Socializing Young People to Ethics via Play Experience: Browser Games and Parental Concerns for Safety Online

This paper considers an online game and its relation to safety and privacy, in order to examine social and ethical issues raised by parental concern over harmful content. To gain real insights on the responsibility of adults, it develops a hands-on approach that takes into account the major stakeholders, especially young people and the related circle of people around them. Therefore the research question that is raised is: how do browser games provide reassurance to parents about their children’s safety and privacy? The issue of safety online is explored in three parts, using an ethnographic research framework: it explores a specific online game, it provides a profile of participants, it analyses their types of actions in relation to safety and privacy, and discusses the results in terms of incidence of risk, peer-monitoring and community control. The findings show that there is a rather strong tendency to self-regulation, but that tendency is partly due to a strong presence of mediating adults and peers. The results are discussed in terms of incidence of risk, peer-monitoring and networked means of control on the one hand, and in terms of scientific contribution to socialization theory on the other hand. They lead to final considerations on the repertoire of ethical strategies set up online and its meaning for the concerns of adults towards online risk as well as the need for policies on regulation and self-regulation. They also lead to extensions on the socialization to norms and the appropriation of ethics by young people

La téléréalité et les féminismes. La norme d’internalité et les (en)jeux de genre et de sexe

Les émissions de téléréalité sont révélatrices d’une certaine conception de la femme, même si elles ne se réclament d’aucun féminisme. Les stéréotypes de la « féminité », c’est-à-dire un ensemble d’attentes concernant la façon dont les femmes doivent se comporter en public comme en privé, y sont sur-représentés, sur un mode quasi pornographique. Cette « quasi-pornographie » a pour fonction de favoriser l’acquisition de la norme d’internalité, c’est-à-dire celle par laquelle la fillette intériorise les critères de réussite et se les approprie, sur la base de la présentation de soi telle qu’elle est renforcée par la téléréalité – le modèle étant la vedette ou son avatar, la Lolita. Ces émissions participent ainsi de la surveillance sociale, surveillance-spectacle qui s’appuie sur l’intérêt des jeunes filles pour les mécanismes d’inclusion et d’exclusion sociale, qui influent sur la constitution de leur identité personnelle. Elles tendent à favoriser le discours féminin, perçu comme en phase avec le modèle télévisé commercial et la notoriété des marques et à évacuer le discours féministe, potentiellement critique à l’égard des pratiques, des déplacements et des dépendances véhiculées par le média. Il se dégage la nette impression d’une régression sur les acquis antérieurs des mouvements sociaux féministes et d’un grand désarroi des représentations collectives devant la précarité de l’émancipation. Cette difficulté à pérenniser les gains place les nouveaux enjeux du féminisme dans l’articulation entre libération des sexes et différence des générations.Reality TV programs reveal a certain vision of women, though they don’t claim any explicit relation to feminism. The stereotypes of femininity (i.e. the expectations about the way in which women are to behave in public as in private spheres) are over-represented, on a quasi-pornographic mode. Such quasi-pornography functions in order to favor the acquisition of the norm of internality whereby a young girl internalizes the social criteria for success and interprets them on the basis of the self-presentation that is re-enforced by reality programming – the role model being the star or its avatar, the Lolita. Such programs partake in social surveillance, turned into a spectacle that feeds on the young girl’s interests in understanding mechanisms of social inclusion and exclusion that in turn will influence the way she will construct her personal identity. They tend to favor a discourse on femininity, in congruence with the audiovisual commercial model and the notoriety of brands, and to exclude a discourse on feminism, that could potentially be critical of the practices, displacements and dependencies created by the media. There results a clear impression of regression from the past inroads of feminist social movements and a great sense of disarray in relation to the precariousness of emancipation. Such difficulty in maintaining feminist gains implies to posit the new stakes of feminism in the need to bridge the gap between the generations as much as between the sexes

