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52Comunicar, 39, XX, 2012AcknowledgementsDr. Susan D. Moeller led the collaborative research for both the «24hours without media» and «The World Unplugged» studies. Inaddition to co-authors Elia Powers and Jessica Roberts, MichaelKoliska, a Ph.D. student also in the Philip Merrill College ofJournalism, University of Maryland, College Park, MD (USA) (mkoliska@umd.edu)was a co-author of this article. Ph.D. students StineEckert, Sergei Golitsinski and Soo-Kwang Oh, together with othergraduate and undergraduate students at the University of Marylandassisted in the analysis of data for «The World Unplugged» study.Faculty at the various participating internatio nal universities wereinvaluable in gathering, translating and evaluating the data fromtheir schools.Notes1 www.withoutmedia.wordpress.com. (12-01-2012).2 Universities participating in «The World Unplugged» (2010-11)study were as follows: Lead University: University of Maryland,College Park – School of Journalism (USA); American University ofBeirut – Department of Social/Behavioral Sciences (Lebanon); Bour -ne mouth University – Media School (United Kingdom); ChineseUniversity of Hong Kong – School of Journalism and Commu -nication (China/Hong Kong); Chongqing University – Literatureand Journalism (China); Hofstra University – School of Commu -nication (USA); Hong Kong Shue Yan University – Department ofJournalism and Communication (China/Hong Kong); MakerereUniversity – Department of Mass Communication (Uganda); Ponti -ficia Universidad Catolica – School of Journalism (Argentina); Pon -ti ficia Universidad Católica de Chile – School of Journalism (Chile);Universidad Iberoamericana – Department of Communica tions(Me xico); University of St. Cyril and Methodius – Marketing andMass Media (Slovakia).3 The template assignment gave to the dozen universities is availablein the following link: www.withoutmedia.word press. com/ -about(12-01-2012).4 That total number of words is approximate because many of thestudents who participated in the global study did not write abouttheir experiences in English.5 In recent semesters, professors at some of the participating internationaluniversities have assigned students following their own«unplugged» exercise to read press coverage about the results of thetwo studies discussed here. As the widespread news media interestindicates, the results of these two studies have received attention notonly from academics engaged in media literacy research but fromjournalists and the digital technology community.ReferencesBERKELEY, L. (2009). Media Education and New Technology: ACase Study of Major Curriculum Change within a University MediaDegree. Journal of Media Practice, 10 (2&3), 185-197.DE ABREU, B. (2011). Media Literacy, Social Networking, and theWeb 2.0. Environment for the K-12 Educator. New York: Peter Lang.DE ANDREA, D.C. & AL. (2011). Serious Social Media: On the Useof Social Media for Improving Students’ Adjustment to College. TheInternet and Higher Education, 15(1), 15-23 (DOI: 10.1016/j.iheduc.2011.05.009).DEWEY, J. (1963). Experience and Education. New York: Collier.GLASER, B.G. & STRAUSS, A.L. (1967). Grounded Theory: TheDiscovery of Grounded Theory. New York: de Gruyter.HENRY J. KAISER FAMILY FOUNDATION (Ed.) (2010). GenerationM2: Media in the Lives of 8- to 18-year-olds. Menlo Park, CA.(www. kff.org/entmedia/upload/8010.pdf) (05-01-2012).HOBBS, R. (2004). A Review of School-Based Initiatives in MediaLiteracy Education. American Behavioral Scientist, 48(1), 42-59.HOBBS, R. & FROST, R. (2003). Measuring the Acquisition of Me -dia-Literacy Skills. Reading Research Quarterly, 38(3), 300-355.JUNCO, R. (2011). The Relationship between Frequency of Face -book Use, Participation in Facebook Activities, and Student Enga -gement. Computers & Education, 58(1), 162-171.KAMALIPOUR, Y.R., ROBINSON, W.L. & NORTMAN, M.L. (1998).College Students’ Media Habits: A Pilot Study. (www.eric.ed. -gov/ PDFS/ED415564.pdf) (05-01-2012).KOLB, D.A. & FRY, R. (1975). Toward an Applied Theory of Expe -riential Learning. In C. COOPER (Ed.), Theories of Group Process.London: John Wiley.LEWIN, K. (1948). Resolving Social Conflicts. Selected Papers onGroup Dynamics. New York: Harper & Row.LICOPPE, C. (2004). Connected Presence: the Emergence of a NewRepertoire for Managing Social Relationships in a Changing Com -munication Technoscape. Environment and Planning D. So cietyand Space, 22(1), 135-156.LENHART, A., PURCELL, K., SMITH, A. & ZICKUHR, K. (2010). SocialMedia & Mobile Internet Use Among Teens and Young Adults. PewInternet & American Life Project. (www.pewinternet. org/~/ -media//Files/Reports/2010/PIP_Social_Media_and_Young_Adults_Report_Final_with_toplines.pdf) (05-01-2012).LIVINGSTONE, S. (2004). Media Literacy and the Challenge of NewInformation and Communication Technologies. The Communica -tion Review, 7(1), 3-14.MARTENS, H. (2010). Evaluating Media Literacy Education:Concepts, Theories and Future Directions. The Journal of MediaLiteracy, 2(1). (www.jmle.org/index.php/JMLE/article/view/71)(30-12-2011).MOELLER, S. (2009). Media Literacy: Helping to Educate the Pu -blic in a Rapidly Changing World. Workshop based on CIMAReports. (http://cima.ned.org/publications/research-reports/medialiteracy-understanding-news) (05-01-2012).NAMLE (Ed.) (2007). Core Principles of Media Literacy Educa -tion in the United States. (http://namle.net/publications/core-principles)(05-01-2012).THE NIELSEN COMPANY (Ed.) (2009). How Teens Use Media: ANielsen Report on the Myths and Realities of Teen Media Trends.