In the Service of Young People? Studies and Reflections on Media ...

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AcknowledgementWe would like to acknowledge <strong>the</strong> support<strong>of</strong> UNESCO in producing this publication.7
ForewordDuring <strong>the</strong> past decades, <strong>the</strong> media l<strong>and</strong>scape <strong>and</strong> media culture have undergonemajor changes. Modern information technology has given rise to a constantlyincreasing supply <strong>of</strong> media products through many new channels, <strong>and</strong> our perceptions<strong>of</strong> time <strong>and</strong> space, <strong>the</strong> bounds between private <strong>and</strong> public, central<strong>and</strong> peripheral, have changed. A good share <strong>of</strong> <strong>the</strong> people in <strong>the</strong> world – albeitfar from all – have access to an abundance <strong>of</strong> information, entertainment <strong>and</strong>games via television, films, radio, books, periodicals, <strong>the</strong> <strong>In</strong>ternet <strong>and</strong> mobiletelephones. Convergence, fragmentation, diversification <strong>and</strong> individualizationare characteristics frequently taken up in <strong>the</strong> debate on our contemporary mediaculture.Communications satellites, digitalization <strong>and</strong> advances in online services – especially<strong>the</strong> <strong>In</strong>ternet – have meant an enormous expansion <strong>of</strong> <strong>the</strong> global marketfor media products. The categories information, entertainment <strong>and</strong> advertisingare no longer clear-cut; nei<strong>the</strong>r are <strong>the</strong> bounds between hardware <strong>and</strong> s<strong>of</strong>tware,product <strong>and</strong> distribution. An interactive media society has grown up alongside<strong>the</strong> traditional mass media society. <strong>Young</strong> people around <strong>the</strong> world have alreadyopted into it. These technological changes have made truly global flows <strong>of</strong>information possible, while <strong>the</strong>y have also opened up transnational markets forglobal media companies. The production <strong>and</strong> distribution <strong>of</strong> media products areheavily concentrated, with respect to both ownership <strong>and</strong> content.Without media <strong>and</strong> modern information technologies, <strong>the</strong> globalization wespeak <strong>of</strong> would not be possible. Access to a variety <strong>of</strong> media, telephony <strong>and</strong> onlineservices is increasingly recognized as a vital factor for political, economic <strong>and</strong>cultural development, <strong>and</strong> children <strong>and</strong> youth are in <strong>the</strong> midst <strong>of</strong> this globaldevelopment <strong>of</strong> communication <strong>and</strong> media.Yet research shows that, in most countries, <strong>the</strong> situation <strong>of</strong> children’s <strong>and</strong> youngpeople’s programmes on radio <strong>and</strong> television is deteriorating ra<strong>the</strong>r thanimproving. Likewise, spaces dedicated to children <strong>and</strong> young people on <strong>the</strong>9
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Page 3 and 4: Yearbook 2005/2006In</stron
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Page 10 and 11: Forewordtangential in several respe
Page 12 and 13: Divina Frau-MeigsLooking at <strong
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Page 18 and 19: Divina Frau-MeigsWhat needs yet to
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Page 22 and 23: Divina Frau-Meigs. This large entit
Page 24 and 25: Divina Frau-MeigsFrau-Meigs, D. “
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Harmful to Children?• Changed att
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Harmful to Children?on those who ar
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Harmful to Children?Putting media e
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Harmful to Children?couraging negat
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Harmful to Children?• Different a
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Harmful to Children?evidence from o
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Harmful to Children?Looking to <str
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Harmful to Children?The future rese
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Harmful to Children?approach, it ma
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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The Arab Child and
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Divided CityInform
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Divided CityAfrica’s digital excl
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Divided CityThe state of</s
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Divided CityThe questions posed wer
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Divided Cityasked Kituo cha Sheria,
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Divided Cityand vi
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Divided CityThe way forwardMounting
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Divided CityMutume, Gumisai (2003)
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Geoff Leal
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Geoff Leal
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Geoff Leal
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Geoff Leal
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Geoff Leal
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Geoff Leal
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Lilia RaychevaThe transition was sl
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Lilia Raychevaby more than 1,800 ca
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Lilia Raycheva2002). These were som
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Lilia Raychevalike objects for mora
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Lucyna Kirwilshown on television th
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Lucyna KirwilTable 1.Sample <strong
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Lucyna Kirwilthrillers shown at nig
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Lucyna Kirwilpositive and</
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Lucyna KirwilTable 4.Life goals in
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Lucyna Kirwilsocial equality, <stro
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Lucyna KirwilTable 5.Secure vs. ris
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Lucyna Kirwil• solving problems u
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Lucyna KirwilThese four important a
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Lucyna Kirwilon producers a
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Lucyna KirwilMalamuth N.M. & Impett
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Indrajit Banerjee
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Indrajit Banerjee
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Indrajit Banerjee
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Indrajit Banerjee
