{"title":"I servizi socio-educativi nell’era del digitale. Sfide e opportunità","authors":"Roberta T. Di Rosa, Antonio Lopez Pelaez","doi":"10.36253/me-13957","DOIUrl":"https://doi.org/10.36253/me-13957","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"10 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85204497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mailing lists, social networks and group chats have become the stage of a very wide spectrum of formal and informal relationship dynamics where conflicts, discussions and misunderstandings are very common. Parents, school administrators and teachers experience situations which are often difficult to manage and where the boundaries between the private and the professional sphere are shady and often crossed. These complex dynamics, even more, complicated if one considers that schools are benefitted from families from different cultural backgrounds, are extremely difficult to investigate because they take place in border-lined spaces which often escape from the gaze of the school policies of the regulations and scientific debate. The research hereby presented, which has been in development for 18 months in a school institute in the metropolitan city of Bologna connoted by a very high degree of multicultural presence, aims to investigate how communicative exchanges mediated by digital contexts are able to influence the relational dynamics between teachers-teachers and parents-teachers.
{"title":"Digital contexts mediated communication between teachers and parents: a transversal research in a multicultural school","authors":"Alessandro Soriani, E. Pacetti","doi":"10.36253/me-13355","DOIUrl":"https://doi.org/10.36253/me-13355","url":null,"abstract":"Mailing lists, social networks and group chats have become the stage of a very wide spectrum of formal and informal relationship dynamics where conflicts, discussions and misunderstandings are very common. Parents, school administrators and teachers experience situations which are often difficult to manage and where the boundaries between the private and the professional sphere are shady and often crossed. These complex dynamics, even more, complicated if one considers that schools are benefitted from families from different cultural backgrounds, are extremely difficult to investigate because they take place in border-lined spaces which often escape from the gaze of the school policies of the regulations and scientific debate. The research hereby presented, which has been in development for 18 months in a school institute in the metropolitan city of Bologna connoted by a very high degree of multicultural presence, aims to investigate how communicative exchanges mediated by digital contexts are able to influence the relational dynamics between teachers-teachers and parents-teachers.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"49 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87027948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Youth work is a term related to socio-educational activities, with a multipurpose and differentiated character involving young people, situated at the border between the formal education system and the practices of informal socialization. Over the last years, the development of the social media and the digital making became an integral part of the elements and provisions on youth work throughout Europe, receiving momentum and support through the interventions promoted by European institutions. The efforts made by the European Commission and the Council of Europe to guarantee the quality in digital youth work is the result of a process that, through recommendations and guidelines, tried to support the youth workers, from one side, in understanding and promoting the digital competencies and, on the other hand, to offer a frame of reference in line with the current digital transformations to young people approaching European youth work.Starting from this reference framework, the contribution is articulated following a double temporal level, firstly trying to review the initiatives promoting digital youth work before the pandemic and, secondly, illustrating the current proposals pushing more and more towards an “accelerated and improvised digitization”, with which youth work must necessarily deal.
{"title":"Youth work e trasformazione digitale: policy di intervento durante la pandemia","authors":"A. Coppola, N. Crescenzo","doi":"10.36253/me-13275","DOIUrl":"https://doi.org/10.36253/me-13275","url":null,"abstract":"Youth work is a term related to socio-educational activities, with a multipurpose and differentiated character involving young people, situated at the border between the formal education system and the practices of informal socialization. Over the last years, the development of the social media and the digital making became an integral part of the elements and provisions on youth work throughout Europe, receiving momentum and support through the interventions promoted by European institutions. The efforts made by the European Commission and the Council of Europe to guarantee the quality in digital youth work is the result of a process that, through recommendations and guidelines, tried to support the youth workers, from one side, in understanding and promoting the digital competencies and, on the other hand, to offer a frame of reference in line with the current digital transformations to young people approaching European youth work.Starting from this reference framework, the contribution is articulated following a double temporal level, firstly trying to review the initiatives promoting digital youth work before the pandemic and, secondly, illustrating the current proposals pushing more and more towards an “accelerated and improvised digitization”, with which youth work must necessarily deal.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"77 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91222648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the experience of implementing in a formal mentoring service a digital application that instantly connects mentors and social workers/educators. In order to improve scientific research and evaluation methods of youth mentoring programs, it was designed a data monitoring and synchronization system that provides real-time information about meetings. The so-called Messagenes app was tested with 130 couples mentor-mentee during their participation in the Nightingale project, a community-based mentoring programme whose objective is to facilitate social, cultural and linguistic cohesion of foreign minors. The results demonstrate the benefits of adopting technologies in order to assess the social support offered to youth who face adversity.
