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Abstract: Elisa Farinacci, Giacomo Manzoli The increasingly pervasive mediatization of our daily lives has led to pervasive media consumption and increased production and sharing of data and information. With the outbreak of the Covid-19 pandemic, media education has been transformed into an all-encompassing category that was asked to fulfill the needs and expectations pertaining to other disciplines. This progressive extension of the area of expertise of media education requires to rethink its research focus, its intervention practices in educational environments, and its regulation at the State level in order to guarantee its full legitimacy and recognition both inside and outside the schooling system. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: David Buckingham, Elisa Farinacci, Giacomo Manzoli This interview retraces and broadens some of the key concepts that Professor David Buckingham highlighted during his lecture Media and cultural education in the age of digital capitalism that he gave at the conference DAMS. Ieri, Oggi e Domani (April 22-24th, 2021) organized within the celebrations of the 50th anniversary of the foundation of the Drama, Art and Music Studies program (DAMS) at the University of Bologna. David Buckingham is an internationally recognized leading expert on children’s and young people’s interactions with electronic media, and on media literacy education. He was the founder and director of the Centre for the Study of Children, Youth and Media and has been a consultant for UNESCO, the United Nations, Unicef, the European Commission, Ofcom, and the UK government for several years. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Floriana Falcinelli The author argues that the media system today presents itself according to a manifold and integrated dimension, in which it is possible to identify forms of hy-bridization, made possible by convergence to digital. At the same time, experience with new digital network technologies (ICT) is increasingly widespread, both for communication and for access to information. For all this, digital competence has been considered by the EC among the key competences for life-long learning. The school must promote a critical and conscious use of the ICT by designing learning environments in which students, with the guidance of teachers, become active in the construction of knowledge, also collaborating with the peers. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Julian McDougall, Lee Edwards, Karen Fowler-Watt In the early stages of the pandemic, U.N. Secretary-General Antonio Guterres warned that the world was not only fighting coronavirus «but our enemy is also the growing surge of misinformation» (Associated Press, 28.3.20). Media literacy in the time of Covid is situated at an intersection between its value as an educational inoculation against misinformation in general and the urgency of a rapid response to misinformation about the virus. Media literacy in this context takes on a role in public health. This article reviews the evidence for the effectiveness of media liter-acy in both contexts, collating findings from reviews conducted for the UK De-partment for Culture, Media and Sport (DCMS), European Commisssion, US Em-bassy and UK Office of Communications (OFCOM), together with a rapid evi-dence analysis of media literacy with an applied, specific focus on ‘Covid fake news’. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Piermarco Aroldi, Davide Cino, Lorenzo Zaffaroni The Covid-19 emergency profoundly challenged Italian schools, worsening the digital divide both in technology access and the provision of digital-mediated school experiences. Drawing on quantitative and qualitative data collected with the Joint Research Center before the first lockdown, the study elucidates Italian children and parents’ experiences with digital technologies and media in distance learning. Results show how social, economic and cultural differences in schools’ and families’ responses to the lockdown can foster inequalities in learning process-es. Our findings can also inform reflections on the ongoing digitisation processes to prevent Italian schools from becoming exclusive. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Pier Cesare Rivoltella, Chiara Panciroli The contribution describes some of the main audiovisual functions in the me-dia-educational and didactic field, distinguishing some specific characterizations: cognitive, imaginative and emotional. The outcome of the analysis path is the re-understanding of the audiovisual in the perspective of a post-media education that allows us to recognize different natures: aesthetics, criticism and politics. Three cases are also presented concerning audiovisual in the educational field: that of CAVE conceived by the Audiovisual Centers for Education, that of the digital en-vironment of the MOdE of the University of Bologna, that of the TikTok channel of the CREMIT of the Catholic University of Milan. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Giovanni Ragone, Alessio Ceccherelli With the hyper-acceleration of flows and the globalization of information and imagination, a recursive and accumulative approach dominates the forma mentis of digital networks, reminiscent of the Baroque in constructing knowledge in an artisanal way. An attitude incompatible with the educational traditions of the "disciplines" and the distinction between formal and informal learning. A reconfigura-tion of educational systems urges, based on the awareness of teaching/learning processes and technologies at our disposal. Interesting is the concept of the close relationship between learning ability and tangible objects. The "place" of the learn-ing experience is nowadays a manipulable transmedia environment. Some exam-ples in various university courses. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Lorenzo Denicolai The current media abundance affects the younger generations, who use multimedia and visual forms to create dialogue, identity building, and self-narration. These expressive possibilities require a necessary literacy to the different codes characterizing the various practices. The contribution aims to heuristically investigate how the cinematographic language can constitute an audiovisual competence to provide a technological way of thinking. It should result from the fusion of the procedural logic of programming and the syntax of moving images. To introduce this visual thought, reference will be made both to theoretical lines, and practical experiences of audiovisual alphabetization designed and tested in primary schools. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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Abstract: Lia Luchetti, Anna Lisa Tota This article deals with the deep transformations of the commemorative practices due to the digital technologies. It focuses on a case study related to the online commemoration of the Piazza Fontana terroristic attack (December 12 1969, Milan) which took place on December 12 2020 during the pandemia, 51 years after the tragical event. The results here illustrated represent the last part of a long research on the public memory of this case. PubDate: Thu, 15 Dec 2021 8:00:00 GMT
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