viernes, julio 10, 2009

Hong Kong Conversations: Digital Natives, Media Literacy, Rights and Responsibilities


Thursday, July 09, 2009 at 11:11 AM EDT

Today in Hong Kong, I’ve had the pleasure to catch up with some of my colleagues and friends who are living and working in Asia. The conversation with Rebecca MacKinnon, my former Berkman fellow Fellow and now assistant professor at the University of Hong Kong’s Journalism and Media Studies Center, resonates in particular. We touched upon several themes and topics in which we share an interest, ranging from Chinese culture, U.S. foreign politics, to corporate social responsibility, among many others. We then started talking about the digital natives project(s), and youth and new media research questions (Rebecca actually teaches “new media” at HKU). Starting from different places and looking from different perspectives, we concluded that two (related) sets of question will likely end up being on our shared research agenda for the months to come.

  • First, media literacy and education of digital natives. While media education in the digital environment has become an important topic especially in the U.K. through the work of Ofcom and experts like Professor David Buckingham and Professor Sonia Livingstone, it’s still in its infancy in many other parts of the world. From all I’ve learned now in the context of our digital native project – and from what I know about the current state of neuroscience with regard to cognitive and emotional development – its seems crucial to start with media education at pre-school or primary school level at latest. If anyone has pointers to good web resources, case studies and/or curricula in this area, please drop me a note.
  • Second, users rights and responsibilities in the digital environment. This issue is obviously related to the first one and concerns the question as to what extent our societies do provide mechanisms to have a discourse about our rights, but also responsibilities (and that’s where it gets tricky from a political perspective) as empowered users in the digitally networked environment. While great work has been done with regard to the “rights”-part of the discussion – largely driven byNGOs and consumer protection organizations (see here for a recent example) – we may need to figure out in the near future how to address also the question of the new responsibilities as “speakers” that are associated with the fundamental shift from passive consumers to active users. Interestingly, the role of citizens as producers of information has reportedly been addressed in a (if I recall correctly: still unpublished) draft of an information freedom act in an Eastern European country. Legislation, however, is most likely not the right starting place for such a discussion, I would argue.

In short, more food for thought – and additional research tasks for our digital native team. (Thanks, Rebecca, for a great conversation.)

Google Talks Online Child Safety

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Task Force Releases Guidelines

Google is part of the "PointSmart ClickSafe Task Force," which is an organization that was set up to help keep kids safe online. This week, the task force released its Recommendations for Best Practices for Online Safety and Literacy, which it has been working on for nearly a year.

"The most important and timely recommendation from the report (which previous online safety task forces all agree upon) is the need for digital media literacy and safety education that empowers kids, parents, and educators," says Google Policy Analyst Jennifer Marsh. "It's important that kids of all ages learn what it mean to be a digital citizen and how to navigate the online world safely, and it's equally important that parents and educators have the resources and online tools to help kids make the right choices online."

The guidelines discussed in the Task Force's document cover things like:

1. Education and information
2. Registration/creation of user profiles
3. Identify authentication and age verification
4. Content screening
5. Safe searching.

Pointsmart Clicksafe

Google views its own role in the online safety as children as consisting of three primary elements.

"First, we empower families with powerful and innovative tools to create a safe experience online, like SafeSearch, community flagging tools, and granular privacy controls for our products," says Marsh. "Second, we partner with law enforcement and industry partners to stop illegal content and activity online -- we're especially proud of our work with NCMEC and the technology we provided them to fight child exploitation online. Third, we support educational efforts -- both Google and YouTube have developed online safety resources for parents and kids, including a Online Family Safety Guide, and we continue to work and support many of the non-profit organizations doing great work in this space including FOSI, NCMEC, Common Sense Media, and iKeepSafe."

Marsh says Google supports the SAFE Internet Act, which would establish a $175 million competitive grant program for state and local education agencies and nonprofit organizations to promote Internet safety education.

Google provides tips for online safety here. Of course there is more information at the Task Force's site.

Una apuesta a la educación en medios

Contribuciones:Isaad, Liliana.
Creadores:Marta Fehrmann, Liliana Isaad ; con la colaboración de Alicia Seoane, Marcelo Di Santo ; prólogo, Carlos del Frade.
Edición:1. ed.
Paginación:75 p. :
LC:MLCS 2007/42160 (L)