les Nouvelles Technologies de l'Information et de la Communication, pour former des citadins compétents, des têtes pensantes, et des non têtes tu es plein seulement des contenus inutiles. Par tout cela l'Education aux médias doit être composée dans lui un curriculum, d'une forme transversale et interdisciplinaire.
L'objectif des professionnels de l'éducation est de former des personnes et des professionnels de l'avenir, dans être critiques, créateurs, actifs, … dans l'usage personnel et profesonal des Nouvelles Technologies de l'Information et de la Communication.
Une salutation depuis Huelva
Desirée Moreno Ruiz
Author : alvaro | 30/11/2007 20:55
Je suis une étudiante de l'Université de Huelva. Je suis maîtresse de musique, psicopedagoga et actuellement je réalise un Máster dans l'Education Interculturelle. Dans une matière: "La Multialphabétisation digitale dans la société - digitale", les professeurs nous ont proposé de participer à Charte européenne pour l'éducation aux médias.
J'écris chez un français, bien que ce ne soit pas ma langue maternelle, parce que le professeur Vitor Reia-Baptista, l'un des professeurs de la matière, de l'Université de l'Algarve (Portugal) nous a demandé de que notre commentaire dans la Charte européenne dans une langue différente de la nôtre, pour que notre Máster ait le caractère multiculturel et interculturel qui est mérité. J'écris chez un français parce que c'est la langue que mieux j'écris, je veux demander un pardon par mes erreurs écrites, parce que c'est pour moi une difficile activité.
Sur l'alphabétisation aux médias. je veux dire comme professionnelle de l'éducation, qu'il est très important que les maîtres et des professeurs nous soyons formés dans une éducation aux médias
pour les compétences nécessaires l'apprennent à nos élèves pour se développer dans cette "société - digitale", constamment évoluée dans les Nouvelles Technologies de l'Information et de la Communication, pour former des citadins compétents, des têtes pensantes, et des non têtes tu es plein seulement des contenus inutiles. Par tout cela l'Education aux médias doit être composée dans lui un curriculum, d'une forme transversale et interdisciplinaire.
L'objectif des professionnels de l'éducation est de former des personnes et des professionnels de l'avenir, dans être critiques, créateurs, actifs, … dans l'usage personnel et profesonal des Nouvelles Technologies de l'Information et de la Communication.
Une salutation depuis Huelva
Desirée Moreno Ruiz
Author : alvaro | 30/11/2007 20:55
Bonsoir ; Salut à tous et à toutes!
Je suis aussi une étudiante de l'Université de Huelva. Je suis professeur dans un institut d'éducation secondaire et aussà dans la UHU. Je suis un cours actuellement d'un master dans l'Education Interculturelle.
Je dois écrire dans le forum de la lettre(carte) européenne dans une langue qui n'est pas ma langue maternelle.
Dans le module d'éducation pour les moyens nous avons analysé la situation dans différents pays de l'Europe et je pense qu'aux pays comme le Portugal et l´España nous reste beaucoup pour faire sur ce champ.
Il est important que tous les pays européens considèrent nécessaires travailler l'éducation pour les moyens. Mais je pense qu'il serait important de mettre d'un accord dans la nomenclature à employer.
Je considère important d'approfondir au travail des compétences technologiques et communicatives puisque cette terminologie semble se généraliser dans toutes les étapes éducatives et dans tous les pays européens
Ana Gómez
Author : listilla | 01/12/2007 00:09
Je suis aussi une étudiante de l'Université de Huelva. Je suis professeur dans un institut d'éducation secondaire et aussà dans la UHU. Je suis un cours actuellement d'un master dans l'Education Interculturelle.
Je dois écrire dans le forum de la lettre(carte) européenne dans une langue qui n'est pas ma langue maternelle.
Dans le module d'éducation pour les moyens nous avons analysé la situation dans différents pays de l'Europe et je pense qu'aux pays comme le Portugal et l´España nous reste beaucoup pour faire sur ce champ.
Il est important que tous les pays européens considèrent nécessaires travailler l'éducation pour les moyens. Mais je pense qu'il serait important de mettre d'un accord dans la nomenclature à employer.
Je considère important d'approfondir au travail des compétences technologiques et communicatives puisque cette terminologie semble se généraliser dans toutes les étapes éducatives et dans tous les pays européens
Ana Gómez
Author : listilla | 01/12/2007 00:09
Olá a todos!
O meu nome é Carmen Maria Romero, sou estudante da Universidade de Huelva, do Máster de Educação Multicultural no qual, o professor Victor Reia nos propôs que escrevêssemos a nossa opinião sobre a literacia dos média.
Segundo o meu ponto de vista, os meio de comunicação estão muito presentes hoje em dia na nossa sociedade. Sendo este um grande avanço tecnológico, penso que seria importante que estes começassem a ser trabalhados desde a escola e que estejam presentes nela. Em muitos centros de Andaluzia já se implantaram as TICs.
No que se refere à utilização destes meios, penso que o melhor momento para os meninos e meninas se familiarizarem é na escola para além de o fazerem em casa e nos centros educativos onde é lhes ensinado como se manejam estes elementos, que será uma boa aprendizagem para se desenvolver em sociedade. Na actualidade, graças à implantação dos centros TICs, podemos levar os meios tecnológicos aos centros educativos.