{"title":"Tecnología digital y nuevas formas de evaluar el apoyo social en la mentoría de menores","authors":"Anna Sánchez Aragón","doi":"10.36253/me-13417","DOIUrl":"https://doi.org/10.36253/me-13417","url":null,"abstract":"This article presents the experience of implementing in a formal mentoring service a digital application that instantly connects mentors and social workers/educators. In order to improve scientific research and evaluation methods of youth mentoring programs, it was designed a data monitoring and synchronization system that provides real-time information about meetings. The so-called Messagenes app was tested with 130 couples mentor-mentee during their participation in the Nightingale project, a community-based mentoring programme whose objective is to facilitate social, cultural and linguistic cohesion of foreign minors. The results demonstrate the benefits of adopting technologies in order to assess the social support offered to youth who face adversity.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"48 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77661437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lorenzo Giuseppe Zaffaroni, Davide Cino, Kira Thiel, Claudia Lampert
The COVID-19 pandemic has confronted families, and especially children, with significant social and psychological challenges. The lockdown was accompanied by a substantial expansion of digital and social media use and an increased probability of coming into contact with different kinds of online risks. Focusing on cyberbullying, we report on findings from an online survey to investigate the extent to which children aged 10-18 (n = 1.541) experienced cyberbullying and cybervictimization during the first lockdown in Italy and Germany. Looking at the role of different variables through two binary logistic regressions, results indicate that the most consistent predictor in both forms of bullying experiences was children’s emotional distress. No statistically significant country differences emerged. Finally, the implications and limitations of this work are discussed.
{"title":"Drivers of cyberbullying and cybervictimization during the COVID-19 pandemic. Findings from an online survey during the first lockdown","authors":"Lorenzo Giuseppe Zaffaroni, Davide Cino, Kira Thiel, Claudia Lampert","doi":"10.36253/me-13169","DOIUrl":"https://doi.org/10.36253/me-13169","url":null,"abstract":"The COVID-19 pandemic has confronted families, and especially children, with significant social and psychological challenges. The lockdown was accompanied by a substantial expansion of digital and social media use and an increased probability of coming into contact with different kinds of online risks. Focusing on cyberbullying, we report on findings from an online survey to investigate the extent to which children aged 10-18 (n = 1.541) experienced cyberbullying and cybervictimization during the first lockdown in Italy and Germany. Looking at the role of different variables through two binary logistic regressions, results indicate that the most consistent predictor in both forms of bullying experiences was children’s emotional distress. No statistically significant country differences emerged. Finally, the implications and limitations of this work are discussed.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"12 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82798983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The numerous socio-economic and cultural transformations affect the various educational institutions bringing about significant changes. A central role is assumed by the teacher, considered one of the determining factors for students’ academic success. This work aims, on the one hand, to reconstruct a summary framework relating to the features characterizing evidence-informed didactic mediation, on the other hand, it intends to focus attention on the planning phases of an in service training course calibrated on the teacher’s needs. In this specific case, the identification of the training needs took place through the administration of a structured questionnaire, designed to identify those components of the didactic expertise (planning, cognitive, management and evaluation) on which to define a plan of effective interventions, providing personalized feedback to all participants. The findings also revealed the teachers’ mental patterns and beliefs.