Medijska pismenost i ljudska prava: obrazovanje za održiva društva

This paper builds on the collaborative work of media researchers and professionals as well as education decision makers and teachers that met in Graz, 5- 7 December 2007, at the invitation of the Council of Europe. The purpose of the workshop was to determine the validity of media education and to verify that human rights could be an added value to such an education. Three main questions were debated, that built on each other: 1) “Which media literacy?” focused on an assessment of the various definitions of media education, trying to come to terms with the distinction between old and new media, old and new literacies. 2) “Which competences, skills, attitudes and values?” considered the core elements for developing coherent literacy training programmes and sought to identify the integration of human rights in current methods of teaching. 3) “How to develop these competences, skills, attitudes and values?” discussed concrete examples of best practice, especially those dealing with interactions between public and private sectors and old and new media. It also examined how to evaluate the efficacy of empowerment practices and policies, raising issues of awareness, self-regulation and the role of the state and of Intergovernmental Organizations such as the Council of Europe. The results emphasized priority actions for different actors in the field of media literacy, and assessed possible cooperation between actors while high-lighting the most important outcomes concerning the three key issues. The first research question, about the feasibility of a comprehensive and inclusive approach to media education was answered positively, with many examples showing that it was already a work in progress. The second research question, about the added-value of human rights, was also verified, though it appears that the introduction of human rights values in the curriculum needs special attention and a modular approach.Članak se temelji na zaključcima i rezultatima zajedničkog rada medijskih stručnjaka, medijskih profesionalaca i donositelja odluka u području obrazovanja te predavača okupljenih u Grazu od 5. do 7. prosinca 2007. na poziv Vijeća Europe. Svrha radionice je bila donijeti zaključke o vrijednosti obrazovanja za medije i potvrditi da znanja o ljudskim pravima trebaju biti dodana vrijednost takvom obrazovanju. Na skupu se raspravljalo o ova tri glavna pitanja: 1) “Koju medijsku pismenost? S obzirom na različite definicije medijskog obrazovanja, nastojalo se doći do definicija razlikujući stare i nove medije, stare i nove pismenosti. 2) “Koje osobine, vještine, stavove i vrijednosti?” treba smatrati ključnim elementima u razvoju jedinstvenog programa medijske pismenosti uz zahtjev za uključenjem ljudskih prava u postojeće metode podučavanja. 3) “Kako razviti te sposobnosti, vještine, stajališta i vrijednosti?” uz raspravljanje o konkretnim primjerima iz prakse, posebice onim primjerima interakcije između javnih i privatnih sektora, novih i starih medija. Također se istraživalo kako vrednovati učinkovitost jačanja prakse i načela ostvarenja, postavljajući pitanja svjesnosti, samoregulacije i uloge države i međudržavnih organizacija kao što je Vijeće Europe. Istaknute su prioritetne akcije za različite sudionike u području medijske pismenosti uz procjenu moguće suradnje među njima, te su razmotreni najvažniji ishodi glede tri ključna pitanja. Prvo istraživačko pitanje, o mogućnosti sveobuhvatnog pristupa medijskom obrazovanju, dobilo je pozitivan odgovor s mnogim primjerima koji pokazuju da je to već posao koji je u postupku. Drugo istraživačko pitanje, o dodanoj vrijednosti ljudskih prava, također je potvrđeno, iako se čini da uvođenje ljudskih prava u nastavne curriculume zahtijeva posebnu pozornost i modularni pristup

Medijska pismenost i ljudska prava: obrazovanje za održiva društva

This paper builds on the collaborative work of media researchers and professionals as well as education decision makers and teachers that met in Graz, 5- 7 December 2007, at the invitation of the Council of Europe. The purpose of the workshop was to determine the validity of media education and to verify that human rights could be an added value to such an education. Three main questions were debated, that built on each other: 1) “Which media literacy?” focused on an assessment of the various definitions of media education, trying to come to terms with the distinction between old and new media, old and new literacies. 2) “Which competences, skills, attitudes and values?” considered the core elements for developing coherent literacy training programmes and sought to identify the integration of human rights in current methods of teaching. 3) “How to develop these competences, skills, attitudes and values?” discussed concrete examples of best practice, especially those dealing with interactions between public and private sectors and old and new media. It also examined how to evaluate the efficacy of empowerment practices and policies, raising issues of awareness, self-regulation and the role of the state and of Intergovernmental Organizations such as the Council of Europe. The results emphasized priority actions for different actors in the field of media literacy, and assessed possible cooperation between actors while high-lighting the most important outcomes concerning the three key issues. The first research question, about the feasibility of a comprehensive and inclusive approach to media education was answered positively, with many examples showing that it was already a work in progress. The second research question, about the added-value of human rights, was also verified, though it appears that the introduction of human rights values in the curriculum needs special attention and a modular approach.Članak se temelji na zaključcima i rezultatima zajedničkog rada medijskih stručnjaka, medijskih profesionalaca i donositelja odluka u području obrazovanja te predavača okupljenih u Grazu od 5. do 7. prosinca 2007. na poziv Vijeća Europe. Svrha radionice je bila donijeti zaključke o vrijednosti obrazovanja za medije i potvrditi da znanja o ljudskim pravima trebaju biti dodana vrijednost takvom obrazovanju. Na skupu se raspravljalo o ova tri glavna pitanja: 1) “Koju medijsku pismenost? S obzirom na različite definicije medijskog obrazovanja, nastojalo se doći do definicija razlikujući stare i nove medije, stare i nove pismenosti. 2) “Koje osobine, vještine, stavove i vrijednosti?” treba smatrati ključnim elementima u razvoju jedinstvenog programa medijske pismenosti uz zahtjev za uključenjem ljudskih prava u postojeće metode podučavanja. 3) “Kako razviti te sposobnosti, vještine, stajališta i vrijednosti?” uz raspravljanje o konkretnim primjerima iz prakse, posebice onim primjerima interakcije između javnih i privatnih sektora, novih i starih medija. Također se istraživalo kako vrednovati učinkovitost jačanja prakse i načela ostvarenja, postavljajući pitanja svjesnosti, samoregulacije i uloge države i međudržavnih organizacija kao što je Vijeće Europe. Istaknute su prioritetne akcije za različite sudionike u području medijske pismenosti uz procjenu moguće suradnje među njima, te su razmotreni najvažniji ishodi glede tri ključna pitanja. Prvo istraživačko pitanje, o mogućnosti sveobuhvatnog pristupa medijskom obrazovanju, dobilo je pozitivan odgovor s mnogim primjerima koji pokazuju da je to već posao koji je u postupku. Drugo istraživačko pitanje, o dodanoj vrijednosti ljudskih prava, također je potvrđeno, iako se čini da uvođenje ljudskih prava u nastavne curriculume zahtijeva posebnu pozornost i modularni pristup

