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72Comunicar, 35, XVIII, 2010(www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf) (12-1-2012)KIERKEGAARD, S. (2008). Cybering, Online Grooming and Ageplay.Computer Law & Security Review, 24(1), 41-55. (DOI: 10. 10 16/ -j.clsr.2007.11.004).LAW, D.M., SHAPKA, J.D., HYMEL, S., OLSON, B.F. & WATER -HOUSE, T. (2012). The Changing Face of Bullying: An EmpiricalComparison between Traditional and Internet Bullying and Victi -mization. Computers in Human Behavior, 28(1), 226-232. (DOI:10.1016/j.chb.2011.09.004).LÉVY, P. (1997). Collective Intelligence: Makind’s Emerging Wordlin Cyberspace. Plenum Trade: New York, USA.LIVINGSTONE, S., HADDON, L., GÖRZIG, A. & ÓLAFSSON, K. (2011).Risks and Safety on the Internet: The Perspective of EuropeanChildren. Full findings. LSE, London: EU Kids Online.LIVINGSTONE, S. & HELSPER, E. (2010). Balancing Opportunitiesand Risks in Teenagers’ Use of the Internet: The Role of OnlineSkills and Internet Self-efficacy. New Media & Society, 12(2),309-329. (DOI: 10.1177/1461444809342697).LOBE, B., LIVINGSTONE, S., ÓLAFSSON, K. & VODEB, H. (2011).Cross-national Comparison of Risks and Safety on the Internet.Initial Analysis from the EU Kids Online Survey of EuropeanChildren. London: EU Kids Online, LSE.MCALINDEN, A. (2006). Setting ‘em up: Personal, Familial and Ins -titutional Grooming in the Sexual Abuse of Children. Social & LegalStudies, 15(3), 339-362. (DOI: 10.1177/096466390 60 66 613).OLIVER, E., SOLER, M. & FLECHA, R. (2009). Opening schools to all(women): Efforts to Overcome Gender Violence in Spain. BritishJournal of Sociology of Education, 30(2), 207-218. (DOI: 10.10 -80/ 01425690802700313).PÉREZ-TORNERO, J. & VARIS, T. (2010). Media Literacy and NewHumanism. Moscow: UNESCO. Institute for Information Tech -nologies in Education.RYAN, T., KARIUKI, M. & YILMAZ, H. (2011). A Comparative Ana -lysis of Cyberbullying Perceptions of Preservice Educators: Canadaand Turkey. Turkish Online Journal of Educational Tech nology,10(3), 1-12.DIRECTIVE OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL(2002). Combating the Sexual Abuse and Sexual Exploitation ofChildren and Child Pornography, and Replacing Council Frame -work Decision 2004/68/JHA (2011).UNICEF INNOCENTI RESEARCH CENTRE (Ed.) (2011). Child Sa -fety Online. Global Challenges and Strategies. Florence: UNI-CEF.VALLS, R., PUIGVERT, L. & DUQUE, E. (2008). Gender Violenceamong Teenagers - Socialization and Prevention. Violence AgainstWomen, 14(7), 759-785. (DOI: 10.1177/1077801208320365).WILSON, C., GRIZZLE, A., TUAZON, R., AKYEMPONG, K. & CHE -UNG, C.K. (2011). Media and Information Literacy Curri culum forTeachers. Paris: UNESCO.WOLAK, J., FINKELHOR, D., MITCHELL, K.J. & YBARRA, M.L.(2008). Online ‘Predators’ and their Victims: Myths, Realities, andImplications for Prevention and Treatment. American Psychologist,63(2), 111.© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 65-72
D O S S I E Rl Sherri H. Culver & Thomas JacobsonPhiladelphia, Pennsylvania (USA)Received: 16-02-2012 / Reviewed: 25-03-2012Accepted: 28-03-2012 / Published: 01-10-2012DOI: 10.3916/C39-2012-02-07Media Literacy and Its Use as a Methodto Encourage Civic EngagementAlfabetización mediática como método para fomentar la participación cívicaABSTRACTChanges in technology have opened up a new kind of participatory citizenry; one in which engaged citizens’ blog,post, tweet, upload, create, and otherwise interact with others online. This paper explores the intersection of mediaand information literacy with civic participation by examining three specific programs operating in the United States.These projects include «Powerful Voices for Kids», «The Salzburg Academy on Media and Social Change»; and«Cultivating the NetGeneration of Youth as Global Citizens and Media Literate Leaders in a Digital Age», in whicheducators and students at schools in the USA and Africa meet virtually and physically to explore collaborative methodsthat use media to build bridges of understanding. Through analysis of each program’s practices and personalinterviews with the program director, consistent methods for developing a strong media and information literacy programwith a focus on democratic participation are revealed. These include a need for programs to reflect a respectfor student interest in popular culture, willingness for program educators to put aside assumptions that students lackan interest in current events, recognition that technology use is a means to an end, not the ultimate goal, and the utilizationof a support team for the instructors or educators.RESUMENLos cambios en la tecnología han posibilitado un nuevo tipo de ciudadanía participativa; los ciudadanos utilizanblogs, correos, tweets, principalmente para crear e interactuar con otros. Este artículo explora la intersección de losmedios de comunicación y la alfabetización mediática y su relación con la participación ciudadana, mediante el análisisde tres programas específicos que se llevan a cabo en Estados Unidos. Estos proyectos son «Voces para losniños» (Powerful Voices for Kids), «Academia de Salzburgo en Comunicación y Cambio Social» (The SalzburgAcademy on Media and Social Change) y «Educando a jóvenes en Red como ciudadanos globales, alfabetizadosmediáticamente en la era digital» (Cultivating the NetGeneration of Youth as Global Citizens and Media LiterateLeaders in a Digital Age). En ellos educadores y alumnos de escuelas de Estados Unidos y África tienen encuentrosvirtuales y presenciales para explorar métodos colaborativos, utilizando los medios para construir puentes de entendimiento.A través del análisis de cada programa y las entrevistas personales con algunos de sus directores, se presentanmétodos que consiguen un buen desarrollo de proyectos de alfabetización mediática focalizados en la participacióndemocrática, incluyendo, a su vez, la necesidad de crear actividades que reflejen el respeto hacia el interésde los estudiantes en la cultura popular, la voluntad de los educadores para superar los prejuicios sobre su falta deinterés en temas de actualidad, el reconocimiento de la tecnología como un medio y no como un fin en sí misma, yla utilización de un equipo de apoyo para el profesorado.KEYWORDS / PALABRAS CLAVEMedia literacy, information literacy, democracy, participation, civic engagement, social change, youth media.Alfabetización mediática, alfabetización informacional, participación, democracia, compromiso cívico, cambio social,medios de comunicación juveniles.v Sherri Hope Culver is Assistant Professor in the School of Communications and the Department of Broadcasting,Telecommunications and Mass Media at the Temple University in Pennsylvania (USA) (shculver@temple.edu).v Dr. Thomas Jacobson is Interim Dean in the School of Communications and Theater at the Temple University inPennsylvania (USA) (tlj@temple.edu).Comunicar, n. 39, v. XX, 2012, Scientific Journal of Media Education; ISSN: 1134-3478; pages 73-80www.comunicarjournal.com
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