{"title":"La La mediazione didattica evidence informed: dai bisogni formativi ad una progettazione efficace","authors":"Rosa Vegliante, Sergio Miranda, A. Marzano","doi":"10.36253/me-13270","DOIUrl":"https://doi.org/10.36253/me-13270","url":null,"abstract":"The numerous socio-economic and cultural transformations affect the various educational institutions bringing about significant changes. A central role is assumed by the teacher, considered one of the determining factors for students’ academic success. This work aims, on the one hand, to reconstruct a summary framework relating to the features characterizing evidence-informed didactic mediation, on the other hand, it intends to focus attention on the planning phases of an in service training course calibrated on the teacher’s needs. In this specific case, the identification of the training needs took place through the administration of a structured questionnaire, designed to identify those components of the didactic expertise (planning, cognitive, management and evaluation) on which to define a plan of effective interventions, providing personalized feedback to all participants. The findings also revealed the teachers’ mental patterns and beliefs.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"47 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91351568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paula Méndez Domínguez, Joaquín Castillo de Mesa, Antonio López Peláez
The relational uprooting faced by young unaccompanied minors, when they undertake a migratory process, it places them in a situation of extreme vulnerability. Timeshare in the Center for Minors offered relationships between themselves, which are later maintained and reflected on social networking sites. The content that can be shared on social networking sites could condition the subsequent migratory itinerary travel and the migratory chains that are formed. In this study, the profiles on social networking sites of 51 unaccompanied minors were analyzed one year after having passed through a Center for Minors located in Malaga (Spain). Through social networks analysis, netnography and certain algorithms for community detection, cohesion and emotion analysis, the connectedness and interaction patterns shown by these young people on social networking sites (Facebook) will be analyzed, identifying leaderships and detecting communities that influence the formation of migratory chains. The results show how the patterns of connectedness, interaction and leadership reflect migratory chains.
{"title":"The conditioning of social networking sites in the formation of migratory chains of unaccompanied foreign minors","authors":"Paula Méndez Domínguez, Joaquín Castillo de Mesa, Antonio López Peláez","doi":"10.36253/me-13387","DOIUrl":"https://doi.org/10.36253/me-13387","url":null,"abstract":"The relational uprooting faced by young unaccompanied minors, when they undertake a migratory process, it places them in a situation of extreme vulnerability. Timeshare in the Center for Minors offered relationships between themselves, which are later maintained and reflected on social networking sites. The content that can be shared on social networking sites could condition the subsequent migratory itinerary travel and the migratory chains that are formed. In this study, the profiles on social networking sites of 51 unaccompanied minors were analyzed one year after having passed through a Center for Minors located in Malaga (Spain). Through social networks analysis, netnography and certain algorithms for community detection, cohesion and emotion analysis, the connectedness and interaction patterns shown by these young people on social networking sites (Facebook) will be analyzed, identifying leaderships and detecting communities that influence the formation of migratory chains. The results show how the patterns of connectedness, interaction and leadership reflect migratory chains.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90405186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julio-César Mateus, Tessa Jolls, Daniel Chapell, Sara Guzman
This paper compares the results of a media literacy test taken in 2009 and 2019 at three schools in Lima, Peru. To understand the study’s results in this 10-year comparison, the context surrounding the study is examined, including Peru’s approach to national standards and curriculum and the Center for Media Literacy’s frameworks for media literacy. Although technology, especially social media, advanced dramatically during this 10-year period, students continued to demonstrate that they doubt the media. However, the paradigm that has prevailed in Peru has been to provide technology to schools instead of promoting media literacy in the curriculum or in teacher training, ignoring Latin American tradition of educommunication. After initial promising results for students’ understanding Core Concepts of media literacy, later results in 2019 show that these Concepts were not retained, nor was teacher training reinforced. The combination of more teacher training and incorporating media literacy into the national curriculum can be powerful drivers for introducing media literacy into the education system of Peru. This article, based on survey results from three Lima-based private schools, contends its importance and urgence, over all in the context of global Covid-19, which has forced school lockdowns for almost two years, increasing Peruvian children’s exposure and interaction with media.
