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Articoli in aprile

ISSN 2038-3002- Vol. 7, n. 1, anno 2016, pp. I-IV
Il primo numero del 2016 raccoglie alcuni contributi presentati nel corso dell’ultima edizione della Summer School di Media education organizzata dalla nostra associazione a Fiuggi la scorsa estate, mentre sono appena partite le iscrizioni per la XXV edizione della nostra scuola estiva, dedicata quest’anno al rapporto tra corpo, media ed educazione. La Summer School si svolgerà a Lucca dal 3 all’8 luglio nello splendido Complesso di San Micheletto a Lucca e si intitolerà: Dal corpo-medium al corpo mediato. Tra educazione, rappresentazione e relazione.
Studies & Research
Juan Bautista Martinez Rodriguez, Universidad de Granada, jbmr@ugr.es Feliciano Castaño Villar, Universidad de Granada, fvillar@ugr.es José Miguel Gutiérrez Pequeño, Universidad de Valladolid, malayo@uva.es
English Abstract
This paper presents a study aiming at identifying the different types of practices of citizenship (ethos of citizenship) of adolescents and young students in the new school and new digital scenarios. In particular, it focuses on the experience of a socio-educational movement, called 15M (2011), and its peculiar way of appropriating the new digital tools. The study is based on a qualitative approach: we selected different communities of practices, identifying six case studies and ten discussion groups according to the criteria of homogeneity and eteregoneity. The research work on the cases and the analysis of the group discussions allowed us to identify new ways of experiencing citizenship through the mediation of technologies and different forms of (un)civic relationship and participation through social network sites. All this brought us to reflect and question stereotypes and competences currently attributed to young generation. 
Francisca-María Rodríguez-Vázquez, Universidad de Huelva-Grupo Comunicar, paki.rodriguez@dedu.uhu.es Ignacio Aguaded, Universidad de Huelva-Grupo Comunicar, aguaded@uhu.es
English Abstract
Developing intercultural communication skills enables us to successfully confront the challenge of coexistence and social cohesion. Vilà-Baños (2008) also states that formal education is not solely responsible for the development of these competencies. Bearing this in mind, we have created a series of practical workshops, using our ample experience, with the aim of helping a select group of people. The general objective was to transmit the existence of fundamental values that form the basis of the major religions and that are also found in secular thinking in current society. The implementation was performed in two phases, one in 2010 with a sample of 97 study subjects, and the other in 2015 which counted with 173 participants. 
Francesco Fabbro, UniversitĂ  di Verona, francesco.fabbro@univr.it Maria Ranieri, UniversitĂ  di Firenze, maria.ranieri@unifi.it
English Abstract
This paper presents a media education intervention against discrimination and to promote positive attitudes towards diversity. The intervention was carried out in Italy in 2013-14 within the wider context of the European project e-Engagement against violence and involved about 25 students who were engaged in media analysis and production activities around media othering strategies and reporting diversity. The paper illustrates and discusses the results of the intervention, and provide some conclusive considerations on the role of media education to promote antidiscriminatory attitudes.
Barbara De Canale, UniversitĂ  Telematica Pegaso, bbdecanale@hotmail.it
English Abstract
This paper, through a literature reconnaissance, wants to underline that the new interaction and communication tools can provide valuable opportunities for personal and social identity empowerment. They can indeed represents a sort of protected environment in which the person, coming into contact with the Otherness, can explore the many dimensions of her own subjectivity, probe its inner world, experiment identity hypotheses and solutions, weave varied relational exchanges, enhance her social skills, share her experiences. 
Good practices
Marino Lagorio, I.So. Cooperativa Sociale Onlus Scrl, Toirano (Sv), postal@marinolagorio.it
English Abstract
Liguria Region, supporting the culture of legality, the adoption of aware lifestyles and nurturing participatory experiences, promoted two editions of Informed and Connected project over the period 2012-15. Original products were realized through the communication campaigns developed by young people addressing young people, aged between 16 and 29 years. 800 young people have been involved in workshops and creative events, along with an audience of thousands of people who could benefit from the products realized. The first edition focused on issues related to eating disorders, prevention of sexually transmitted diseases, alcohol consumption, and safe and aware driving; in the second edition topics such as gambling, doping and cyber bullying were dealt with. 
Laura Cesaro, Scuola primaria “G.B. Ferrari”, Istituto Comprensivo di Ponso (Pd), laura.cesaro@gmail.com
English Abstract
This article presents a radio workshop on happiness, addressing children of fifth grade of primary school. It describes the aims, the methodology, the contents and the tools that have been used to introduce children to the radio world. Through the workshop, children have improved their ability to listen to and focused on the language and the communication processes of radio broadcasting. This experience allowed the pupils to develop soft skills and acquire a first digital literacy, enhancing their expressive and communicative skills, promoting a conscious approach to media and active citizenship.
Rossana Sicurello, UniversitĂ  degli Studi di Enna Kore, rossana.sicurello@unikore.it
English Abstract
This paper presents a media education intervention of 5 hours carried out in a high school fifth class. The aim was to support students in using social network systems to develop their awareness and responsibility in the use of digital media.
Ivano Coccorullo, IIS Via Salvini 24 – Roma, ivano.coccorullo@istruzione.it
English Abstract
In the traditional teacher-centered model, the teacher is the primary source of information, by contrast, the Flipped Learning model shifts instruction to a learner-centered approach. As a result, students are actively involved in their learning. This work presents the application of the flipping model to the Physics course in a classroom of a Liceo Scientifico in Rome. The results will be evaluated in terms of both students’ performance and perspectives regarding the flipped classroom model.