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Abstract

This paper analyses the media practices of older adults from Mureş County (village and small town). The first part of this paper examines the integration of digital media into current society and everyday life along with the characteristics of the knowledge and skill acquisition related to digital media. The second half, grounded on empirical qualitative data, offers insight into the digital media practices of older people in Mureş County, Romania, as well as into their opportunities and the contexts regarding the knowledge and skill acquisition necessary for the use of digital media. The paper is based on an exploratory qualitative research aimed at offering insight into the Romanian situation, identifying the obstacles to the digital media use of the older people living in rural areas, and laying the groundwork for a more extended study.

.), Motivation, consciousness and self-regulation (pp. 243-269). Hauppauge, NY, US: Nova Science Publishers. Vygotsky L.S. (1978). Mind in society . Cambridge, MA: Harvard University Press. Weigel, M., Straughn, C., Gardner, H., & James, C. (2008). Multiple worlds: Adolescents, new digital media, and shifts in habits of mind. GoodWork Project Series, Number 53 . Retrieved November 30, 2014, from Harvard University, Project Zero Website.

References Anduiza, Eva, Laia Jorba and Michael J. Jensen (eds.). (2012). Digital Media and Political Engagement Worldwide: A Comparative Study . Cambridge: Cambridge University Press. Antoszewski, Andrzej. (2012). System polityczny RP, Warszawa: Wydawnictwo Naukowe PWN. Bennett, W. Lance, Segerberg Alexandra and Curd B. Knüpfer. (2017). The democratic interface: technology, political organization, and diverging patterns of electoral representation, Information, Communication & Society 21:11, 1655–1680, http://dx.doi.org/10.1080/1369118X.2017.1348533 . Biezen

Introduction The communicative role of ordinary people in crises and disasters has inevitably changed in this era of a digital media environment. Instead of assuming the role of a passive audience trapped in the position of ritualised spectators ( Chouliaraki, 2013 ), ordinary people can now participate in the construction of crises through the practices of crisis communication (e.g. Park & Johnston, 2017 ). In this article, I investigate the crisis responses of citizens as ritualised practices in the case of the Stockholm terror attack in April 2017. In this

these terms, how will journalism be influenced when the media firm itself is the advertiser? Alternatively, the role of the media firm in McManus’ model ( 1994 : 24ff) can be redefined to include using journalism to sell other media products. Another scholar, Terje Rasmussen, discussed how journalism in digital media may be affected when it is closely connected to digital shops, where the aim of journalism is to transform readers into customers ( Rasmussen 2006 : 143). Further, elements in the McManus model are under debate. McManus suggested and asked for further

Abstract

With the arrival of the Internet the already-existing mass media have undergone a complete revolution. Among the most affected subtypes one could easily distinguish the press, which had to find its own place within the new medium. The fierce competition in the realm of online publishing has engendered a number of idiosyncratic linguistic devices used to lure the readers. One of the most popular ones is the phenomenon recognized as clickbait, i.e. an umbrella term for a number of techniques used to attract attention and arouse curiosity. In the following paper, we shall investigate the presence of the said phenomenon in online headlines. In order to do that we shall perform a corpus-based analysis of the data acquired from the most popular American social news outlets on the Internet, namely Buzzfeed, TMZ and E!Online. Apart from establishing the extent to which clickbait has dominated online headlines, we shall also pinpoint and discuss the specific linguistic techniques used to attract potential readers.

citizenship is that of a constant interplay between obedience and subversion. Referring to subversive figures, such as Aaron Swartz, Julian Assange or Edward Snowden, they show how they have expanded our imagination but also at the same time constructed a new understanding of a subject who makes new rights claims over new domains and territories that go beyond nationally endowed rights. By engaging with processes of subjectivisation through digital media, Isin and Ruppert point to ways in which citizenship is ontologically changing and can be thought of and brought to

Abstract

Media and digital literacy are being increasingly recognized as a fundamental competence for teachers of 21st century, but teachers’ professional development is still far from coping with this emerging need. This paper aims at providing some recommendations for integrating media literacy into in-service teacher training programs. To this purpose, it will present the results of the experimentation carried out in three European training institutions within the framework of the European project e-MEL (e-Media Education Lab, 2014–17). The overall training process was monitored and evaluated ex-ante, ongoing and ex-post. This paper illustrates and discusses the main findings of the experimentation focusing on strengths and challenges for implementing a teacher training program on digital and media literacy. It concludes with some recommendations and more general reflections on future research directions.

arbeidsmåter i morgendagens engelskfag [Wikis, Texts, and Working Methods in Tomorrow’s English Education]’. Acta Didactica Norge, 8(2): 1-17. Bucher, Taina (2012) ‘Want to Be on Top? Algorithmic Power and the Threat of Invisibility on Facebook’. New Media & Society, 14(7): 1164-1180. Buckingham, David (2006) ‘Defining Digital Literacy: What Do Young People Need to Know About Digital Media?’. Nordic Journal of Digital Literacy, 1(4): 263-276. Carli, Don (2010a) ‘Going Paperless: Not as Green as You May Think’. GreenBiz.com, http://www.greenbiz.com/print/34225 Carli, Don

Abstract

Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to venture into unchartered waters. Research has led to some interesting findings concerning digital literacies in the K-12 classroom. One finding is that a great deal of digital media learning is happening outside the traditional classroom space and is taking place in the afterschool space (Prensky, 2010). Understanding the nature of learning in the afterschool space and bridging the current divide between formal schooling and the learning happening online is critical to the establishment of core ESD values and skills, namely ethical online communities and the development of respectful, tolerant global digital citizens.