{"title":"Media Literacy in Peru: Reflections and comparisons on a 10-year journey","authors":"Julio-César Mateus, Tessa Jolls, Daniel Chapell, Sara Guzman","doi":"10.36253/me-12365","DOIUrl":"https://doi.org/10.36253/me-12365","url":null,"abstract":"This paper compares the results of a media literacy test taken in 2009 and 2019 at three schools in Lima, Peru. To understand the study’s results in this 10-year comparison, the context surrounding the study is examined, including Peru’s approach to national standards and curriculum and the Center for Media Literacy’s frameworks for media literacy. Although technology, especially social media, advanced dramatically during this 10-year period, students continued to demonstrate that they doubt the media. However, the paradigm that has prevailed in Peru has been to provide technology to schools instead of promoting media literacy in the curriculum or in teacher training, ignoring Latin American tradition of educommunication. After initial promising results for students’ understanding Core Concepts of media literacy, later results in 2019 show that these Concepts were not retained, nor was teacher training reinforced. The combination of more teacher training and incorporating media literacy into the national curriculum can be powerful drivers for introducing media literacy into the education system of Peru. This article, based on survey results from three Lima-based private schools, contends its importance and urgence, over all in the context of global Covid-19, which has forced school lockdowns for almost two years, increasing Peruvian children’s exposure and interaction with media.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"19 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76879648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Covid-19 pandemic has questioned communication and inter-relational methods. During the period in question, educators questioned how to dialogue with children and how to nurture the relationship at a distance. The social sharing of the educational task, the support and accompaniment to parents has proved to be fertile ground for promoting the global growth of the person. The nursery-family relationship and the storytelling activity - declined according to the type of Digital Storytelling - constitute the main axes of the research described below, conducted at a distance with 20 pairs of parents of 20 children attending a municipal nursery school in the city of Palermo. Through the research process, the aim was to enhance parents’ reflective competence, narrative competence and critical re-elaboration supported using ICT. The methodology implemented is that relating to the model of Alterio and McDrury (2003). To evaluate the acquisition of reflexive and narrative skills and critical re-elaboration, three focus group sessions and the evaluation sheet of the quality and validity of digital storytelling, created by parents with the support of the nursery educators, were used.
{"title":"Una metodologia innovativa per le famiglie al nido","authors":"M. Albanese, Silvana Nicolosi","doi":"10.36253/me-13347","DOIUrl":"https://doi.org/10.36253/me-13347","url":null,"abstract":"The Covid-19 pandemic has questioned communication and inter-relational methods. During the period in question, educators questioned how to dialogue with children and how to nurture the relationship at a distance. The social sharing of the educational task, the support and accompaniment to parents has proved to be fertile ground for promoting the global growth of the person. The nursery-family relationship and the storytelling activity - declined according to the type of Digital Storytelling - constitute the main axes of the research described below, conducted at a distance with 20 pairs of parents of 20 children attending a municipal nursery school in the city of Palermo. Through the research process, the aim was to enhance parents’ reflective competence, narrative competence and critical re-elaboration supported using ICT. The methodology implemented is that relating to the model of Alterio and McDrury (2003). To evaluate the acquisition of reflexive and narrative skills and critical re-elaboration, three focus group sessions and the evaluation sheet of the quality and validity of digital storytelling, created by parents with the support of the nursery educators, were used.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"31 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85142698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research illustrates how young children conceptualize the image and role of ideal television in their life. Building upon Kress and Van Leeuwen’s (2006) theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. Children’s pictorial depictions of their understanding of dream TV suggested they viewed the desirable TV quite close to the traditional TV that has two main aims: entertainment and environmental education. Moreover, the concept of dream TV was closely defined by play both as outdoor activity and organized sports but also toys advertisements. The results of this research revealed that children sketch a quite positive and powerful image of dream TV painted with vivid colors and joyful pictures which has an active role in their lives.
{"title":"Greek preschoolers drawing the TV of their dreams","authors":"Sofia Theodosiadou, Argyris Kyridis","doi":"10.36253/me-11514","DOIUrl":"https://doi.org/10.36253/me-11514","url":null,"abstract":"This research illustrates how young children conceptualize the image and role of ideal television in their life. Building upon Kress and Van Leeuwen’s (2006) theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. Children’s pictorial depictions of their understanding of dream TV suggested they viewed the desirable TV quite close to the traditional TV that has two main aims: entertainment and environmental education. Moreover, the concept of dream TV was closely defined by play both as outdoor activity and organized sports but also toys advertisements. The results of this research revealed that children sketch a quite positive and powerful image of dream TV painted with vivid colors and joyful pictures which has an active role in their lives.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":"68 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80285078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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