Media and Information Studies

The phenomenon of the digital divide is one of the main study objects in contemporary societies. This paper focuses on the intra-rural digital divide, presenting a typology based on empirical data retrieved from two Greek Regional Units in a sample of 339 farmers. A scale of 23 ICT skills performed to detect the cognitive and technical ICT skills of the farmers. The Exploratory Factor Analysis demonstrates a solution of 5 skill groups. Considering the factor scores and the farmers' socio-demographic characteristics, a Two-Step Cluster Analysis is carried out, releasing three types of digital maturity. Non- familiar with ICTs are the “Digitally Ignorant” farmers, who are low educated, relatively old in age and full-time farmers. Assuming that several innovations in the agricultural sector require increased ICT skills, “Digitally Matures” is potentially the most innovative; however, they are not primarily farmers, a fact that limits this possibility. We argue that human resource development policies in the agricultural sector should focus on “Digitally Teens” as their main occupation is being farmers and their ICT skills could be encouraged through training.

English summary: The chapter, which is part of the collective monograph Digital Childhood, deals with the most critical factors that influence the learning and education of children through digital media. Digital games, mobile applications and other digital platforms provide children with new challenges for gaining valuable experiences, communication stimuli, learning through simulations, trial and error. These processes take place in a relatively secure virtual mode. Still, the acquired knowledge, skills and attitudes can undoubtedly be used in real life and in solving real learning and life situations and challenges. The use of appropriately designed applications and digital games with educational potential provides attractive incentives for children and adolescents to use educational content.

In this context, the author pays particular attention to mobile applications, various types of digital games and other digital platforms, which have embedded educational aspects and are also available via the Internet or in the form of different software solutions. The chapter also includes a detailed description of characteristics, functions and ways of implementation of digital media - either in individual processes or in an institutional context.

Please cite this chapter as: Vrabec, N. (2019). Deti a učenie sa prostredníctvom digitálnych médií (Children and learning through digital media). In P. Izrael, & J. Holdoš et al. (Eds.), Digitálne detstvo (Digital childhood) (pp. 37–65). Verbum - vydavateľstvo Katolíckej univerzity v Ružomberku.

Slovak Summary: Kapitola, ktorá je súčasťou monografie Digitálne detstvo, sa venuje  najdôležitejším faktorom, ktoré ovplyvňu¬jú učenie sa a vzdelávanie detí prostredníctvom digitálnych médií. Digitálne hry, mobilné aplikácie a rôzne ďalšie digitálne platformy sprostredkúvajú deťom nové výzvy pre získavanie cenných skúseností, komunikačné podnety, učenie sa prostredníctvom simulácie, pokusov a omylov. Tieto procesy prebiehajú v relatívne bezpečnom virtuálnom móde, avšak získané vedomosti, zručnosti a postoje môžu byť nepochybne využité aj v reálnom živote a pri riešení skutočných učebných i životných situácií a výziev. Využívanie vhodne navrhnutých aplikácií a digitálnych hier, ktoré majú edukačný potenciál, predstavuje pre deti a dospievajúcich atraktívne stimuly využiteľné pri prenose vzdelávacieho obsahu.

V tomto kontexte autor venuje pozornosť najmä mobil¬ným aplikáciám, rôznych druhom digitálnych hier a ďalším digitálnym platformám, ktoré majú v sebe zakomponované edukačné aspekty a zároveň sú dostupné prostredníctvom internetu alebo v podobe rôznych softvérových riešení. Súčasťou kapitoly je i podrob¬ný popis ich charakteristických vlastností, funkcií a spôso¬bov ich implementácie – či už v individuálnom procese alebo v inštitucionálnom kontexte.

Please cite this chapter as: Vrabec, N. (2019). Deti a učenie sa prostredníctvom digitálnych médií. In P. Izrael, & J. Holdoš et al. (Eds.), Digitálne detstvo (pp. 37–65). Verbum - vydavateľstvo Katolíckej univerzity v Ružomberku.

As a Korean-American global political pop new media artist, Mina Cheon’s research and artistic practice focuses on global peace projects that instigates spaces and issues of conflicts. One of the greatest public problems a global Korean can pay attention to is the ongoing conflict between the two Koreas that echoes the many worlds that are politically, economically, culturally, as well as religiously divided. We see global conflicts everywhere. With the escalation of threats from North Korea and the United States, Korean unification seems nowhere in sight. Cheon is an artist who dreams of unification, who paints North Korean liberation, and have American audience taste North Korean desire by making artwork that is about ‘Eating Choco•Pie Together,’ with choco-pie snacks for the public to eat in a gallery. She is also an artist who sends contemporary art history lessons as video art into North Korea by USB drives. The on-going North Korean awareness project is meant to change the impression of North Koreans around the world. The government and regime is one thing, but North Korean citizens have the right to access information like most rest of the world, the right to be educated, and even learn art history. With support for artist-driven art projects, original and creative contributions can influence North Korea opening up and to be a part of what experts foresee as Pyongyang Spring. Since the US and NK political leaders are not displaying any cultural diplomacy, cultural agents and artist activists must help promote a future of the Koreas to work in cooperation, and by that as one example, help us look towards a future of resolution and global peace.

Media Literacy and Academic Research is inviting papers for Vol. 2, No. 1 which is scheduled to be published on April 2019.

The journal does not have article processing charges (APCs) and article submission charges. Media Literacy and Academic Research welcomes article submissions and does not charge a publication fee.

Media Literacy and Academic Research is a high-quality open access peer- reviewed journal focused on the academic reflection of media and information literacy issues, media education, critical thinking, digital media and new trends in related areas of media and communication studies. The journal is devoted to addressing contemporary issues and future developments related to the interdisciplinary academic discussion, the results of empirical research and the mutual interaction of expertise in media and information studies, education studies as well as their sociological, psychological, political, linguistic and technological aspects.