Carmen MarÃa Romero
Author : carromru | 03/12/2007 22:41
O meu nome é Carmen Maria Romero, sou estudante da Universidade de Huelva, do Máster de Educação Multicultural no qual, o professor Victor Reia nos propôs que escrevêssemos a nossa opinião sobre a literacia dos média.
Segundo o meu ponto de vista, os meio de comunicação estão muito presentes hoje em dia na nossa sociedade. Sendo este um grande avanço tecnológico, penso que seria importante que estes começassem a ser trabalhados desde a escola e que estejam presentes nela. Em muitos centros de Andaluzia já se implantaram as TICs.
No que se refere à utilização destes meios, penso que o melhor momento para os meninos e meninas se familiarizarem é na escola para além de o fazerem em casa e nos centros educativos onde é lhes ensinado como se manejam estes elementos, que será uma boa aprendizagem para se desenvolver em sociedade. Na actualidade, graças à implantação dos centros TICs, podemos levar os meios tecnológicos aos centros educativos.
Carmen MarÃa Romero
Author : carromru | 03/12/2007 22:41
The European Charter for Media Literacy constitutes an exemplary and "ideal" modal to form civil alphabetized that could face the challenges of the 21st century. But to obtain the a ims that in it are gathered is necessary: First, that the organs of goverment, owtharities and Institutions are consistent of the evolution of the New Technologies anda citizens went to form for the society in whom now we livw and i do again, that the teacher leave aside the fear of teaching across the means and thinking about the edueational practice, wich cannot be the same thar used ten years ago, because in this case the school would fail in his attempt and to form for the life.
Author : Fátima | 04/12/2007 08:43
Author : Fátima | 04/12/2007 08:43
That we live in what authors like manuel castell exists called was of the Information, it is a reality and that the immense majority of the young men dedicate his time to being in touch with the pc, the mobile or the electronic games it is a fact more that prored. For it, more that to prohibit his use we must accept that the New Technologies form a part of the curret impartance and to dedicate all our efforts to alphabetizing our young men for critique can be developed and intelligently, across netwerks of screens.
My name is Fátima and I'm study Máster in Huelva education of multicultural
Author : Fátima | 04/12/2007 09:03
My name is Fátima and I'm study Máster in Huelva education of multicultural
Author : Fátima | 04/12/2007 09:03
Multialfabetización in the digital network society.
In a society immersed in a conceptual shift as in which we find ourselves, it is imperative an adequate training in the new previous of information and communication. To this end, in many European countries are conducting various strategies towards a proper education in the media. Internet, advertising, cinema, etc. are some of the most used in our society to cover much of our time, not only of leisure time, also professional or social time, because these instruments not only generate a part of our free time also that often become tools needed to develop our work. Highlight on the other hand, the boom that is experiencing programmes of reality shows as may be Big Brother, The Island of the Famous or Operation Triumph, that this generating in our teenages a vision more nice and easy to earn a living.In this situation, educators cannot remain passive while we see as they lost the motivation to carve a future and we have to put all the necessary means for figth by this new quandary diets that propose this new conception of making television.
In this way cannot forget, leaving side the technical aspects of the same, which is a need adequate critical point of view , being able to differentiate by ourselves the quality and reliability of the information presented in them.In this way can we get train citizens more free and self-reliant with greater social responsibility in regard to consumption of the media.
LuisMi Sánchez. University of Huelva
Author : | 05/12/2007 11:33
In a society immersed in a conceptual shift as in which we find ourselves, it is imperative an adequate training in the new previous of information and communication. To this end, in many European countries are conducting various strategies towards a proper education in the media. Internet, advertising, cinema, etc. are some of the most used in our society to cover much of our time, not only of leisure time, also professional or social time, because these instruments not only generate a part of our free time also that often become tools needed to develop our work. Highlight on the other hand, the boom that is experiencing programmes of reality shows as may be Big Brother, The Island of the Famous or Operation Triumph, that this generating in our teenages a vision more nice and easy to earn a living.In this situation, educators cannot remain passive while we see as they lost the motivation to carve a future and we have to put all the necessary means for figth by this new quandary diets that propose this new conception of making television.
In this way cannot forget, leaving side the technical aspects of the same, which is a need adequate critical point of view , being able to differentiate by ourselves the quality and reliability of the information presented in them.In this way can we get train citizens more free and self-reliant with greater social responsibility in regard to consumption of the media.
LuisMi Sánchez. University of Huelva
Author : | 05/12/2007 11:33
Bonjour a tous, nous sommes quatres etudiantes en sciences de la communication et nous voudrions partager avec vous nos travaux de Litéracie.
Après l'étude de la revue 'Digital Music', le groupe a percevoir les traits gérals du contenu de la revue, et dans un second temps une analyse plus approfundie.
Dans un premier temps, nous avons identifie les premieres impressions que peuvent avoir un lecteur. Nous avons conclu que 'Digitale Music' s'adresse essentiellement à un public spécialisé dans la musique digitale, traitant de softwares et équipements techniques.
Pour une compréhension parfaite du contenu de la revue, il est nécessaire un niveau de litéracie développé dans le monde de la musique digitale. Ainsi, ni tout le monde a les capacités de déchiffrer les messages prétendus. 'Digitale Music' est une revue qui a um public précis, et ne s'adresse pas à tous, mais principalement aux musiciens, techniciens.
