Heike vom Orde

IZI-Datenbank.de is the most extensive bibliographical database on the topics of children’s, youth and educational television in the German-speaking area. The documentation of the IZI evaluates internationally relevant sources, using the descriptors of the IZI’s own detailed thesaurus. Since summer 2004 a thesaurus-based search in English is available. 1 Die Dokumentation des Internationalen Zentralinstituts für das Jugendund Bildungsfernsehen (IZI) 1.1 Aufgaben und Angebote der IZI-Dokumentation Das Internationale Zentralinstitut für das Jugendund Bildungsfernsehen (IZI) ist eine Dokumentationsund Forschungseinrichtung beim Bayerischen Rundfunk in München. Das Institut wurde 1965 gegründet und wird 495

Journalists, politicians and academics alike argue that children’s engagement with news is important. News not only inform citizens of all ages about important events but also contribute to democratic practices such as civic participation. Consequently, news media are considered central agents in the advancement of children’s well-being in democratic societies (Carter, 2014). Research findings also suggest that news contribute to the socialisation of children into critical and active citizens (van Deth et al., 2011). Furthermore, the reception of children’s news can encourage their prosocial behaviour and engagement (de Leeuw et al., 2015). Yet news are crucial not only for young people’s sense of belonging to society as citizens, but also for children’s innate curiosity about the world. The importance of freedom of opinion and freedom of information for young people is reflected in the United Nations “Convention on the Rights of the Child”: “The child shall have the right to freedo...

IZI-Datenbank.de ist die umfangreichste im deutschsprachigen Raum erstellte Referenzdatenbank zu den Themengebieten Kinder-, Jugend- und Bildungs-fernsehen. Die Dokumentation des IZI wertet international relevante Quellen aus und erschließt diese mit einem detaillierten Thesaurus. Seit Sommer 2004 wird auch eine qualifizierte Expertensuche in englischer Sprache angeboten.

In these uncertain and challenging times, we are all affected by major restrictions and changes in our everyday life. Besides the elderly and those with chronic illnesses, children and adolescents are among the groups that are especially vulnerable in this crisis. Researchers assume that the crisisrelated social distancing, the closure of schools and children’s day-care centres, the more frequent use of screen media, and stress factors within the family can have negative effects on young people’s well-being and mental health (Lee, 2020; Wang et al., 2020). A clearly structured daily routine can foster resilience, particularly in children, but often this is no longer a given, and the microcosm of the family faces a serious test of endurance. Furthermore, children are “keen observers”: they are very aware of the fear, uncertainty and stress in the behaviour of those around them, and have to deal with this (Saxena & Saxena, 2020, p. 190). Studies that were conducted before the COVID-19...

According to Gordon Allport, the pioneer of social-psychological prejudice research, prejudices are “an antipathy based upon a faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group as a whole or toward an individual because he is a member of that group.” (Allport, 1954, p. 9) The rise of the cognitive perspective in psychology brought with it the acceptance of a three-dimensional concept of prejudice which still prevails in the research today (Legge & Mansel, 2012, p. 503). According to this, prejudices may manifest themselves affectively (e.g. through negative emotions), cognitively (e.g. through stereotypical convictions) and conatively (e.g. via discriminatory behaviour) towards a group (ibid., p. 503). Prejudices are therefore not simply possible individual opinions among many, rather false and inflexible generalisations which may have far-reaching negative consequences for members of marginalised groups and society as a whole.

This paper is a review of what current guidelines, standards, and case studies tell us about dimensions of competencies and skills learned through quality media and information literacy activities in universities and libraries. “We must prepare young people for living in a world of powerful images, words and sounds.” UNESCO’s 1982 statement on the importance of promoting media literacy competencies is still highly relevant. Media and information literacy education for young people provides a new pedagogy and framework for an essential 21 st century survival skill. According to the National Communication Association (NCA) media literacy is a “fundamental competency for literate citizens”. In 1998 the NCA defined “20 Standards for Speaking, Listening, and Media Literacy Education in K-12 Education” which mark the start of conceptualizing and defining competencies in media literacy. In media-educational contexts, the role of librarians as gatekeepers of the media is recognized as vital...

The concept of resilience features in a wide range of academic disciplines. In accordance with its roots in the Latin resilire (to rebound or recoil), usage of the term in such contexts tends to revolve around the notion of a successful response to some form of disturbance. What distinguishes resilience from resistance, for example, is the idea that a person, material, or system at least temporarily changes, becomes distorted, gives way, or adapts. In other words, resilience implies a certain flexibility (Vogt, 2015, p. 5). Across the disciplines, resilience refers to problem-solving capacities – to processes or qualities that allow someone or something to be more robust in the face of crises, to continue to function, and not to be broken. According to this basic understanding, the concept of resilience can be applied almost everywhere, be it to economic crises, stress, trauma, terrorism, or natural catastrophes (III. 1). The notion of resilience originally derives from the field of...

Identity is derived from the Latin “idem”, which means “being the same [person]”. Researchers approach this “powerful construct” (Vignoles et al., 2011, p. 2) in different ways: identity is variously understood as a (cognitive) self-image, as something shaped by habit, as a social attribution or role, as a habitus, a performance, or a constructed narrative (cf. Berger & Luckmann, 1991, p. 194 ff.). Identity is a constant object of academic discourses, which can be interpreted partly as a reaction to the radical changes that have taken place in modern times, and the crises that have often accompanied them. For example, George Herbert Mead’s theory on identity development emerged at the beginning of the last century in Chicago, against the background of a constantly growing number of migrants, who “threatened” the self-concept of the local residents. This led to a renegotiation of affiliation and difference, and a redrawing of the boundary between people’s own identity and that which ...