(http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf)(05-01-2012).PEIRCE, C.S. (1955). Abduction and induction. In J. BUCHLER (Ed.),Philosophical Writings of Peirce. New York: Dover.PIAGET, J. (1973). To Understand is to Invent. New York: Gross -man Publishers.PUDDEPHATT, A. (2006). A Guide to Measuring the Impact of Rightto Information Programmes: Practical Guidance Note. UNDP.ROGOW, F. (2004). Shifting From Media to Literacy: One Opinionon the Challenges of Media Literacy Education. American Beha -vioral Scientist, 48(1), 30-34.SINGH, J. & AL. (2010). International Information and Media Lite -racy Survey (IILMS). Washington (DC): UNESCO: IFAP ProjectTemplate. The European Charter for Media Literacy. (www.euromedialiteracy.eu/charter.php)(05-01-2012).STRAUSS, A.L., CORBIN, J.M. & LYNCH, M. (1990). Basics of Qua -li tative Research: Grounded Theory Procedures and Techni ques.Thousand Oaks, CA: Sage.THOMAN, E. & JOLLS, T. (2004). Media Literacy. A NationalPriority for a Changing World. American Behavioral Scientist48(1), 18-29.© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 45-52
D O S S I E RReceived: 14-11-2011 / Reviewed: 01-03-2012Accepted: 28-03-2012 / Published: 01-10-2012l Samy Tayie, Manisha Pathak-Shelat & Irma HirsjarviCairo (Egypt), Wisconsin (USA) & Helsinki (Finland)DOI: 10.3916/C39-2012-02-05Young People’s Interaction with Media inEgypt, India, Finland, Argentina and KenyaLa interacción de los jóvenes con los medios en Egipto, India,Finlandia, Argentina y KeniaABSTRACTIn contemporary information society, finding, evaluating and using information is a key survival skill. Conventionaland new media such as libraries, archives, mass media and the Internet serve an important function in society as thesources of information. This chapter will focus on findings from research that was carried out in Egypt, India,Finland, Argentina and Kenya. Based on empirical research, it gives an overview of how young people today use avariety of sources for information seeking and describes the implications of these findings for media literacy programs.The chapter specifically explores young people’s use of new digital and conventional media for information seekingand disseminating. Media diaries were collected from 175 children in Argentina, 100 in Egypt, 160 in India and 144in Finland by the project researchers. With the help of the Nokia Research Centre we also managed to obtain 48completed diaries from Kenya. All diaries were collected in the first half of 2010. Some light will also be shed onefforts led by international organizations, especially UNESCO, to foster teacher training in media and informationliteracy and create worldwide awareness of this competence.RESUMENEn la actual sociedad de la información, encontrar, valorar y utilizar la comunicación es una estrategia fundamentalde supervivencia. Los medios tradicionales y nuevos como las bibliotecas, archivos, medios de masas o Internet tienenuna función crucial para las sociedades como fuentes de información. Este trabajo presenta los resultados de unestudio llevado a cabo en Egipto, India, Finlandia, Argentina y Kenia. Basado en una investigación empírica, ofreceuna visión general de cómo los jóvenes de hoy en día utilizan diversas fuentes para la búsqueda de información ycuáles son sus implicaciones para los programas de alfabetización mediática. En concreto se explora cómo los jóvenesutilizan los medios digitales (nuevos y convencionales) tanto para buscar información como para difundirla. Losinvestigadores del proyecto recogieron los diarios de medios de comunicación de 175 niños de Argentina, 100 deEgipto, 160 de la India y 144 de Finlandia. Con la ayuda del Nokia Research Centre también pudimos obtener 48diarios completos de Kenia. Todos los diarios fueron recogidos durante el primer semestre de 2010. Los hallazgosgiran en torno a los esfuerzos internacionales, especialmente de la UNESCO, de fomentar la formación docente enalfabetización mediática, creando una conciencia mundial sobre este tipo de alfabetización en los profesores.KEYWORDS / PALABRAS CLAVEYoung people, diaries, information providers, media use, new media, media education, Internet, participation.Jóvenes, diarios, proveedores de información, uso de medios de comunicación, nuevos medios de comunicación,educación en medios, Internet, participación.v Dr. Samy Tayie is Full Professor of the Faculty of Mass Communication at the Cairo University (Egypt)(stayie@link.net).v Dr. Manisha Pathak-Shelat is Research Scholar in the School of Journalism and Mass Communication at theUniversity of Wisconsin-Madison (USA) (shelat@wisc.edu)v Dr. Irma Hirsjarvi is an Independent Schoolar and Lecturer at the Open University (Finland)(irma.hirsjarvi@jyu.fi).Comunicar, n. 39, v. XX, 2012, Scientific Journal of Media Education; ISSN: 1134-3478; pages 53-62www.comunicarjournal.com
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