Lors d'un séminaire présenté par Joan Sanmarti, le groupe a pu poser quelques questions sur la revue.
Ainsi le groupe a mieux compris les objectifs précis de 'digital music', et comme elle est traitée et produite avant d'être en vente dans les bacs.
Grupo 5 (Emilie; Susana; Tânia; VirgÃnia)
Author : Grupo5 | 06/12/2007 21:29
Après l'étude de la revue 'Digital Music', le groupe a percevoir les traits gérals du contenu de la revue, et dans un second temps une analyse plus approfundie.
Dans un premier temps, nous avons identifie les premieres impressions que peuvent avoir un lecteur. Nous avons conclu que 'Digitale Music' s'adresse essentiellement à un public spécialisé dans la musique digitale, traitant de softwares et équipements techniques.
Pour une compréhension parfaite du contenu de la revue, il est nécessaire un niveau de litéracie développé dans le monde de la musique digitale. Ainsi, ni tout le monde a les capacités de déchiffrer les messages prétendus. 'Digitale Music' est une revue qui a um public précis, et ne s'adresse pas à tous, mais principalement aux musiciens, techniciens.
Lors d'un séminaire présenté par Joan Sanmarti, le groupe a pu poser quelques questions sur la revue.
Ainsi le groupe a mieux compris les objectifs précis de 'digital music', et comme elle est traitée et produite avant d'être en vente dans les bacs.
Grupo 5 (Emilie; Susana; Tânia; VirgÃnia)
Author : Grupo5 | 06/12/2007 21:29
La educación es uno de los conceptos abordados por la Carta Europea y por eso mismo elegimos como tema para nuestro trabajo algo que estuviese relacionado con eso (Grand Thef Auto Vice City), o sea, la influencia del mundo virtual en el mundo real. Elegimos asà para análisis un juego de consuela que hablase de todos estos aspectos. La era tecnológica tiene vindo a evo luir mucho y eso influencia todas las sociedades y sus valores institucionales. Los juegos de consuela están cada vez más al alcance de cualquier persona, sobretodo los más chicos. Nuestra intención es saber si los juegos contienen en si un mensaje y de que forma lo entendimos. Durante las pesquisas pudimos ver que los juegos tienen un mensaje. Para nosotras un niño no tiene la capacidad para entender el verdadero mensaje.
Grupo 5 (Emilie; Susana; Tânia; VirgÃnia-3ºano Ciências da Comunicação,Ualg)
Author : Grupo5 | 06/12/2007 21:31
Grupo 5 (Emilie; Susana; Tânia; VirgÃnia-3ºano Ciências da Comunicação,Ualg)
Author : Grupo5 | 06/12/2007 21:31
We are from the University of Algarve and more specific we are the Group 3 of the class presented by Prof. Vitor Reia.
We are doing the analysis in our work for this subject of a very specific portuguese magazine (name of the magazine - OP). This magazine presents all arts (cinema, theatre, painting, etc.) but the contents are slightly "hard to reach". We reach the conclusion that in order to get and absorve all the contents present on the magazine (OP)you need to have some background information or a general cultural in order to support and make sure that you will absorve all contents. We would like to leave some questions about this topic, in order to be discussed afterwards:
Does the difficulty in absorve the contents benefits the Media Literacy of the common target?
Or only just a specific target should be able to have that knowledge?
The Media Literacy is just necessary on some magazines that requires more knowledge to acquire all the contents? Or is it also present on the most common tabloids and others of the same kind?
Some questions or suggestions to discuss.
Group 3
Author : ricardodores | 17/12/2007 04:39
We are doing the analysis in our work for this subject of a very specific portuguese magazine (name of the magazine - OP). This magazine presents all arts (cinema, theatre, painting, etc.) but the contents are slightly "hard to reach". We reach the conclusion that in order to get and absorve all the contents present on the magazine (OP)you need to have some background information or a general cultural in order to support and make sure that you will absorve all contents. We would like to leave some questions about this topic, in order to be discussed afterwards:
Does the difficulty in absorve the contents benefits the Media Literacy of the common target?
Or only just a specific target should be able to have that knowledge?
The Media Literacy is just necessary on some magazines that requires more knowledge to acquire all the contents? Or is it also present on the most common tabloids and others of the same kind?
Some questions or suggestions to discuss.
Group 3
Author : ricardodores | 17/12/2007 04:39
A new approach to the concept of Media and Education
When dealing with teaching methods, taking risks is the right way to achieve excellence. I have been given the great opportunity to find this idea while reading 'Good aspects of transmission' by George Stemar and Cecile Nosequé. This revolutionary idea is definitively settled deep inside of me. I have the conviction that we, the teachers, have the duty to take risks because the more difficulties we face, the more passionate we will become. Once we can do so, we will be able to engage ourselves in helping and stimulating our pupils. As a result of that, they will get rid of their inner fears and mediocrity.
Therefore, I consider that different Multi-Methodical Unions of Professionals can be organized as very useful platforms to promote Education based on Media culture.
How can we handle this interesting tool? Firstly, it's quite complicated and difficult because we need to put together all the different criteria from different countries. Without taking this step, we won't be able to enrich knowledge and to move altogether in the same direction.
