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- Media literacy and media appropriations by youthPublication . Reia-Baptista, VítorNowadays everyone would agree to the growing, urgent need to enhance the understanding and the capacity of process analysis within Media Literacy and Media Education, given the increasing influence of the new media upon life styles and behaviours of all citizens, but especially the younger ones. Indeed, the twin issues of awareness-raising and developing processes to improve media literacy present all Member-States of the European Union, as well as the rest of Europe and the world, with a major challenge. Somehow, it is less important to recognize the problem of media literacy than to discuss how to foster the development and use of educational tools that would help the young generations, today and in the near future, to better develop a critical and informed attitude regarding the media.
- New environments of media exposure. Internet and narrative structures: From media education to media pedagogy and media literacyPublication . Reia-Baptista, VítorBy observing some of the new environments of media exposure, such as the internet, the mobile communication devices and situa- tions, or the console games’ interaction pat- terns, we discern that there is a great need for research into, and development of, the field. In order to gather better knowledge about our individual and social situation in the private and public spheres of daily life, the emergent new media usage, or their ap- propriations, and the levels of credibility sur- rounding the information sources connected to those environments available everywhere, on-line and off-line, need to be studied in a multi-disciplinary approach.
- Multidimensional and multicultural media literacy. Social challenges and communicational risks on the edge between cultural heritage and technological developmentPublication . Reia-Baptista, VítorFor quite some time, we have been “observing some of the new environments of media exposure”1 and we may probably say, by now, that the multidimen- sional forms of media exposure that can be experienced daily through the use of different technologies and technological devic es are not always signs of cor- responding multicultural media literacy phenomena. We also know, from earlier contexts and attempts to combine media, technology and literacy inside different cultural environments of different societies and public communication spheres, that the ‘empowerment’ effect that could be expected to arise from those expo- sure situations is not always a factor of cultural enrichment and, on the contrary, it assumes too many times the character of some alienation phenomenon or, at least, an alienator mode of media appropriation.