"Os mass media na família: um risco e uma riqueza"

O tema escolhido para o Dia Mundial das Comunicações Sociais do próximo ano pelo papa João Paulo II será "Os mass media na família: um risco e uma riqueza". A evocação ocorrerá, em 2004, no dia 23 de Maio. Tradicionalmente, a divulgação do tema do ano seguinte ocorre no dia 29 de Setembro, festa de S. Miguel, S. Rafael e S.Gabriel, este último tido por padroeiro da rádio. No dia 24 de Janeiro, festa do padroeiro dos jornalistas, S. Francisco de Sales, é divulgada a mensagem do papa para a evocação do Dia, instituído por solicitação do Concílio Vaticano II.

Livro novo

Napolitano, M., Como Usar o Cinema na Sala de Aula, S. Paulo, Contexto, 2003. (Dica de As Imagens e nós)

Investigar com crianças
- conferência na UM

No âmbito do Ciclo de Conferências em Sociologia da Infância realiza-se no dia 2 de Outubro pelas 17 horas no Auditório do IEC da Universidade do Minho (Avenida Central, 100), uma conferência intitulada "Metodologias Participativas e Investigação com Crianças" pela Professora Priscilla Alderson, uma das principais referências nas metodologias de investigação com crianças.

A Professora Priscilla Alderson é docente no Instituto de Educação da Universidade de Londres e é também co-directora do Centro de Investigação em Políticas e Investigação da Infância.

Tem desenvolvido extensa investigação nas seguintes áreas:

- Métodos e Ética na Investigação com crianças;
- Cidadania da Infância e a Convenção dos Direitos da Criança;
- Ultimamente tem coordenado uma investigação em Neurologia Neonatal designada: Foretelling Futures: Dilemma in Neonatal Neurology.
O acesso é livre.Será assegurada a tradução da conferência.

Digital Games Research Conference 2003
4-6 Novembro, 2003, Universidade de Utreque, Holanda

The conference will be the first official event of the new interdisciplinary association DiGRA, aiming to promote quality research of games, interdisciplinary collaboration in games research, design and development, and recognition of game studies as an academic field of enquiry. A wide range of approaches is encouraged focussing on research, design and development. We aim at a broad diversity of topics, such as:

Computer Games
On the history of games, game aesthetics (narrative, interactivity) and
game play (structure, time, multiplayer platforms).

Design/productionConcerned with the relationship between the designer/producer and the game (programming, project management).

Reception
Reception focuses on the individual player’s relationship to the computer game: the cognitive, social, psychological and therapeutic effects of games.

Games as an aesthetic phenomenon
On games as art, game-genres and storytelling. On the similarities and differences between computer games and other media

Games as a cultural phenomenon
How games are interpreted, their meaning and significance to the player, their contribution to an understanding of oneself, of relationships with others, and of one’s world (gender, ethnicity, nationality).

Games as a social phenomenon
Considers normative aspects of computer gaming and the effects of games on social behavior. Issues include the effects of computer games on (un)acceptable or (un desirable behavior, such as aggression and addiction, and partcipation and education.

Como compreendem as crianças
a violência do ecrã?

How Children Interpret Screen Violence é o título de um estudo de 90 páginas que acaba de ser divulgado no Reino Unido. Foi realizado por quatro instituições: the British Board of Film Classification (BBFC), the BBC, the Broadcasting Standards Commission (BSC) and the Independent Television Commission (ITC).
O documento já se encontra disponível online.
No press release enviasdo aos media, refere-se:

"Children are more prone than adults to judge scenes as violent according to their real life consequences and moral status, rather than simply on the basis of what is shown (...).
How ‘violent’ an image is depends on whether the violence was justified – and how closely it relates to children’s own lives. The report which looks at how children aged 9-13 react to on-screen images of violence on television and in the cinema, also found that children distinguish clearly between images of fictional violence and those of real life violence – which they find more disturbing. How Children Interpret Screen Violence, is the first study specifically to investigate those elements of an image that make it seem violent to children . It concentrated on children aged 9-13, the age group for which parents expressed the least confidence when it came to regulating their in-home viewing. It took the form of ten extended group discussions and considered children’s attitudes to a variety of representations of on-screen violence, both on television and in the cinema."

Novo livro sobre educação para os media

Visions/Revisions Moving Forward with Media é o título de um livro acabado de sair nos EUA, para assinalar o 50º aniversário do National Telemedia Council.
Trata-se de uma antologia de textos "containing the most up-to-date thinking about media literacy education by top authors from around the world. This new book is a virtual textbook of the key issues and ideas shaping media literacy education for the 21st century. Created as part of the NTC's year long Institute on Media Literacy, this 194 page textbook presents a diverse collection of articles by acknowledged international media education scholars and practitioners. The result is a range of perspectives, reflections and emerging theories about media education that scan the field of media literacy This is a must-read for anyone seriously interested in becoming more literate about the role of media in society".

Índice

Part 1 Welcoming the New Media Education and Digital Culture

Digital Literacies: Media Education & New Media Technologies
David Buckingham

Multimedia Authoring As A Fundamental Principle of Literacy
And Teaching Training In The Information Age
Alfonso Gutierrex Martin

Part 2 Testing the Limits of Democracy

Weapons of Mass Distraction? Media Literacy, Social Studies & Citizenship
David Considine

Democracy & Media Literacy
Robert Ferguson

Visions of Media Education: The Road from Dystopia
Len Masterman

Media Education Is Education for Democracy
Roxana Morduchowicz

Part 3 Media Education Theory & Practice

Ten Plus One Identity Crises
Neil Andersen

Is There A Place for Media Literacy in Tobacco Prevention Efforts?
Frank Baker

Media Education- An Agent of Change
Maureen Barron & Lee Rother

Understanding Teachers' Experiences With Media Literacy In The Classroom
Renee Hobbs

Now Is the Time For Research In Media Education: Moving Our Field Forward
Robert Kubey

Relevance And Riqour In Media Education: A Path to Reflection On Our Identity
Robyn Quinn and Barrie McMahon

Part 4 Media Education Around The World

From The Margins Come Great Things: Media Teaching In New Zealand
Geoff Lealand

The Media Education Network in Hong Kong & Key Trends of World Communication
Alice Lee

Perspectives on Japan's Media Environment and the MELL Project
Shin Mizukoski and Yuhei Yamauchi

The Future of Media Education
Chris Worsnop

"Comunicación
es una calle
ancha y abierta
que amo transitar.
Se cruza con compromiso
y hace esquina con comunidad".

Mario Kaplún