Secondly, it's hard to achieve just because Education based in Media is a race full of obstacles such as: resistance from the National Educational Systems, lack of preparation and training from most of the citizens, given teachers' frozen initiative when dealing with new fields of teaching, a general lack of knowledge towards the subject from population, too much information not very well managed, a narrow point of view of the importance of getting familiar with all those assets, and many others.
To finish with, and because of all the reasons explained above, I think those ideas must be taken into account and all these borders must be crossed. It's the price we have to pay if we want our children to be tomorrow's proactive citizens who take decisive actions in the paramount enterprise of creating and sustaining the society. But we cannot forget that before taking part in this new project it's needed to know more. In other words, it can be concluded that implied tasks are on the spot; tasks such as using, understanding and producing the information and new data to be disseminated through Media.
Inmaculada Fdez.Multialfabetización. Máster en Educación Multicultural. Universidad de Huelva. ESpaña
Author : Inma | 21/12/2007 00:30
When dealing with teaching methods, taking risks is the right way to achieve excellence. I have been given the great opportunity to find this idea while reading 'Good aspects of transmission' by George Stemar and Cecile Nosequé. This revolutionary idea is definitively settled deep inside of me. I have the conviction that we, the teachers, have the duty to take risks because the more difficulties we face, the more passionate we will become. Once we can do so, we will be able to engage ourselves in helping and stimulating our pupils. As a result of that, they will get rid of their inner fears and mediocrity.
Therefore, I consider that different Multi-Methodical Unions of Professionals can be organized as very useful platforms to promote Education based on Media culture.
How can we handle this interesting tool? Firstly, it's quite complicated and difficult because we need to put together all the different criteria from different countries. Without taking this step, we won't be able to enrich knowledge and to move altogether in the same direction.
Secondly, it's hard to achieve just because Education based in Media is a race full of obstacles such as: resistance from the National Educational Systems, lack of preparation and training from most of the citizens, given teachers' frozen initiative when dealing with new fields of teaching, a general lack of knowledge towards the subject from population, too much information not very well managed, a narrow point of view of the importance of getting familiar with all those assets, and many others.
To finish with, and because of all the reasons explained above, I think those ideas must be taken into account and all these borders must be crossed. It's the price we have to pay if we want our children to be tomorrow's proactive citizens who take decisive actions in the paramount enterprise of creating and sustaining the society. But we cannot forget that before taking part in this new project it's needed to know more. In other words, it can be concluded that implied tasks are on the spot; tasks such as using, understanding and producing the information and new data to be disseminated through Media.
Inmaculada Fdez.Multialfabetización. Máster en Educación Multicultural. Universidad de Huelva. ESpaña
Author : Inma | 21/12/2007 00:30
Charter's 'hidden agenda'
Hello everybody!
I am a Portuguese student trying to survive in an intercultural education master degree at the University of Huelva and there is something I would like to share with you.
I envisaged The European Charter for Media Literacy as a very interesting document. In what concerns to me it has an interesting 'hidden agenda' in it, floating under the visible concerns. The 'secret' interests are not only about its purpose but they remain in what they actually mean in the global context of systemic development of human relationships between Humans and Machines.
The part i want to put a little more focus in, regards about what this charter is really addressing in what concerns the world we live in.
What happened in our world that ignited the process of bringing to life a special-delivered outcome as this Charter?
I think that it's all has to do with about a sudden bright consciousness concerning the changes in the media usage concepts and their consequences at the educational impact of effects.
We need to develop within us and also in the younger generations, new- media adapted behaviours, so that we can survive as critical competence equipped human beings and have a right knowledge about what surrounds us. This Charter is a means of proving that some of us are in a new 'era' and have some kind of access to decision making levels.
We need to develop in ourselves the competencies that will allow us to understand – what's beyond the information and pieces of communication that pop up in front of our eyes - and choose the right decisions to engage in.
If we can do that, perhaps, just perhaps, we might become free citizens empowering ourselves in one of the biggest negotiation efforts of these days: the cognition balance of using and being used one of the greatest powerful weapons of politics: media.
Ana Rute Newton Gomes
Author : Ana Rute | 22/12/2007 03:54
Hello everybody!
I am a Portuguese student trying to survive in an intercultural education master degree at the University of Huelva and there is something I would like to share with you.
I envisaged The European Charter for Media Literacy as a very interesting document. In what concerns to me it has an interesting 'hidden agenda' in it, floating under the visible concerns. The 'secret' interests are not only about its purpose but they remain in what they actually mean in the global context of systemic development of human relationships between Humans and Machines.
The part i want to put a little more focus in, regards about what this charter is really addressing in what concerns the world we live in.
What happened in our world that ignited the process of bringing to life a special-delivered outcome as this Charter?
I think that it's all has to do with about a sudden bright consciousness concerning the changes in the media usage concepts and their consequences at the educational impact of effects.
We need to develop within us and also in the younger generations, new- media adapted behaviours, so that we can survive as critical competence equipped human beings and have a right knowledge about what surrounds us. This Charter is a means of proving that some of us are in a new 'era' and have some kind of access to decision making levels.
We need to develop in ourselves the competencies that will allow us to understand – what's beyond the information and pieces of communication that pop up in front of our eyes - and choose the right decisions to engage in.
If we can do that, perhaps, just perhaps, we might become free citizens empowering ourselves in one of the biggest negotiation efforts of these days: the cognition balance of using and being used one of the greatest powerful weapons of politics: media.
