Comunicar 39-ingles - Revista Comunicar

More documents

Recommendations

Info

54Comunicar, 39, XX, 20121. IntroductionThe term «information» seems deceptively innocuous,uncomplicated and neutral. Finding, evaluatingand using information seems to be an everyday activityjust like breathing, of which we are barely conscious.Information, however, is intricately linked with issuesof power, hegemony and something as basic as survivalin contemporary society. That is why informationand communication have been a key focus in efforts asearly as 1960s to establish a new world order, and itis only appropriate that information literacy is nowconsidered an intrinsic component of media literacyprograms.Information seeking and processing is becomingincreasingly complex with the multiplication of informationsources and channels, the breaking-down ofpast gate-keeping institutions, global media flows andthe shift from consuming information to prosuminginformation. Our information landscapes include conventionaland new media sources like libraries, massmedia, alternative media, folk media, archives, signsand billboards, commercial material and oral communications.Navigating these landscapes requires severaldifferent literacies. The new digital media, increasinglypopular among young people all over the world,require an additional set of critical literacies because avast amount of information on new media is usergenerated.The rapid developmentof new media platformshas added new dimensions tomedia literacy programs.New media literacy is aconvergence of all literacydeveloped over the past centuriesincluding classic literacy,audiovisual literacy, digital literacyand information literacy,with a humanistic perspective(Pérez -Tor nero & Varis,2010). Based on this notion ofnew literacy, Chen, Wu andWang (2010) propose a frameworkthat offers a systematicview of new media literacy.They propose that new medialiteracy be understood as twocontinuums from consuming toprosuming literacy and fromfunctional to critical literacy.Media educators all over the world have also realizedthat literacy practices –including media and informationliteracy– are culturally situated practices. AUNESCO declaration in Prague (2003) urged theworld’s governments to develop interdisciplinary programsto promote information literacy as a necessarystep towards creating a literate citizenry, an effectivecivil society and a competitive workforce. Cautionmust be exercised in responding to such a call. Thepast practice of imposing Eurocentric practices andcurricula in all parts of the world has been heavily criticized.How information structures are organized indifferent geo-political locations; issues of access, availabilityand participation; and how active audiencesnegotiate their own meanings based on what theybring to a text (UNESCO curriculum) are importantfactors to consider in designing information literacyprograms. Understanding of economic, cultural, politicaland ethical obstacles to information literacy is alsovital. The role of empirical research in understandingyoung people’s information needs, their informationseeking behavior, and what different literacies theybring to this process is, therefore, crucial in designingsuccessful and culturally relevant media educationprograms. At the same time empirical research wouldhelp us understand if youth practices vis a vis informationbehavior are distinctly different from the precedinggenerations. «Comparative Research in YouthMedia participation» supported by the Academy ofFinland is an example of empirical research that canChen, Wu, and Wang (2010).contribute to meaningful media literacy programs. Theproject carried out between 2009-11 in Finland,Egypt, India and Argentina attempted to understandyouth media participation practices in four different© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 53-62