Transpismenost kao novi istraživački vidik za medijsku i informacijsku pismenost

Media and information literacy is a concept that is valid yet at the same time obsolete. It refers back to the modernist era, with its very specific linear view of media. In the cyberist era, characterized by the primacy of online exchanges over offline exchanges, the rise of user-aggregated contents and an increase in strategies between broadcast media and broadband media, literate activities are more complicated and so are the relevant competences expected of users and learners. This article considers the notion of ‘transliteracy’ as a means to harness the potential advantages and mitigate the risks of the so-called ‘Information society’. The new context for media and information literacy is first examined, then a tentative definition of transliteracy is proposed. Lastly, the research questions and areas of exploration are passed in review along with a few proposals.Medijska i informacijska pismenost predstavljaju koncepte koji su valjani, ali koji su zastarjeli. Odnose se na modernističko doba s vrlo specifičnim linearnim pogledom na medije. U virtualno doba koje je karakteristično po davanju prvenstva online razmjeni sadržaja nad offline razmjenom dolazi do porasta sadržaja koji su prikupili korisnici te do novih strategija u tradicionalnim i novim medijima. Aktivnosti opismenjavanja postaju sve složenije, kao i potrebne kompetencije polaznika te očekivanja od korisnika i učenika. Ovaj rad razmatra transpismenost (transliteracy) kao način za iskorištavanje potencijalnih prednosti i umanjivanje rizika ‘informacijskog društva’. Prije svega autorica je ispitala novi kontekst medijske i informacijske pismenosti te je definirala transpismenost. Na kraju su pregledana istraživačka pitanja i područja te je dano nekoliko prijedloga

Politiques publiques en éducation aux médias et à l’information : quand l’ailleurs informe l’ici

La fracture numérique est avant tout culturelle et cognitive, comme le souligne sa persistance même dans les pays où la question de l’accès généralisé aux TIC ne se pose plus avec acuité. Pour la réduire, il est urgent de faire remonter vers les décideurs la valeur des usages, pratiques et compétences accumulées par l’éducation aux médias et à l’information. Or, la plupart des ministères de l’Éducation dans le monde se font tirer l’oreille, y compris en France. En Europe, la tendance est à ce..

Informacijski poremećaji, rizici i prilike za medijsku i informacijsku pismenost

This paper analyses the major modifications created by the “social turn” i.e. the emergence of social media. It presents the drastic change of ecosystem created by the three “continents” of the Internet. This sets up the context of deployment for “information disorders” such as radicalisation and disinformation. The analysis then considers the risks and opportunities for Media and Information Literacy: on the one hand, the rise of fact-checking and the increasing interference of social media platforms; on the other hand, the augmentation of the Media and Information Literacy epistemology and the Media and Information Literacy paradigm shift entailed by information disorders. It concludes on an agenda for Media and Information Literacy in 21st century.Ovaj rad analizira velike promjene izazvane „društvenim zaokretom“, odnosno pojavom društvenih medija. U radu se predstavljaju drastične promjene ekosustava koje su izazvala tri “kontinenta” interneta, što je dovelo do razvoja “informacijskih poremećaja”, poput radikalizacije i dezinformiranja. Analiza zatim razmatra rizike i prilike za medijsku i informacijsku pismenost: s jedne strane, porast provjeravanja činjenica i pojačana interferencija platformi za društveno umrežavanje; s druge strane, povećanje polja znanja, vještina i stavova u okviru medijske i informacije pismenosti te pomak paradigme medijske i informacijske pismenosti koji sa sobom povlači informacijske poremećaje. Zaključno se donosi agenda medijske i informacijske pismenosti u 21. stoljeću

Jean-Marc Ferry, Séverine De Proost, éds, L’École au défi de l’Europe. Médias, éducation et citoyenneté postnationale

L’ouvrage de Jean-Marc Ferry et Séverine De Proost est ambitieux et sa lecture stimulante. Il prend acte de la nécessité de construire une citoyenneté européenne, et donne à l’école la mission de créer cette « éducation postnationale ». Il met cette exigence en regard avec les contraintes à l’œuvre dans les pratiques éducatives (intégration sociale, partitions disciplinaires, etc.) et les défis posés par la concurrence des médias, dont les missions et fonctions (divertissement notamment) sont..

Social Cognition

As France seems to discover 'cultural studies'—via the analysis of American television series in some university departments that study literature or media—cultural studies in the English-speaking world are being displaced by new interdisciplinary approaches with a different arsenal of tools. In their initial phase, cultural studies expanded the scope of analysis of different arts and media into complex social phenomena, with such analytical notions as class, gender and ethnicity. Their legac..