Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences.
Capitulo 2 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).
- Autores:
-
Hamada, Masatoshi
Oyeleye, Kofoworola
- 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:10656/14311
- Acceso en línea:
- https://hdl.handle.net/10656/14311
- Palabra clave:
- Children’s psychological needs
Emotional literacy
Social literacy
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
| title |
Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
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Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. Children’s psychological needs Emotional literacy Social literacy |
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Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
| title_full |
Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
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Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
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Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
| title_sort |
Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. |
| dc.creator.fl_str_mv |
Hamada, Masatoshi Oyeleye, Kofoworola |
| dc.contributor.author.none.fl_str_mv |
Hamada, Masatoshi Oyeleye, Kofoworola |
| dc.contributor.editor.none.fl_str_mv |
Grizzle, Alton Jaakkola, Maarit Durán-Becerra, Tomás |
| dc.subject.none.fl_str_mv |
Children’s psychological needs Emotional literacy Social literacy |
| topic |
Children’s psychological needs Emotional literacy Social literacy |
| description |
Capitulo 2 - 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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2022-05-26T17:26:12Z |
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2022-05-26T17:26:12Z |
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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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Hamada, M., Grizzle, A., & Oyeleye,K. (2021). Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. In Grizzle, A., Jaakkola, M., & Durán, T (Eds.). MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).. (pp. 28- 66). Corporación Universitaria Minuto de Dios - UNIMINUTO. |
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9789587635027 |
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https://hdl.handle.net/10656/14311 |
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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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Hamada, M., Grizzle, A., & Oyeleye,K. (2021). Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. In Grizzle, A., Jaakkola, M., & Durán, T (Eds.). MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).. (pp. 28- 66). 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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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 |
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Open Access |
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39 páginas |
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Bogotá D.C. |
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Corporación Universitaria Minuto de Dios - UNIMINUTO |
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Hamada, MasatoshiOyeleye, KofoworolaGrizzle, AltonJaakkola, MaaritDurán-Becerra, TomásBogotá D.C.2022-05-26T17:26:12Z2022-05-26T17:26:12Z2021Hamada, M., Grizzle, A., & Oyeleye,K. (2021). Theorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences. In Grizzle, A., Jaakkola, M., & Durán, T (Eds.). MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).. (pp. 28- 66). Corporación Universitaria Minuto de Dios - UNIMINUTO.9789587635027https://hdl.handle.net/10656/14311instname:Corporación Universitaria Minuto de Diosreponame:Colecciones Digitales Uniminutorepourl:https://repository.uniminuto.eduCapitulo 2 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).This study applies the new social change theory called Media and Information Literacy Expansion (MILx ), as developed by Grizzle and Hamada (2019), to the UNESCO Media and Information Literacy (MIL) Cities framework (UNESCO, 2019). MILx considers MIL competencies, acquisition, and application by individuals, groups, and institutions simultaneously. MILx also models the potential multiplier outcomes of this approach when MIL is integrated with other social competences. MILX proposes that we cannot reach optimal social value proposition, value enhancement, and value expansion if MIL interventions only focus on individuals. The study also explores the likely positive changes in outcomes when MILX is united with emotional competencies as another variable in the model. Specifically, this paper focuses on MILX incorporating “emotional literacy” (Singh & Duraiappah, 2020) and the interaction that occurs in the selected target group of children and youth, their peers, their families, and the institutions with which they engage. A practical design of MILX demonstrates how MIL can correspond with efforts to counter disinformation and misinformation with deeper changes in mindset (Cinzia et al., 2015). It theorizes how, with MILX, emotional communication through art creates a synergistic effect on individuals, groups, and institutions. Art is widely used for psychological therapy because it can identify relationships between physical and psychological states. We used an art-based research methodology to theorize communication from the individual to society based on empirical analysis. Data from youth and children’s responses to the 2011 tsunami catastrophe area in Ishinomaki, Japan, were analyzed in this context. Further research is required to strengthen the findings to actualize the strong emotional dimensions that exist in people’s engagement in the information ecology toward and beyond