55contexts. This article, based on empirical research ofmedia diaries in Egypt, India, Finland, Argentina andKenya, gives an overview of how young people in differentgeographic and socio-cultural locations todayengage with a variety of sources for information seekingand disseminating and what the implications ofthe findings are for media literacy programs.2. MethodologyThe idea to collect media diaries as a part of theGlobal Comparative Research on Youth MediaParticipation arose at an early international meeting ofthe project. The venue of the YMP project, theResearch Centre for Contemporary Culture in theUniversity of Jyväskylä, had already put together sucha collection –«One Day ofMedia»– in Finland (Kytömäki,Nirkko & Suoninen, 2003). Init, over 1,500 people aroundthe country wrote about theiruse of media on one particularday, November 29th 2001. InFinland, a collection of diariesabout one winter’s day hadalready been published in2001 «Suomalaisen päivä»(The day of a Finn). The ideaof collecting this kind of dataabout contemporary media usewas hovering in the air, as ithad also been done elsewhere,like in England by DavitGauntlett and Annette Hill(TV-living; Television, Cultureand Everyday Life, London1999). The Finnish «One Dayof Media» project was successful,and clearly brought upinteresting further researchquestions and rich qualitative data, so it was taken as amodel for our research project as well.We were also able to collect media diaries for thisexploratory research project from Argentina (N=175), Egypt (N=100), India (N=160) and Finland(N=144) through the project researchers. With thehelp of the Nokia Research Centre we also gatheredin media diaries from Kenya (N=48). All of themwere collected in the first half of 2010. We analyzedthese texts for expressions of responsible citizenship(Kotilainen, Suoninen, Hirsjärvi & Kolo mainen, 2011),remembering the inequalities of living conditions anddisparities as a background of the analysis (Tufte &The role of empirical research in understanding young people’sinformation needs, their information seeking behavior,and what different literacies they bring to this process is,therefore, crucial in designing successful and culturally relevantmedia education programs. At the same time empiricalresearch would help us understand if youth practices vis avis information behavior are distinctly different from the precedinggenerations. «Comparative Research in Youth Mediaparticipation» supported by the Academy of Finland is anexample of empirical research that can contribute to meaningfulmedia literacy programs.Enghel, 2009) and giving special emphasis to possiblevisible references to inclusive citizenship (Kabeer,2005) and overall participation through media.The children as media users in this study are notonly seen as a «single cultural phenomenon» or as agroup audience but also «as a multiple grouping andactors who are shaped by sociocultural differences»(Kotilainen, Suoninen, Hirsjärvi & Kolomainen, 2011),whose desires and practices –also in the use of mediaand the activities connected to it– are in constantmovement and whose practices are developing.Furthermore, as Rossanna Reguillo points out (2009),political activities should be seen not only as local butas part of the global changes in children’s media use.When talking about blogging Reguillo states that children’sand young people’s «subjective, personal, emotionaleveryday matters shape politics» and theiractions through media should be respected as such.This means that access through media in vital, also aspart of the learning process of civic citizenship.The fluidity of the public and private spheres inchildren’s lives means that there is a need to overridethe previous idea of the traditional division betweenthe rational public and emotional private spheres(Dahlgren, 2006; Kotilainen & Rantala, 2009). Themedia diaries truly show how children have a mixedposition and modes of participation in all media – butalso the cultural competency that early access to mediaComunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 53-62
Page 2 and 3:
© COMUNICAR, 39; XXLATIN AMERICAN
Page 4 and 5: 4Comunicar, 39, XX, 2012C O N T E N
Page 6 and 7: 6Comunicar, 39, XX, 2012Submission
