Youth, Technology, and DIY: Developing Participatory Competencies in Creative Media Production

Traditionally, educational researchers and practitioners have focused on the development of youths’ critical understanding of media as a key aspect of new media literacies. The 21st Century media landscape suggests an extension of this traditional notion of literacy – an extension that sees creative designs, ethical considerations, and technical skills as part of youth's expressive and intellectual engagement with media as participatory competencies. These engagements with media are also part of a growing Do-It-Yourself, or DIY, movement involving arts, crafts, and new technologies. The purpose of this chapter is to provide a framework and a language for understanding the multiple DIY practices in which youth engage while producing media. In the review, we will first provide a historical overview of the shifting perspectives of two related fields—new media literacies and computer literacy —before outlining the general trends in DIY media cultures that see youth moving towards becoming content creators. We then introduce how a single framework allows us to consider different participatory competencies in DIY under one umbrella. Special attention will be given to the digital practices of remixing, reworking, and repurposing popular media among disadvantaged youth. We will conclude with considerations of equity, access, and participation in after-school settings and possible implications for K-12 education

An Experience on Environmental Education based on Respect-Reduce-Reuse-Recycle in a Village Primary School in the Marche Region, in Italy

T he importance of environmental educatio n is widely recognized worldwide: an important objective is that the citizens are accustomed to apply the best available practices in their life , while ask ing the administration and the government to gradually enforce measures lead ing to a reduction of the environmental impact and to a more sustainable lifestyle. This requires a formation starting at an early age: however, in Italy the relevant indications from the National Curriculum are still limited and do not suggest explicitly the performance of any pr actical activity , tailored on the specific school setting . This inadequacy of the Curriculum becomes particularly apparent in cases where other concerns are present, for example the areas in the Marche region affected by the 2016 earthquake : here, the need to resum e a day by day routine put a kind of \u201cdamper\u201d on other questions, such as environmental issues . This had an effect also i n children\u2019s life on this question, school needs to take a stand , which is the objective of this study . This work concerns an approach to environmental education in a multi classes primary school context (age 6 10) in a small village school, located in the Central Apennine in Italy. This is performed through an experience carried out by investigating the behavior towards waste p roduction of the community, as perceived by children at school. It is therefore articulated through the application of 4R (Respect, which encompasses Reduce, Reuse and Recycle) applying and extending the indications from the Italian National Curriculum. Th e project leads also to an experience of self production of objects by the use of waste, to improve their awareness of the possibilities included in their upcycling. Feedback on the experience is finally acquired from the children and discussed, especially in the sense of creating future citizens with a more sensible and reasonable behavior towards the environment and leading possibly to zero waste strategies in their family and work setting. The data were analy z ed using thematic analysis and different them es about waste production were singled out

Do it Yourself in Education: Leadership for Learning across Physical and Virtual Borders

Today more than ever, educational institutions need educational leaders who are able to promote profound, substantive and sustainable change. This paper is based on the efforts and results of the first stage of a European project implemented in universities and primary and secondary schools in Spain, Finland and the Czech Republic. The project seeks to explore the changes (and its educational effects) that have occurred in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration that connects youth learning, technology and a Do-it-Yourself (DIY) ethos. To achieve the project's objective, we followed a methodology based on the principles of collaborative action research (CAR). We have analysed the curricula and study plans of the participating institutions in order to explore how and where the project could be applied. We conducted a series of focus groups with teachers, students and parents to discuss notions of DIY learning among the educational communities. Based on these discussions, we began to analyse how each context envisions DIY learning and how it relates to the notion of virtual space. We finished the first stage with the professional development of the teachers, which was aimed at shaping the DIYLabs implementation plan

An Experience on Environmental Education Based on Respect-Reduce-Reuse-Recycle in a Village Primary School in the Marche Region, in Italy

