Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
320 Results found
Media and Information Literacy in Journalism: A Handbook for Journalists and Journalism Educators Year of publication: 2019 Author: N. Muratova | A. Grizzle | D. Mirzakhmedova Corporate author: UNESCO Tashkent This handbook aims at being an important and practical tool for journalists in fulfilling their professional activities and mainly in media information literacy (MIL).The first three parts of the Handbook include theoretical material and are accompanied with exercises and case studies; the last part consists entirely of practical tools and exercises that aim to ensure that the material was understood. The Handbook deals with "fake news" and disinformation, provides a conceptual framework for media and information literacy, shows its importance, and explores principles and role of the MIL in journalism education. Also, the Handbook covers topics such as ethics on the Internet, human rights and work with sources, journalistic skills in collecting and processing information, ways to verify and provide reliable information, and the identification of fakes that may adversely affect the public. 
Internet Bullying: What is It and How to Deal with It? ; Top 10 Cyberbullying Questions Asked by Teens Year of publication: 2020 Corporate author: UNICEF Europe and Central Asia In the article, UNICEF experts, international experts on Internet bullying and child protection, as well as employees of Facebook, Instagram and Twitter, answer questions about how to deal with Internet bullying. Top 10 Cyberbullying Questions: How to understand that I am being harassed on the Internet? How to distinguish a joke from bullying? How does Internet bullying affect a person? Who should I talk to if someone is chasing me on the Internet? Why is it important to report bullying? I am being harassed by the Internet, but I’m afraid to talk to my parents about it. How do I turn to them for help? How can I help my friends report online bullying, especially if they don’t want to do this? The Internet gives me access to a lot of information, but it also means that I can become a victim of online violence. How can you protect yourself from cyberbullying without refusing to use the Internet? How to avoid using my personal information to manipulate or humiliate me on social networks? Is there any punishment for Internet harassment? Internet companies are not trying to solve the problem of cyberbullying. Are they responsible for this? Are there any online tools to combat bullying of children or youth? 
Social Media to P/CVE: Toolkit for Practitioners Year of publication: 2017 Corporate author: Search for Common Ground This Toolkit has been created on the basis of the key findings obtained in the framework of the Search for Common Ground (Search) “Social Media for De-Radicalization in Kyrgyzstan: A Model for Central Asia’s” pilot project funded by the Bureau of Counterterrorism, US Department of State. The project is based on two parts: a participatory approach, focused on UN Resolution 2250, and a professional approach aimed at creating and conducting social media campaigns in Kyrgyzstan.Extremist and terrorist groups use the Internet to radicalize and recruit young people through social media and instant messaging applications. Therefore, it is important to create new methods to combat online extremist propaganda, focusing not only on measures such as blocking and filtering content, or counter-narratives which are very popular and come naturally in response to radicalization and violent extremism, but also offering a positive alternative to extremist propaganda, while challenging their ideology and messages. 
The COVID-19 Pandemic of Disinformation and Hate Speech: How can Education and Digital Citizenship Help? ; Synthesis Report Year of publication: 2020 Corporate author: UNESCO COVID-19 is not only one of the most significant health crises of our times, but is also an information crisis taking place in a dynamic and constantly evolving scientific environment with uncertainty on many fundamental issues. The information crisis is the result of the plethora of available information and the difficulty in differentiating true from false -or even fake- information, and identifying what content is in a grey and evolving scientific zone.In this context, education can play an important role in minimizing these risks and promoting values of solidarity and human rights by ensuring that young people, as well as their educators and parents, acquire core competencies of digital citizenship that build resilience to disinformation and misinformation and the exploitation of these by hate-mongers. Education can also help young people engage in the online environment in a safe, sensitive, critical, ethical and accountable way as well as encourage them to play a role in pioneering educational initiatives that contribute to promoting digital citizenship. 
Innovative practices of youth participation in media: a research study on twelve initiatives from around the developing and underdeveloped regions of the world Year of publication: 2006 Author: Sanjay Asthana Corporate author: UNESCO This book will be useful as a research and reference guide to community-based media centres, media education practitioners, non-governmental organizations, policy-makers, planners, media professionals, social activists, researchers, etc. A direct contribution of the book are the several examples that can be adapted and/or replicated by various initiatives as they embark on building youth media programmes around the world. 