Ana Rute Newton Gomes
Author : Ana Rute | 22/12/2007 03:54
A sociedade moderna é, cada vez mais, comandada pelos meios de comunicação de massas.
O desenvolvimento das novas tecnologias de informação e comunicação conduz a certas alterações nas necessidades educativas. Se uma das funções da educação é dotar as pessoas dos instrumentos e das capacidades para que possam compreender a realidade em que vivem, e fazendo os meios de comunicação parte complementar dessa estrutura, a educação para os media é uma ferramenta fulcral no processo de aprendizagem do ser humano. Através de uma abordagem interdisciplinar, a Literacia propicia a aquisição de competências e a construção da autonomia do indivÃduo, para que este se possa integrar activamente nos processos comunicativos e para que tenha uma maior capacidade de discernimento dos efeitos produzidos pela transmissão dos vastos conteúdos veiculados pelos meios de comunicação de massas.
Ao serem capazes de perceber bem novas ideias que lhes são transmitidas, e porque estas ideias nem sempre são suficientemente claras para o entendimento comum, os indivÃduos podem usá-las quando forem necessárias e isto significa, também, que estão em constante aprendizagem.
Isa Barros
Author : isabarros | 06/01/2008 21:50
O desenvolvimento das novas tecnologias de informação e comunicação conduz a certas alterações nas necessidades educativas. Se uma das funções da educação é dotar as pessoas dos instrumentos e das capacidades para que possam compreender a realidade em que vivem, e fazendo os meios de comunicação parte complementar dessa estrutura, a educação para os media é uma ferramenta fulcral no processo de aprendizagem do ser humano. Através de uma abordagem interdisciplinar, a Literacia propicia a aquisição de competências e a construção da autonomia do indivÃduo, para que este se possa integrar activamente nos processos comunicativos e para que tenha uma maior capacidade de discernimento dos efeitos produzidos pela transmissão dos vastos conteúdos veiculados pelos meios de comunicação de massas.
Ao serem capazes de perceber bem novas ideias que lhes são transmitidas, e porque estas ideias nem sempre são suficientemente claras para o entendimento comum, os indivÃduos podem usá-las quando forem necessárias e isto significa, também, que estão em constante aprendizagem.
Isa Barros
Author : isabarros | 06/01/2008 21:50
GROUP 3 - Analysis of OP (magazine)
The group finished the work that we proposed ourselves to do, according the subject presented by Prof. Reia.
These are the conclusions:
- The magazine that we analysed contains communication well organized and structured
- The contents of the magazine are broadcast by a very complete and efficient communication mechanism
- We've applied the Lasswell's Communication Model into the analysis, and realized that the images used complete the contents of the text. This way they answer questions of the communication model: "What?" ; "Why" ; "How" ; etc.
- The images in this magazine are so important as the text. The blank spaces let the images and the text breath, which makes the communication act.
- This magazine achieves the goals on an communication perspective.
Author : ricardodores | 10/01/2008 01:35
The group finished the work that we proposed ourselves to do, according the subject presented by Prof. Reia.
These are the conclusions:
- The magazine that we analysed contains communication well organized and structured
- The contents of the magazine are broadcast by a very complete and efficient communication mechanism
- We've applied the Lasswell's Communication Model into the analysis, and realized that the images used complete the contents of the text. This way they answer questions of the communication model: "What?" ; "Why" ; "How" ; etc.
- The images in this magazine are so important as the text. The blank spaces let the images and the text breath, which makes the communication act.
- This magazine achieves the goals on an communication perspective.
Author : ricardodores | 10/01/2008 01:35
Opinião sobre a 'carta europeia para a literacia dos media'
O termo crÃtica aparece documentado em francês e em Italiano no final do séc. XVI. Noutras lÃnguas europeias, aparece um pouco mais tarde, séc. XVII.
Este substantivo, deriva do verbo grego krino, que significa 'separar', 'distinguir', 'julgar'. E, é em meados do séc. XVIII, essencialmente, que o vocábulo crÃtica, passa a ter o significado de apreciação e juÃzo de um autor ou de uma obra baseados no bom gosto e na cultura. Como podemos concluir a partir desta introdução, não estamos a falar de cinema, mas sim de literatura, crÃtica literária, mas o termo foi abrangendo outras artes e por conseguinte também chegou ao cinema.
Opinar, criticar, todos nós o fazemos, quase inconscientemente. Faz parte da natureza humana sermos crÃticos. Um espÃrito crÃtico todos temos. Uns mais, outros menos. Mas para fazer uma crÃtica construtiva, fundamentada, seja ela positiva ou negativa, é necessário possuir um pensamento crÃtico, o que nem todos temos. Fundamentar uma crÃtica com rigor, com objectividade, com base nos valores vigentes para a arte em questão, em termos narrativos, semióticos, estéticos, etc., será sempre necessário, mas onde nunca poderá faltar a nossa opinião baseada na nossa sensibilidade e de acordo com o sentimentos que a obra nos suscitou.
Se os objectivos da criação deste site passam pela procura de um desenvolvimento na área da literacia, então com certeza teremos todos a ganhar com a iniciativa.
Author : Adélia | 17/01/2008 21:10
O termo crÃtica aparece documentado em francês e em Italiano no final do séc. XVI. Noutras lÃnguas europeias, aparece um pouco mais tarde, séc. XVII.
