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10.5593/sgemsocial2017/41/S16.027

NON-FORMAL MEDIA EDUCATION IN EUROPE

D. Petranova, M. Hossova
Monday 9 October 2017 by Libadmin2017

References: 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2017, www.sgemsocial.org, SGEM2017 Conference Proceedings, ISBN 978-619-7408-23-2 / ISSN 2367-5659, 24 - 30 August, 2017, Book 4, Vol 1, 213-220 pp, DOI: 10.5593/sgemsocial2017/41/S16.027

ABSTRACT

The objective of this contribution is to investigate non-formal media education projects in the European Union. [1] The study reviews initiatives and projects in the field of media education in the Member States. The most important finding of this study is the fact that the film education, film literacy and the practical skills of filmmaking are greatly developed in the EU countries. Belgium, Denmark, Finland, Greece, Ireland, Lithuania and the United Kingdom pay attention to the film literacy and film production. Within the frame of the film literacy development, the individual organizations organize film festivals and competitions or they offer a possibility to create own films directly in the film studios. [2] The media literacy development includes also the expansion of the technical skills related to editing, sound editing and post-production. The journalism education and competence building related to the press media are also strongly developed in the certain EU countries. In this area, education emerges in the following countries: Sweden, Italy, Malta, Estonia and Slovakia (skolskenoviny.sk). The most interesting initiative is the Swedish Media Compass that is focused on readers´ literacy and the development of critical analysis of the content. A significant issue is the youth and children’s safety on the Internet to which is non-formal education devoted in almost all Member States. We also noticed that media education is largely focused on the parents who should be responsible media users and should lead their children to the understanding of the positive and negative aspects of the media world. In most cases, the parents act as digital immigrants who must necessarily learn to work with the media and understand their strength and capabilities in order to protect, educate and understand their children in this area. [3]

Keywords: non-formal education, media education, media literacy, projects, education, Europe

PAPER DOI: 10.5593/sgemsocial2017/41/S16.027 ; NON-FORMAL MEDIA EDUCATION IN EUROPE

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