Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia.
Capítulo 11 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).
- Autores:
-
Durán-Becerra, Tomás
Machuca, Gerardo
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universitaria Minuto De Dios - Uniminuto
- Repositorio:
- Repositorio institucional UNIMINUTO
- Idioma:
- eng
- OAI Identifier:
- oai:repository.uniminuto.edu:10656/14321
- Acceso en línea:
- https://hdl.handle.net/10656/14321
- Palabra clave:
- Human development.
Teacher training
Citizenship
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
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Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
| title |
Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
| spellingShingle |
Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. Human development. Teacher training Citizenship |
| title_short |
Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
| title_full |
Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
| title_fullStr |
Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
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Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
| title_sort |
Self-Development on campus: A case study on MIL Development in Teacher Education in Colombia. |
| dc.creator.fl_str_mv |
Durán-Becerra, Tomás Machuca, Gerardo |
| dc.contributor.author.none.fl_str_mv |
Durán-Becerra, Tomás Machuca, Gerardo |
| dc.contributor.editor.none.fl_str_mv |
Grizzle, Alton Jaakkola, Maarit Durán-Becerra, Tomás |
| dc.subject.none.fl_str_mv |
Human development. Teacher training Citizenship |
| topic |
Human development. Teacher training Citizenship |
| description |
Capítulo 11 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL). |
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2021 |
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2021 |
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2022-05-27T16:38:41Z |
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2022-05-27T16:38:41Z |
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Book chapter |
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Capítulo de libro |
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http://purl.org/coar/resource_type/c_3248 |
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Durán, T., & Machuca, G. (2021). Self-Development on Campus: A Case Study on MIL Development in Teacher Education in Colombia. In Grizzle, A., Jaakkola, M., & Durán, T (Eds.). MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).. (pp. 183-198). Corporación Universitaria Minuto de Dios – UNIMINUTO. |
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9789587635027 |
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https://hdl.handle.net/10656/14321 |
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instname:Corporación Universitaria Minuto de Dios |
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reponame:Colecciones Digitales Uniminuto |
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repourl:https://repository.uniminuto.edu |
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Durán, T., & Machuca, G. (2021). Self-Development on Campus: A Case Study on MIL Development in Teacher Education in Colombia. In Grizzle, A., Jaakkola, M., & Durán, T (Eds.). MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).. (pp. 183-198). Corporación Universitaria Minuto de Dios – UNIMINUTO. 9789587635027 instname:Corporación Universitaria Minuto de Dios reponame:Colecciones Digitales Uniminuto repourl:https://repository.uniminuto.edu |
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https://hdl.handle.net/10656/14321 |
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eng |
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eng |
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MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL). |
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https://hdl.handle.net/10656/14242 http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Open Access |
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http://purl.org/coar/access_right/c_abf2 Open Access |
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openAccess |
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16 páginas |
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application/pdf |
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Bogotá D.C. |
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Corporación Universitaria Minuto de Dios - UNIMINUTO |
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Corporación Universitaria Minuto de Dios - UNIMINUTO |
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Corporación Universitaria Minuto De Dios - Uniminuto |
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Durán-Becerra, TomásMachuca, GerardoGrizzle, AltonJaakkola, MaaritDurán-Becerra, TomásBogotá D.C.2022-05-27T16:38:41Z2022-05-27T16:38:41Z2021Durán, T., & Machuca, G. (2021). Self-Development on Campus: A Case Study on MIL Development in Teacher Education in Colombia. In Grizzle, A., Jaakkola, M., & Durán, T (Eds.). MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).. (pp. 183-198). Corporación Universitaria Minuto de Dios – UNIMINUTO.9789587635027https://hdl.handle.net/10656/14321instname:Corporación Universitaria Minuto de Diosreponame:Colecciones Digitales Uniminutorepourl:https://repository.uniminuto.eduCapítulo 11 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).To address the human capital and education challenges of today’s societies, Colombia needs to train citizens capable of generating changes in a globalized society where information and media are key. A research project aimed at providing MIL training to teachers was proposed by the Corporación Unificada Nacional de Educación Superior (Unified National Corporation of Higher Education) - CUN, a representative educational actor that provides access to tertiary education at a national level (both online and face-to-face). The objective of the project was to improve actions regarding the Sustainable Development Goals (SDGs) and strengthen knowledge networks among actors involved in training processes in different regions of the country that have been affected by years of violence. This article reports a case study on a first-time experience launched in 2017. The experience