Este substantivo, deriva do verbo grego krino, que significa 'separar', 'distinguir', 'julgar'. E, é em meados do séc. XVIII, essencialmente, que o vocábulo crÃtica, passa a ter o significado de apreciação e juÃzo de um autor ou de uma obra baseados no bom gosto e na cultura. Como podemos concluir a partir desta introdução, não estamos a falar de cinema, mas sim de literatura, crÃtica literária, mas o termo foi abrangendo outras artes e por conseguinte também chegou ao cinema.
Opinar, criticar, todos nós o fazemos, quase inconscientemente. Faz parte da natureza humana sermos crÃticos. Um espÃrito crÃtico todos temos. Uns mais, outros menos. Mas para fazer uma crÃtica construtiva, fundamentada, seja ela positiva ou negativa, é necessário possuir um pensamento crÃtico, o que nem todos temos. Fundamentar uma crÃtica com rigor, com objectividade, com base nos valores vigentes para a arte em questão, em termos narrativos, semióticos, estéticos, etc., será sempre necessário, mas onde nunca poderá faltar a nossa opinião baseada na nossa sensibilidade e de acordo com o sentimentos que a obra nos suscitou.
Se os objectivos da criação deste site passam pela procura de um desenvolvimento na área da literacia, então com certeza teremos todos a ganhar com a iniciativa.
Author : Adélia | 17/01/2008 21:10
Olá a todos :)
Parece-me a mim que antes de qualquer outra coisa devemos perguntar a nós próprios se estamos assim tão distantes das crÃticas que fazemos à sociedade. No campo da literacia parece-me que ainda andámos muito à procura que nos digam o que pensar. Não deixei de reaparar que, por exemplo, são feitas crÃticas a programas, livros, conceitos, etc de uma forma leviana. Há que entender os porquês para depois se tirar conclusões. Não se pode dizer simplesmente que o "big brother" é mau é necessário primeiro estudar todo o seu formato, conceito, destinatários e objectivos. Este é apenas um exemplo. O que pretendia era realmente chamar a atenção para o facto de que o combate rumo à literacia começa em casa. É como a reciclagem: o esforço individual traduz-se no ganho colectivo.
Author : MB | 18/01/2008 01:01
Parece-me a mim que antes de qualquer outra coisa devemos perguntar a nós próprios se estamos assim tão distantes das crÃticas que fazemos à sociedade. No campo da literacia parece-me que ainda andámos muito à procura que nos digam o que pensar. Não deixei de reaparar que, por exemplo, são feitas crÃticas a programas, livros, conceitos, etc de uma forma leviana. Há que entender os porquês para depois se tirar conclusões. Não se pode dizer simplesmente que o "big brother" é mau é necessário primeiro estudar todo o seu formato, conceito, destinatários e objectivos. Este é apenas um exemplo. O que pretendia era realmente chamar a atenção para o facto de que o combate rumo à literacia começa em casa. É como a reciclagem: o esforço individual traduz-se no ganho colectivo.
Author : MB | 18/01/2008 01:01
Bem haja a todos os interessados!
Tenho por nome António Guerreiro. Sou aluno do prof. VÃtor Reia, pela unidade curricular Oficina de CrÃtica Cinematográfica, licenciatura Estudos ArtÃsticos na Universidade do Algarve, Faro, PORTUGAL
Aceitar esta Carta é, acima de tudo, um acto de responsabilidade cÃvica. Independentemente do papel que estejamos a representar: Membro-Fundador, Patrocinador, ou Colaborador. Cabe a todos nós, assinantes, sermos sujeitos conscientes e voluntários por reforçar ou questionar valores, tradições e formas de distribuição de poder, presentes nos contextos sociais nesta casa que é a Europa.
É meu desejo que se crie, neste sÃtio electrónico, um amplo espaço de discussão, através da leitura da produção de textos de âmbito artÃstico, ou de carácter reflexivo. Se o espaço de discussão no campo artÃstico já foi iniciado – Discussions | Oficina de CrÃtica Cinematográfica – no de carácter reflexivo gostaria de ver desenvolvida uma discussão, mais pertinente, acerca das acções que tenham como base de estudo/investigação os discursos transmitidos pelos media. Mais, que se partilhe os seus instrumentos, e o seu uso adequado, de modo a que a população europeia tenha em www.euromedialiteracy.eu um universo que lhe dê a possibilidade de decifrar toda a produção comunicacional. Para uma melhor percepção do mundo que a rodeia e que, caso assim queira, intervenha nele.
Author : António Guerreiro | 19/01/2008 03:57
Tenho por nome António Guerreiro. Sou aluno do prof. VÃtor Reia, pela unidade curricular Oficina de CrÃtica Cinematográfica, licenciatura Estudos ArtÃsticos na Universidade do Algarve, Faro, PORTUGAL
Aceitar esta Carta é, acima de tudo, um acto de responsabilidade cÃvica. Independentemente do papel que estejamos a representar: Membro-Fundador, Patrocinador, ou Colaborador. Cabe a todos nós, assinantes, sermos sujeitos conscientes e voluntários por reforçar ou questionar valores, tradições e formas de distribuição de poder, presentes nos contextos sociais nesta casa que é a Europa.