More info: http://www.mlar.sk/

The purposes of this research were to develop an instructional model by applying the connectivism theory and the flipped classroom approach to enhance information, media, and technology skills and study and compare the information, media, and technology skills of Grade Nine students. The study was conducted in two phases: Phase 1 the development of the instructional model and Phase 2 The study of the results of the teaching and learning model. The samples were two 40-student classes of Grade Nine Students at Satrirachinuthit School enrolled in Semester One of the Academic Year 2020 recruited using a cluster random sampling method. These two classes were randomly drawn to be the control and the experimental group. The quasi-experimental pretestposttest nonequivalent control group research design research was conducted. Research instruments included: the test of information, media, and technology skills; and the academic achievement test on the Occupation Subject. Data were analyzed using Arithmetic Mean, Standard Deviation, Percentage, Independent-sample t-Test, and One-Way MANCOVA. The results of the research were as follows: 1. A teaching and learning model by applying the theory of knowledge and concept of the Flipped Classroom (PIPES teaching model), consists of 9 elements: 1) The origin of the teaching model 2) Teaching and learning principles 3) objective 4) The process of teaching and learning 5) Measurement and evaluation 6) Social system 7) Principles of interaction 8) Teaching support, and 9) The results that happened to the learners. 2. The results of using the teaching model by The Flipped Classroom found that (1) The results of comparing the skills in information, media, and technology, and the learning achievement of the experimental and control groups found that the average score after studying is higher than before. (2) The results of comparing information media and technology skills and academic achievement of experimental group students found that the skill average score and the achievement average score after studying were higher than the control group students

A través de los medios conocemos y aprendemos mucho de nuestro entorno, sobre todo de aquellas realidades que no resultan cercanas en términos geográficos, sociales y culturales, siendo una extensión de nuestros propios sentidos. Sin duda, en estos días de distanciamiento social, el consumo de medios reemplaza en buena medida nuestras ocasiones de socialización, bien poniéndonos en contacto con otras personas, bien como principal fuente de entretenimiento y herramienta de pasatiempo. Desde el punto de vista estratégico, la información que circula en los medios y canales oficiales a altísima velocidad, en teoría, debería haber permitido prevenir y limitar los efectos sanitarios, económicos y sociales de la difusión del virus, otorgando a los actores institucionales de todo el mundo datos, protocolos, resultados útiles para la toma de decisiones. Pero, la COVID-19 se ha propagado más rápidamente en los medios de comunicación que en las personas, las cuales aparentemente, y en todos los sectores sociales e institucionales, no han interpretado de manera correcta su llegada. Todos menos algunos, para los cuales el tiempo y los números revelarán si las decisiones tomadas han sido las correctas. La mayoría, sin duda, ha evidenciado escasa reactividad frente al flujo de información procedente de medios oficiales y no oficiales, obviando aquella regla compartida por la cual, en emergencia, las decisiones se toman rápidamente y con firmeza. La maquinaria mediática ha ubicado la pandemia al centro de su agenda y ocupará este lugar aún por un largo tiempo, con una repetida secuencia de acontecimientos y decisiones, replica de otras experiencias internacionales, cada quien a su ritmo. Los profesionales de la información son causa y efecto de esta dinámica, poniendo a la luz todas las limitantes propias de un sistema productivo que prima el espectáculo a la concientización, por lo cual quien debería informar, en muchas ocasiones, resulta más sorprendido de quien busca conocer y aprender sobre su entorno. Se corre detrás de la pandemia y no se piensa en adelantarse a ella. Entonces, surgen algunas preguntas espontaneas: ¿utilizamos la información a disposición de manera estratégica?, ¿qué tanto las personas están informadas y usan estos datos para tomar decisiones?, ¿cuáles son sus fuentes y cómo utilizan la información en medio de la pandemia?, .están aprendiendo o no como enfrentar el virus?

The Barometer of Social Capital (BARCAS) was designed to measure Social Capital and citizen’s participation in Colombia. After building up the conceptual space that should be measured, the questionnaire was pretested to externally validate its diagnostic capacities in a Gemeinschaft to Amoral familist to Geselschaft variety of social formations.. The conceptual space was composed by ten dimensions: Institutional Trust, Civic Participation, Mutuality and Reciprocity, Horizontal

Este  artículo  retoma  el  concepto  de  obras  expresivas  audiovisuales  comunitarias  y  su  estrecho vínculo con la recreación. Este estudio parte de algunos resultados del proyecto de investigación. El objetivo es visibilizar la importancia de desarrollar procesos educomunicativos de  mediano  y  largo  aliento  en  los  que  no  solo  se  vinculen  lenguajes  audiovisuales,  sino  también otras formas de expresión lúdico-creativas. El enfoque metodológico del proyecto de investigación fue cualitativo, basado en la observación profunda y la descripción densa de la etnografía clásica, así como en la etnografía audiovisual y en la etnografía virtual. Los principales hallazgos, desde la perspectiva de la comunicación basada en las mediaciones, es que las OEAC tienen lugar en el centro mismo de las comunidades, en los usos, las relaciones y  los  vínculos  que  se  construyen  en  los  procesos  de  comunicación.  Además  de  funcionar  socialmente como mediaciones en el sentido desarrollado por Martín-Barbero (1991), están conformadas  por  mediaciones  semióticas  o  lenguajes  lúdico-creativos  (Mesa,  2004).  En  conclusión, se considera que las OEAC abren posibilidades de transformación social porque desarrollan procesos que trascienden las películas, reconocen los aspectos sociohistóricos, fortalecen la identidad colectiva y hacen posible una fluida relación entre sujetos y contextos.