aimed to establish—through the application of a mixed approach online survey—the potential and limitations of MIL on the different university campuses and respond to the training needs of teachers through the design of an MIL teacher training course. The results showed that MIL has numerous possibilities in the regions in terms of individuals’ self-development and teacher qualification. Although the surveyed teachers were unaware aware of this, their answers demonstrated skills related to MIL. This indicates that increasing MIL teacher training at the university level can result in better organizational culture and better teaching practices among the CUN community. Currently, these first analysis outcomes are being applied in the Bogotá campus to create an MIL training course and formulate an MIL institutional policy.16 páginasapplication/pdfCorporación Universitaria Minuto de Dios - UNIMINUTOMIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).https://hdl.handle.net/10656/14242http://creativecommons.org/licenses/by-nc-nd/4.0/Human development.Teacher trainingCitizenshipSelf-Development on campus: A case study on MIL Development in Teacher Education in Colombia.Book chapterCapítulo de librohttp://purl.org/coar/resource_type/c_3248http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessOpen AccessengBaller, S., Dutta, S., & Lanvin, B. (eds.) (2016). Global Information Technology Report. Networked Readiness Index. World Economic Forum. Geneva. ISBN: 978-1-944835-03-3Carlsson, U., & Hope Culver, S. (2013). MILID Yearbook 2013 Media and Information Literacy and Intercultural Dialogue. The International Clearinghouse on Children, Youth and Media Nordicom University of Gothenburg. Sweden. ISBN 978-91-86523-64-0.Durán Becerra, T. (2016). AMI en Latinoamérica Aproximación, análisis y propuesta de medición sobre el contexto de la Alfabetización Mediática e Informacional en América Latina. Universitat Autònoma de Barcelona. Departament de Periodisme i de Ciències de la Comunicació. ISBN: 9788449066962Durán Becerra, T. (2017). Transformaciones pedagógica e integración tecnológica. Reflexión a partir de los casos de España, Colombia y México. In: Pérez-Tornero, J.M., & Martire, A. (Coords). (2015). Educación y nuevos entornos mediáticos, el desafío de la innovación. Barcelona. UOC. ISBN: 978-84-9116-692.Durán Becerra, T., & Lau, J. (2020). MIL Competency Framework: Mapping Media and Information Competencies. Anagramas: Rumbos y sentidos de la comunicación, 19(37), 49-67.Durán Becerra, T., & Tejedor Calvo, S. (2015). Implementación curricular de la Alfabetización Mediática en Europa. Principales resultados del proyecto EMEDUS. In: Pérez-Tornero, J.M., Fuelles Gutiérrez, A., & Rodríguez-Hoyos, C. (Coords). (2015). Los territorios de la educación mediática. Barcelona. UOC. ISBN: 9788490648926Horton, F.W. (2007). Understanding Information Literacy: A Primer. Paris: UNESCO. Vii, 94.Frago, A. (2002). Sistemas Educativos, Culturas Escolares, y Reformas: Continuidades y Cambios. Madrid: Morata.Frau-Meigs, D. (2012). Transliteracy as the new research horizon for media and information literacy. Media Studies, 3(6).Gavara de Cara, J.C., & Pérez Tornero, J.M. (2012). La alfabetización mediática y la ley general de comunicación audiovisual en España. Colección: Media Literacy, 4. Barcelona. UOC. ISBN: 978-84-9029-003-3Giraldo Luque, S., Durán Becerra, T., Esteban Abengozar, A., & Villegas Simón, I. M. (2014). MIL competences: from theory to practice. Measuring citizens’ competences on media and information literacy. eLearning papers, (38), 0018-30.Goodson, I. (2014). Currículo: Teoría e historia. 14 Ed. ed. Petrópolis: VozesWilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C. K. (2011). Media and information literacy curriculum for teachers. UNESCO Publishing.Grizzle, A., Torrent, J., & Tornero, J. M. P. (2013). MIL as a Tool to Reinforce Intercultural Dialogue. In: Carlsson, U., & Culver, S. H. (2013). Media and information literacy and intercultural dialogue. Gotembourg. Nordicom, 9-18.Neiman, G.; & Quaranta, G. (2006). Los estudios de caso en la investigación sociológica. In: Vasilachis de Gialdino, I. Coord. (2006). Estrategias de investigación cualitativa. Biblioteca de Educación. Barcelona. Gedisa.Pérez-Tornero, J.M., Fuelles Gutiérrez, A., & Rodríguez-Hoyos, C. (2015). Rastros del presente, desafíos en el horizonte… In: Pérez-Tornero, J.M., Fuelles Gutiérrez, A., & Rodríguez-Hoyos, C. (Coords). (2015). Los territorios de la educación mediática. Barcelona. UOC. ISBN: 9788490648926.Posner, G. (2014). Conceptos del currículo y propósitos del estudio del currículo. In:______ Análisis del currículo. Mc Graw Hill. 3rd ed. 3-28Provost, F., & Fawcett, T. (2013). Data science and its relationship to big data and data-driven decision making. Big data, 1(1), 51-59.Salvat, G., & Serrano, V. (2011). La revolución digital y la sociedad de la información. Colección Contextos. Comunicación Social. Spain.Santos Souza, B. (2008). El discurso de las ciencias. São Paulo: Cortez. 5th ed.UNESCO. (n.d). MIL CLICKS PACT. https://en.unesco.org/sites/default/files/mil_clicks_ pact_english.pdfUNESCO. (2015). Incheon Declaration. Education 2030: Towards inclusive and equitable quality education and lifelong learning for all” of the Word Education Forum UNESCO 19–22 May 2015, Incheon, Republic of Korea.UNESCO-UIS. (2012). ICT in education in Latin America and the Caribbean: A regional analysis of ICT integration and e-readiness. UNESCO Institute for Statistics. Montreal. ISBN 978-92-9189-119-1 /Ref: UIS/2012/ICT/TD/07/REV.7Zuluaga, O.L., Echeverri, A., Martínez, H., Sáenz, J., & Álvarez, A. (eds.). (2003). Pedagogía y epistemología. Bogota: Magisterio Grupo Historia de la Práctica Educativa.ORIGINALCapitulo 11_UNESCO Self-Development on Campus.pdfCapitulo 11_UNESCO Self-Development on Campus.pdfapplication/pdf138205https://repository.uniminuto.edu/bitstreams/3f72e865-f138-4e61-a5f5-2bdd32f0f62e/download8be759bc0cc6ae0b116aa0b62a348cc6MD51LICENSElicense.txtlicense.txttext/plain1748https://repository.uniminuto.edu/bitstreams/7e03f9bb-02b1-4598-9cb1-bf9cbab8b316/download8a4605be74aa9ea9d79846c1fba20a33MD5210656/14321oai:repository.uniminuto.edu:10656/143212022-06-08 16:17:55.687open.accesshttps://repository.uniminuto.eduRepository - Uniminutorepositorio@uniminuto.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 |