É meu desejo que se crie, neste sÃtio electrónico, um amplo espaço de discussão, através da leitura da produção de textos de âmbito artÃstico, ou de carácter reflexivo. Se o espaço de discussão no campo artÃstico já foi iniciado – Discussions | Oficina de CrÃtica Cinematográfica – no de carácter reflexivo gostaria de ver desenvolvida uma discussão, mais pertinente, acerca das acções que tenham como base de estudo/investigação os discursos transmitidos pelos media. Mais, que se partilhe os seus instrumentos, e o seu uso adequado, de modo a que a população europeia tenha em www.euromedialiteracy.eu um universo que lhe dê a possibilidade de decifrar toda a produção comunicacional. Para uma melhor percepção do mundo que a rodeia e que, caso assim queira, intervenha nele.
Author : António Guerreiro | 19/01/2008 03:57
Vou agora partilhar com todos vós uma reflexão minha, dentro da área que eu aqui tenho contribuÃdo – Discussions | Oficina de CrÃtica Cinematográfica.
Na disciplina, cujo nome é igual ao separador de discussão acima referido, ministrada pelo professor VÃtor Reia, aprendi que ao criar crÃticas se criam, também, dúvidas. Dúvidas que intervêm com o espÃrito crÃtico, dando autênticas dores de cabeça. Exemplo: a minha crÃtica ao filme de Brian De Palma, Mulher Fatal. Não foi nada fácil esta crÃtica. E daà surgiu esta relexão do processo criativo da crÃtica em questão.
Tudo o que se diz está dependente do estado de alma em que o crÃtico - eu? parece que sim! - escreveu. Paradoxo é admitir isto. Sei bem que o crÃtico se quer imparcial, espécie de juiz do juÃzo final. E não um impressionista que escreve ao sabor da sua emoção. Mas este caso não foi fácil, repito. Talvez porque De Palma neste seu filme tenha colocado a estética visual num patamar acima sobre a lógica do argumento. E este foi o ponto de partida que me permitiu aceder a diversas possibilidades de escrita crÃtica: uma crÃtica favorável, ou uma crÃtica adversa, ou ainda uma terceira, a crÃtica estática, aquela que não pende para lado algum; ou a liberdade de englobar as duas primeiras. A terceira eu rejeitei desde logo à partida. Não simpatizo por crÃticas que não emitam um parecer. Se sou um juiz tenho que tomar uma decisão. Tem que haver um carimbo de aprovado ou desaprovado. Não pode ser arquivado por falta de provas, na medida em que o crime, passe a expressão, o filme foi visto por mim. O juiz. Sendo assim, senti-me na obrigação de emitir um parecer. Favorável ou desfavorável. Todavia, escolhi optar por uma crÃtica que fosse favorável e desfavorável, para no fim dar um parecer. Venceu nesta luta o parecer positivo. Não obstante existir alguma falta de ética, por motivos referidos na crÃtica desenvolvida. Porque, do mesmo modo que o disse na crÃtica, o cinema é, tal como Grotowski definiu o seu teatro, um laboratório. Como tal, que se façam experiências, ainda que só se aproveite a sua estética, se for uma estética apurada. Que é o caso.
Author : António Guerreiro | 19/01/2008 04:05
Na disciplina, cujo nome é igual ao separador de discussão acima referido, ministrada pelo professor VÃtor Reia, aprendi que ao criar crÃticas se criam, também, dúvidas. Dúvidas que intervêm com o espÃrito crÃtico, dando autênticas dores de cabeça. Exemplo: a minha crÃtica ao filme de Brian De Palma, Mulher Fatal. Não foi nada fácil esta crÃtica. E daà surgiu esta relexão do processo criativo da crÃtica em questão.
Tudo o que se diz está dependente do estado de alma em que o crÃtico - eu? parece que sim! - escreveu. Paradoxo é admitir isto. Sei bem que o crÃtico se quer imparcial, espécie de juiz do juÃzo final. E não um impressionista que escreve ao sabor da sua emoção. Mas este caso não foi fácil, repito. Talvez porque De Palma neste seu filme tenha colocado a estética visual num patamar acima sobre a lógica do argumento. E este foi o ponto de partida que me permitiu aceder a diversas possibilidades de escrita crÃtica: uma crÃtica favorável, ou uma crÃtica adversa, ou ainda uma terceira, a crÃtica estática, aquela que não pende para lado algum; ou a liberdade de englobar as duas primeiras. A terceira eu rejeitei desde logo à partida. Não simpatizo por crÃticas que não emitam um parecer. Se sou um juiz tenho que tomar uma decisão. Tem que haver um carimbo de aprovado ou desaprovado. Não pode ser arquivado por falta de provas, na medida em que o crime, passe a expressão, o filme foi visto por mim. O juiz. Sendo assim, senti-me na obrigação de emitir um parecer. Favorável ou desfavorável. Todavia, escolhi optar por uma crÃtica que fosse favorável e desfavorável, para no fim dar um parecer. Venceu nesta luta o parecer positivo. Não obstante existir alguma falta de ética, por motivos referidos na crÃtica desenvolvida. Porque, do mesmo modo que o disse na crÃtica, o cinema é, tal como Grotowski definiu o seu teatro, um laboratório. Como tal, que se façam experiências, ainda que só se aproveite a sua estética, se for uma estética apurada. Que é o caso.