Page 8 and 9: 8Comunicar, 39, XX, 2012EditorialTh
Page 10 and 11: 10Comunicar, 39, XX, 2012Introducti
Page 12 and 13: 12Comunicar, 39, XX, 2012All these
Page 14 and 15: 14Comunicar, 39, XX, 2012civic part
Page 16 and 17: 16Comunicar, 39, XX, 20121. Introdu
Page 18 and 19: 18Comunicar, 39, XX, 2012ponsible u
Page 20 and 21: 20Comunicar, 39, XX, 20122.3.3. Cas
Page 22 and 23: 22Comunicar, 39, XX, 2012best pract
Page 24 and 25: 24Comunicar, 39, XX, 2012© ISSN: 1
Page 28 and 29: 28Comunicar, 39, XX, 2012tors for a
Page 30 and 31: 30Comunicar, 39, XX, 2012This compe
Page 32 and 33: 32Comunicar, 39, XX, 2012Croce, 200
Page 38 and 39: 38Comunicar, 39, XX, 2012the approp
Page 40 and 41: 40Comunicar, 39, XX, 2012Table 3: I
Page 42 and 43: 42Comunicar, 39, XX, 2012racy could
Page 48 and 49: 48Comunicar, 39, XX, 2012data, the
Page 50 and 51: 50Comunicar, 39, XX, 2012habits of
Page 52 and 53: 52Comunicar, 39, XX, 2012Acknowledg
Page 56 and 57: 56Comunicar, 39, XX, 2012and the ne
Page 58 and 59: 58Comunicar, 39, XX, 2012interest i
Page 60 and 61: 60Comunicar, 39, XX, 2012land, medi
Page 62 and 63: 62Comunicar, 39, XX, 2012more than
Page 68 and 69: 68Comunicar, 39, XX, 2012Internet.
Page 70 and 71: 70Comunicar, 39, XX, 2012basic feat
Page 72 and 73: 72Comunicar, 35, XVIII, 2010(www.cy
Page 76 and 77: 76Comunicar, 39, XX, 2012country an
Page 78 and 79: 78Comunicar, 39, XX, 2012was precis
Page 80 and 81: 80Comunicar, 39, XX, 2012end, not a
Page 84 and 85: 84Comunicar, 39, XX, 2012media thro
Page 86 and 87: 86Comunicar, 39, XX, 2012tegies for
Page 88 and 89: 88Comunicar, 39, XX, 2012researcher
Page 92 and 93: 92Comunicar, 39, XX, 20121. The imp
Page 94 and 95: 94Comunicar, 39, XX, 2012literacy i
Page 96 and 97: 96Comunicar, 39, XX, 2012Finally, t
Page 98 and 99: 98Comunicar, 39, XX, 2012them. The
Page 100 and 101: 100Comunicar, 39, XX, 2012© ISSN:
Page 102 and 103: 102Comunicar, 39, XX, 2012«What ma
Page 104 and 105:
104Comunicar, 39, XX, 2012categoriz
Page 106 and 107:
106Comunicar, 39, XX, 20121) Being
Page 108 and 109:
108Comunicar, 39, XX, 2012aprendiza
Page 110 and 111:
110Comunicar, 39, XX, 2012© ISSN:
Page 112 and 113:
112Comunicar, 39, XX, 20121. Introd
Page 114 and 115:
114Comunicar, 39, XX, 2012Antena3,
Page 116 and 117:
116Comunicar, 39, XX, 201224 to 29
Page 118 and 119:
118Comunicar, 39, XX, 2012Opera. Lo
Page 120 and 121:
Page 122 and 123:
122Comunicar, 39, XX, 2012hypertext
Page 124 and 125:
124Comunicar, 39, XX, 2012Figure 1.
Page 126 and 127:
126Comunicar, 39, XX, 2012needs, gr
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
132Comunicar, 39, XX, 20121999; Sac
Page 134 and 135:
134Comunicar, 39, XX, 2012• Analy
Page 136 and 137:
136Comunicar, 39, XX, 2012young; pa
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
142Comunicar, 39, XX, 20121, and co
Page 144 and 145:
Page 146 and 147:
146Comunicar, 39, XX, 2012can be de
Page 148 and 149:
148Comunicar, 39, XX, 20129.6. Focu
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
154Comunicar, 39, XX, 20122010), sp
Page 156 and 157:
156Comunicar, 39, XX, 2012media use
Page 158 and 159:
158Comunicar, 39, XX, 2012QAYYUM, M
Page 160 and 161:
Page 162 and 163:
162Comunicar, 39, XX, 2012variety o
Page 164 and 165:
Page 166 and 167:
166Comunicar, 39, XX, 2012contribut
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
172Comunicar, 39, XX, 2012meanings:
Page 174 and 175:
174Comunicar, 39, XX, 2012This comp
Page 176 and 177:
176Comunicar, 39, XX, 2012Reference
Page 178 and 179:
Page 180 and 181:
180Comunicar, 39, XX, 2012eating ha
Page 182 and 183:
182Comunicar, 39, XX, 2012shows tha
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
188Comunicar, 39, XX, 2012famous).
Page 190 and 191:
190Comunicar, 39, XX, 20123.2.3. Th
Page 192 and 193:
192Comunicar, 39, XX, 2012BIRESSI,
Page 194 and 195:
Page 196 and 197:
196Comunicar, 39, XX, 2012Table 1.
Page 198 and 199:
198Comunicar, 39, XX, 2012Graph 3.
Page 200 and 201:
200Comunicar, 39, XX, 2012In one of
show all

Comunicar 39-ingles - Revista Comunicar

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?