The importance of environmental education is widely recognized worldwide: an important objective is that the citizens are accustomed to apply the best available practices in their life, while asking the administration and the government to gradually enforce measures leading to a reduction of the environmental impact and to a more sustainable lifestyle. This requires a formation starting at an early age: however, in Italy the relevant indications from the National Curriculum are still limited and do not suggest explicitly the performance of any practical activity, tailored on the specific school setting. This inadequacy of the Curriculum becomes particularly apparent in cases where other concerns are present, for example the areas in the Marche region affected by the 2016 earthquake: here, the need to resume a day-by-day routine put a kind of “damper” on other questions, such as environmental issues. This had an effect also in children’s life: on this question, school needs to take a stand, which is the objective of this study.  This work concerns an approach to environmental education in a multi-classes primary school context (age 6-10) in a small village school, located in the Central Apennine in Italy. This is performed through an experience carried out by investigating the behavior towards waste production of the community, as perceived by children at school. It is therefore articulated through the application of 4R (Respect, which encompasses Reduce, Reuse and Recycle) applying and extending the indications from the Italian National Curriculum. The project leads also to an experience of self-production of objects by the use of waste, to improve their awareness of the possibilities included in their upcycling. Feedback on the experience is finally acquired from the children and discussed, especially in the sense of creating future citizens with a more sensible and reasonable behavior towards the environment and leading possibly to zero-waste strategies in their family and work setting. The data were analyzed using thematic analysis and different themes about waste production were singled out. Keywords: Environmental education, reduce-reuse-recycle, respect, DIY materials, good practices DOI: 10.7176/JEP/11-15-04 Publication date:May 31st 202

THE CONCEPT OF INTERFAITH MARRIAGE: ISLAM-CATHOLICISM AND ITS IMPLICATIONS FOR THE MORAL EDUCATIONS OF CHILDREN

The focus of this study is to provide an explanation of marriage in Islam and Catholicism and its implications for children's moral education. Interfaith marriages often raise pros and cons in society. Those who disagree think that interfaith marriage violates the rules, so it must be avoided. Meanwhile, for those who agree, consider interfaith marriage as a great gift that must be accepted and lived. In the view of Islam and Catholicism, interfaith marriages are actually permissible and of course follow the rules or provisions of each religion. This theme becomes an interesting topic of discussion in this research. The methods used in this research are the descriptive method and a critical reading of the text. This research does not intend to differentiate between Islamic and Catholic marriages but instead seeks to present Islamic and Catholic views on the concept of interfaith marriage and examine the implications of moral education for children in these two major religions. Islam and Catholicism realize that children are a gift, so they should be formed, educated, and fostered. Parents are primarily responsible for the moral education of their children because from them children learn about life

Multicultural Educational Practice: Ethnography Study at SMP Tumbuh Yogyakarta Indonesia

Multicultural problems from the perspective of the Indonesian people, whose sources are from the diversity of the archipelago, are occurred for so many years. Multicultural awareness must be instilled and become a part of human consciousness in various aspects of life. One of the roles of education is to foster multicultural awareness as an effort to minimize the problems of school-age children. Multicultural education is an alternative to learning in the educational process that helps individuals grow and develop according to their cultural context and environment so that the learning process does not deprive individuals of the experience of everyday life. The purpose of this study was to explore multicultural education practices to foster a sense of respect for differences. The results showed some practice that influence the study were as follow: 1) Multicultural education emerged from the idealism of educators; 2) multiculturalism education in growing schools carried out through namely; 3) the contribution approach, the additive approach, the transformation approach, and the social action approach

Sensitivity analysis in a scoping review on police accountability : assessing the feasibility of reporting criteria in mixed studies reviews

In this paper, we report on the findings of a sensitivity analysis that was carried out within a previously conducted scoping review, hoping to contribute to the ongoing debate about how to assess the quality of research in mixed methods reviews. Previous sensitivity analyses mainly concluded that the exclusion of inadequately reported or lower quality studies did not have a significant effect on the results of the synthesis. In this study, we conducted a sensitivity analysis on the basis of reporting criteria with the aims of analysing its impact on the synthesis results and assessing its feasibility. Contrary to some previous studies, our analysis showed that the exclusion of inadequately reported studies had an impact on the results of the thematic synthesis. Initially, we also sought to propose a refinement of reporting criteria based on the literature and our own experiences. In this way, we aimed to facilitate the assessment of reporting criteria and enhance its consistency. However, based on the results of our sensitivity analysis, we opted not to make such a refinement since many publications included in this analysis did not sufficiently report on the methodology. As such, a refinement would not be useful considering that researchers would be unable to assess these (sub-)criteria