Author : António Guerreiro | 19/01/2008 04:05
To accept the Charter is, above all, an act of civic responsibility. Independently of the function that we are representing: Member-founder, Participator, or Collaborator. It falls to all of us, subscribers, to be conscious subjects and volunteers to reinforce or question values, traditions and the forms of distribution of power, present in the social context in this home that is Europe.
Author : António Guerreiro | 23/01/2008 00:00
Author : António Guerreiro | 23/01/2008 00:00
Comment to the European Charter for Media Literacy
Information being the source that feeds the Media, that are goods of great value, we should know how to use them in the most correct form, raising our level of literacy , where we can use our powers of criticism regarding that information and the way it is transmitted. It's important to create ideas and form opinions.
So, the importance of the Charter is undeniable, and like European citizens what we are, we have a right and the duty for with it and to accept to help in this important mission.
Comentário à Carta Europeia para uma Literacia dos Media
A comunicação e a informação são fundamentais nos dias que correm. Tão fundamentais como se duma necessidade fisiológica se tratasse.
O Mundo passou a ser global e a estar ao alcance de todos através dos Media. São eles que nos fornecem cada vez mais informação, que nos chega cada vez mais rápido, tão rápido que não conseguimos assimilar tudo. Torna-se, portanto, importante e imperativo aprender a usar essa informação, a filtrá-la a partir das melhores e mais credÃveis fontes. É aqui que entra a Carta. Ela é importante, pois pretende ser um documento que viabiliza a oportunidade de todos os europeus no desenvolvimento da sua literacia dos Media e ajudar ao desenvolvimento de capacidades e conhecimentos relativamente aos mesmos. Isso fará com que todos usem toda a informação duma maneira segura, satisfatória, de acordo com os seus interesses, expectativas, compreendendo e explorando melhor os Media.
Sendo a informação ou as informações que veiculam pelos Media, bens de inegável valor na actualidade, todos nós devemos saber utilizá-las da forma mais correcta possÃvel, tornando-nos mais literados, manifestando a nossa veia crÃtica dessas mesmas informações e dos meios de comunicações que as transmitem. È importante comunicar ideias e formar opiniões.
Portanto, a importância da Carta é inegável, e como cidadãos europeus que somos, temos o direito e o dever para com ela e aceitar ajudar nesta missão importante.
Author : carlosduarte | 23/01/2008 00:33
Information being the source that feeds the Media, that are goods of great value, we should know how to use them in the most correct form, raising our level of literacy , where we can use our powers of criticism regarding that information and the way it is transmitted. It's important to create ideas and form opinions.
So, the importance of the Charter is undeniable, and like European citizens what we are, we have a right and the duty for with it and to accept to help in this important mission.
Comentário à Carta Europeia para uma Literacia dos Media
A comunicação e a informação são fundamentais nos dias que correm. Tão fundamentais como se duma necessidade fisiológica se tratasse.
O Mundo passou a ser global e a estar ao alcance de todos através dos Media. São eles que nos fornecem cada vez mais informação, que nos chega cada vez mais rápido, tão rápido que não conseguimos assimilar tudo. Torna-se, portanto, importante e imperativo aprender a usar essa informação, a filtrá-la a partir das melhores e mais credÃveis fontes. É aqui que entra a Carta. Ela é importante, pois pretende ser um documento que viabiliza a oportunidade de todos os europeus no desenvolvimento da sua literacia dos Media e ajudar ao desenvolvimento de capacidades e conhecimentos relativamente aos mesmos. Isso fará com que todos usem toda a informação duma maneira segura, satisfatória, de acordo com os seus interesses, expectativas, compreendendo e explorando melhor os Media.
Sendo a informação ou as informações que veiculam pelos Media, bens de inegável valor na actualidade, todos nós devemos saber utilizá-las da forma mais correcta possÃvel, tornando-nos mais literados, manifestando a nossa veia crÃtica dessas mesmas informações e dos meios de comunicações que as transmitem. È importante comunicar ideias e formar opiniões.
Portanto, a importância da Carta é inegável, e como cidadãos europeus que somos, temos o direito e o dever para com ela e aceitar ajudar nesta missão importante.
Author : carlosduarte | 23/01/2008 00:33
Hello!!
My name is Juan Miguel, i´m trying see all information of Media Literay in this web.
See you!!! Juanmi.
Author : juanmicb | 12/12/2011 19:15
My name is Juan Miguel, i´m trying see all information of Media Literay in this web.
See you!!! Juanmi.
Author : juanmicb | 12/12/2011 19:15
Hello, I´m a student at the university of Huelva, we are studying a Media Literacy
Author : 1q2w3e4r | 12/12/2011 19:18
Author : 1q2w3e4r | 12/12/2011 19:18
i want to say if we want to know the media literacy very well, you maybe should know what the media is--- techonology, organization , or else
Author : Judy | 18/10/2012 15:52
Author : Judy | 18/10/2012 15:52
Hi , i can sure this is great site on your puretime
Author : IND-DCAcinema | 24/02/2018 09:38
Author : IND-DCAcinema | 24/02/2018 09:38
http://www.puretimesales.com
Author : IND-DCAcinema | 24/02/2018 09:39
Author : IND-DCAcinema | 24/02/2018 09:39
Euro Media Literacy 