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Bu Weiand communic
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Bu Wei11) children with HIV or from
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Bu Weitection issues. Particularly,
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Bu Weidifficult positions. And <str
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Bu WeiSolutions in the</str
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Bu WeiNo matter whose daughter she
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Bu Wei• through study and
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Lebanese Youth and
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Lebanese Youth and
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Lebanese Youth and
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Lebanese Youth and
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Lebanese Youth and
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Lebanese Youth and
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Lebanese Youth and
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C.K. Cheung & Lee Rothe</st
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Youth Media and Me
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Youth Media and Me
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Youth Media and Me
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Youth Media and Me
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Youth Media and Me
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Youth Media and Me
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Youth Media and Me
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Youth Media and Me
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Twenty-first Century LearnersA Need
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Twenty-first Century Learnerspart <
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Twenty-first Century LearnersHarnes
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Twenty-first Century Learnersor to
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Twenty-first Century LearnersHoweve
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Twenty-first Century LearnersConclu
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Twenty-first Century LearnersMorgan
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Twenty-first Century LearnersGeogra
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Twenty-first Century LearnersSome o
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Twenty-first Century Learners<stron
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Twenty-first Century LearnersComput
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Together They Are
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Together They Are
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Together They Are
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Together They Are
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Together They Are
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Together They Are
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Together They Are
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Together They Are
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Together They Are
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Ulla Carlssonyears we have seen a s
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Ulla CarlssonPerceptions of
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Ulla CarlssonAre young people influ
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Ulla Carlssonthat media violence ha
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Ulla CarlssonIn <s
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Ulla CarlssonWhat measures to reduc
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Ulla CarlssonSwedish legislationTVR
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Ulla CarlssonTable 6.Views on <stro
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Ulla CarlssonSummaryFor decades mas
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Ulla Carlssonvon Feilitzen, C (2004
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Vítor Reia-Baptistanels of
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Vítor Reia-Baptistais a skilled SM
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Vítor Reia-Baptistatenors
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Vítor Reia-BaptistaThe democratiza
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Vítor Reia-Baptistamunicate. The o
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Vítor Reia-BaptistaNotes1. Eco, 19
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ContentsWhat is Media and</
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What is Media and
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What is Media and
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What is Media and
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Media Literacy for Children, <stron
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Activities, Projects and</s
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III Children’s and</stron
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Children’s and <
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Activities, Projects and</s
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1. Two Examples of
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1. Two Examples of
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2. Other Youth Med
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2. Other Youth Med
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2. Other Youth Med
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2. Other Youth Med
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2. Other Youth Med
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2. Other Youth Med
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3. Further Resourc
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Media Literacy for Media Pr
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Internet Literacyi
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Internet LiteracyS
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Internet Literacyi
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Internet Literacyi
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Internet LiteracyT
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Internet LiteracyC
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Internet Literacy
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Internet Literacyo
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Internet Literacy<
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Internet Literacy
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Internet LiteracyT
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References(besides links an
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ReferencesRother,
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AuthorsThorsten HeldLucyna KirwilGe
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Books on children, young people <st
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