the 2030 Agenda for Sustainable Development Goals39 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/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessOpen AccessChildren’s psychological needsEmotional literacySocial literacyTheorizing Media and Information Literacy: Emotional Communication through Art for Young People during Unusual Life Experiences.Book chapterCapítulo de librohttp://purl.org/coar/resource_type/c_3248engBartsch, A. and Hübner, S. (2005). Towards a Theory of Emotional Communication. CLCWeb: Comparative Literature and Culture, Vol. 7, No. 4, 2005. http://docs.lib.purdue. edu/clcweb/vol7/iss4/2Beiser, M, Puente-Duran, S. and Hou, F. (2015). Cultural Distance and Emotional Problems among Immigrant and Refugee Youth in Canada: Findings from the New Canadian Child and Youth Study (NCCYS), International Journal of Intercultural Relations, Vol. 49, 2015, 33–45.Berthon, P., Pitt, L., Katsikeas, C.S. and Berthon, J.P. (1999). Executive Insights: Virtual Services Go International: International Services in the Marketspace. Journal of International Marketing, Vol. 7, No. 3, 1999, 84–105.Biringen, Z., Emde, R.N., Brown, D., Lowe, L., Myers, S. and Nelson, D. (1999). Emotional Availability and Emotion Communication in Naturalistic Mother-Infant Interactions: Evidence for Gender Relations. Journal of Social Behavior and Personality, Vol. 14, No. 4, 1999, 463–478.Bonanno, G.A. (2004). Loss, Trauma, and Human Resilience, Have We Underestimated the Human Capacity to Thrive After Extremely. American Psychologist, Vol. 59, No. 1, 2004, 20–28. DOI: 10.1037/0003-066X.59.1.20Buckingham, D. (2018). Going Critical: On the Problems and the Necessity of Media Criticism. In: a German translation in the book Medienkritik im digitalen Zeitalter [Media Criticism in the Digital Age], edited by Horst Niesyto and Heinz Moser, published by Co-Paed (Munich) in 2018. https://ddbuckingham.files.wordpress.com/2018/07/going-critical.pdfCinzia, R., Heather, R. and David, W. (2015). Changing Mindsets. The Education Endowment Foundation, UK.Chibás, O.F., Yanaze, M. and Flores, V. (2019). Construindo Cidades MIL Com A Metodologia Das Barreiras Culturais À Comunicação E Criatividade: Um Estudo Na Educação Com Jovens Do Brasil E De Cuba (2019). In: Yanaze, Mitsuru and Chibás Ortiz, Felipe (org.). Marketing, Comunicação, Tecnologia E Inovação Nas Cidades MIL. São Paulo: ECA-USP, 2019. p. 197–220.Endsley, M.R. Situation Awareness Misconceptions and Misunderstandings. Journal of Cognitive Engineering and Decision Making, Vol. 9, No. 1, 2015, 4–32. doi:10.1177/1555343415572631Fabrigar, L. R. & Wegener, D. T. (2012). Exploratory Factor Analysis, Oxford University Press, IncGerber, M.M., Hogan, L.R., Maxwell, K., Callahan, J.L., Ruggero, C.J. and Sundberg, T. (2014). Children After War: A Novel Approach to Promoting Resilience Through Music. Traumatology: An International Journal, Vol. 20, No. 2, 2014, 112–118. DOI: http://dx.doi. org/10.1037/h0099396Goleman, D. (1995). Emotional Intelligence. Bantam Books, IncGrizzle, A. (2017). In: Culver, S. and Grizzle, A. Survey on Privacy in Media and Information Literacy with Youth Perspectives. Paris, France: UNESCO.Grizzle, A. (2018). Assessing Citizens’ Responses to Media and Information Literacy Competencies through an online course: An Empirical Study and Critical Comparative Analysis of Experts’ Views. Doctoral Dissertation. ISBN: 9788449084775: http://hdl. handle.net/10803/666860. Thesis Doctorals en Xarxa (TDX). Autonomous University of Barcelona, Spain.Grizzle, A. and Hamada, M. (2019). Media and Information Literacy Expansion (MILX), Reaching Global Citizens with MIL and other Social Competencies. In: (Ed.) Ulla Carlsson. Understanding Media and Information Literacy (MIL) in the Digital Age, A Question of Democracy. University of Gothenburg. p. 239–259.Grizzle, A. and Singh, J. (2016). Five Laws of Media and Information Literacy as Harbinger of Human Rights. In: Singh, J. and Kerr, P. et al. Media and Information Literacy: Enhancing Human Rights and Countering Radicalization and Extremism. International Clearinghouse on Children, Youth and Media, NORDICOM, University of Gothenburg, Sweden.Grizzle, A. and Torras, M.C. (eds.) (2013). Media and Information Literacy Policy and Strategy Guidelines. United Nations Educational, Scientific and Cultural Organization. Paris, FranceHamada, M. (2018). Theorizing Children Therapy with MIL Expansion (MILX), UNESCO Global Media and Information Literacy Week 2018 Feature Conference Eighth MILID Conference, October 24–25, 2018, Kaunas, Lithuania.Hamada, M. and Grizzle, A. (2020). Children Positive Emotions and Media and Information Literacy. The Journal of Media and Information Literacy, 57–69, March 2020, Hosei University Training Course for Librarians, JapaneseHamada, M, Grizzle, A. and Oyeleye, K. (2020). Proposing Toward Post SDGS Practical Design OF MIL Expansion (MILX): The World Summit on the Information Society Forum 2020 (WSIS Forum 2020), Session 136, July 16, 2020.Hamada, M., Tsubaki, M. and Suzuki, T. (2020). 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DOI: 10.1177/1757913917712283ORIGINALCapitulo 2_UNESCO Theorizing Media and information literacy.pdfCapitulo 2_UNESCO Theorizing Media and information literacy.pdfapplication/pdf2201455https://repository.uniminuto.edu/bitstreams/bb9c7d8f-d915-493e-b24d-ec0b3df19b16/download3d43e70610fa3a6e85c6ed8ba68455ceMD51LICENSElicense.txtlicense.txttext/plain1748https://repository.uniminuto.edu/bitstreams/075a60ab-d6ab-40b4-8158-ea2166c030d1/download8a4605be74aa9ea9d79846c1fba20a33MD5210656/14311oai:repository.uniminuto.edu:10656/143112022-06-08 16:00:45.41http://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://repository.uniminuto.eduRepository - Uniminutorepositorio@uniminuto.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 |