TY  - BOOK
AU  - Hoechsmann,Michael
AU  - Carr,Paul R.
AU  - Thésée,Gina
TI  - Education for Democracy 2.0: Changing Frames of Media Literacy 
T2  - Critical Media Literacies Series
SN  - 9789004448490
AV  - LA1131 
U1  - 370.951 23
PY  - 2021///
CY  - Leiden; , Boston
PB  - Brill | Sense, 
KW  - Education
N1  - Includes bibliographical references and index; Foreword: Lasting Lessons Learned from the "Fake News" Crisis MIL as the 1st Curriculum -- Divina Frau-Meigs -- Acknowledgements -- List of Figures and Tables -- Notes on Contributors -- Introduction: The Struggle over Meaning in a World in Crisis -- Michael Hoechsmann, Gina Thésée and Paul R. Carr -- PART 1: Engaging the Community -- 1 Ubuntu: Innovation and Decolonization in Media and Communication Studies -- Colin Chasi and Ylva Rodny-Gumede -- 2 Participatory Democratic Production: In the Conception and Organization of a Makerspace -- Robyn M. Tierney -- 3 Video Production and Global Civic Education: The School as Sandbox for Democracy 2.0 -- María Rodríguez-Romero -- 4 Media Education for the Inclusion of At-Risk Youth: Shades of Democracy 2.0 from Finland -- Mari Pienimäki and Sirkku Kotilainen -- 5 Disability Representation in Digital Media in Zimbabwe -- Tafadzwa Rugoho -- 6 Merging Media and Information Literacy and Human Rights Education: A Powerful Amalgam for Today's Radical Democracy -- Sandra L. Cuervo Sanchez and Tania Goitandia Moore -- PART 2: Framing Media Literacy; 7 The Critical Mindset in Times of Distrust: Critical Thinking and Critical Consciousness and the Biopolitics of the Emerging Media Citizen -- Michael Forsman -- 8 Buying in to Participatory Culture?: Critical Media Literacy and Social Media -- Carlos Rodríguez-Hoyos, Elia Fernández-Diaz, Ignacio Haya Salmón and Adelina Calvo Salvador -- 9 Gaming Education: Learning about Climate Change through Digital Game-Based Teaching -- Tania Ouariachi, María Dolores Olvera-Lobo and José Gutiérrez-Pérez -- 10 Not without Us: A Feminist Pedagogy for Media Education 2.0 -- Aquilina Fueyo -- 11 Is It All Just Emojis and LOL: Or Can Social Media Foster Environmental Learning and Activism? -- Ellen Field -- 12 The Social Media Landscape: Self-Simulation and Social Consequences -- Maria Leena Korpijaakko -- PART 3: Transforming the Classroom -- 13 Critical Pedagogy for the Media Generation: Youth Media Use and Computational Literacy through Game-Making -- Milena Droumeva and Jennifer Jenson -- 14 Post-Truth Explorers: Information Literacy vs. Fake News -- María Luisa Zorrilla Abascal and Bruno Salvador Hernández Levi -- 15 Nine Key Insights: For a Robust and Holistic Critical News Media Literacy -- Emil Marmol -- 16 Building Digital Bridges to Our Public Sphere: Blogging, Media Literacy 2.0, and 21st Century Pedagogy -- Robert C. Williams -- 17 Learning Democracy by Doing Wikiversity -- Anna Renfors and Juha Suoranta -- 18 Multiliteracies and the Critical Thinker: Philosophical Engagement with New Media in the Classroom -- Laura D'Olimpio -- Postscript: Bubbles and Baubles: Seeking Democracy 2.0 in a Post-Factual World -- Roberto Aparici and David García-Marín -- Index
N2  - This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David García Marín (UNED, Madrid)
UR  - http://dx.doi.org/10.1163/9789004448490
ER  -