Violent extremism in Central Asia 2018: A preliminary survey of groups, digital dimensions and state responses Year of publication: 2018 Corporate author: Civil Initiative on Internet Policy | SecDev This research has been produced within the framework of the “Contributing to stability and peace in Central Asia through media literacy, improved reporting and regional cooperation” Project implemented by Internews and funded by the European Union. The contents of this research are the sole responsibility of The SecDev Group, and Public Foundation Civil Initiative on Internet Policy and can not be regarded as reflecting the position of the European Union and Internews under any circumstances. 
Global Education Monitoring Report 2020: Inclusion and Education; All Means All Year of publication: 2020 Corporate author: Global Education Monitoring Report Team | UNESCO The 2020 Global Education Monitoring Report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Spurred by their commitment to fulfil the right to inclusive education, countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet implementation of well-meaning laws and policies often falters. Released at the start of the decade of action to 2030, and in the middle of the Covid-19 crisis, which has exacerbated underlying inequalities, the Report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets. Inclusion and education: All means all identifies the practices in governance and finance; curricula, textbooks and assessments; teacher education; school infrastructure; and relations with students, parents and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion. Two new websites complement the fourth edition of the Global Education Monitoring Report. PEER describes how countries approach inclusion, serving as a resource for policy dialogue. SCOPE offers an opportunity to interact with the data and explore selected SDG 4 indicators. 
Journalism, Fake News & Disinformation: Handbook for Journalism Education and Training Year of publication: 2018 Author: Julie Posetti | Cherilyn Ireton | Claire Wardle | Hossein Derakhshan | Alice Matthews | Magda Abu-Fadil | Tom Trewinnard | Fergus Bell | Alexios Mantzarlis Corporate author: UNESCO This handbook seeks to provide an internationally-relevant model curriculum, open to adoption or adaptation, which responds to the emerging global problem of disinformation that confronts societies in general, and journalism in particular. Serving as a model curriculum, the publication is designed to give journalism educators and trainers a framework and lessons to help students and practitioners of journalism to navigate the issues associated with ‘fake news’.The contents draw together the input of leading international journalism educators, researchers and thinkers who are helping to update journalism method and practice to deal with the challenges of misinformation and disinformation. The lessons are contextual, theoretical and in the case of online verification, extremely practical. Used together as a course, or independently, they can help refresh existing teaching modules or create new offerings.It is part of the “Global Initiative for Excellence in Journalism Education”, which is a focus of UNESCO’s International Programme for the Development of Communication (IPDC). The Initiative seeks to engage with teaching, practising and researching of journalism from a global perspective, including sharing international good practices. 
Social Stigma Associated with COVID-19: A Guide to Preventing and Addressing Social Stigma Year of publication: 2020 Corporate author: International Federation of Red Cross and Red Crescent Societies (IFRC) | United Nations Children's Fund (UNICEF) | World Health Organization (WHO) This resource aims for Government, media and local organisations working on the new coronavirus disease to prevent and address social stigma associated with COVID-19. It offers concrete examples and communication tips on possible actions to counter stigmatizing attitudes. 
From Maker to Creative Citizens: Maker Citizens and Its Cultivation from the Perspective of Smart Education Year of publication: 2019 Author: Wang Youmei | Wan Ping | Zhao Wenzhu | Yang Gang Corporate author: Digital Education Studies The goal of smart education is to cultivate talents with good value orientation, high thinking quality and strong decisive ability, which provides a brand new target framework and value pursuit for maker education. Firstly, this paper starts from the connotation of makers, clarifies the logical relationship between the concepts of maker citizens and creative citizens, and builds the capability dimension and literacy structure of maker citizens. Secondly, based on the International MakEY creator citizen project, this paper analyzes the paths and strategies of the UK and Iceland to cultivate students’ creativity through maker space in detail, and illustrates the role of maker space in cultivating the digital literacy and creativity of children and adolescents. Finally, this paper, on the basis of case analysis and the development of smart education in China, proposes the realization path and some strategies to cultivate maker citizens in China, and establishes the concept and system of citizenship education for “Lifelong, All People, Whole Process, All Space, and Whole Society”, which provides theoretical basis and case references for the cultivation of Chinese makers’ citizens, and promotes the integral development of maker education and smart education.