Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
684 Results found
Countering Online Hate Speech Year of publication: 2015 Author: Iginio Gagliardone | Danit Gal | Thiago Alves | Gabriela Martinez Corporate author: UNESCO The present report provides a global overview of the dynamics characterizing hate speech online and some of the measures that have been adopted to counteract and mitigate it, highlighting good practices that have emerged at the local and global levels. While the study offers a comprehensive analysis of the international, regional and national normative frameworks developed to address hate speech online, and their repercussions for freedom of expression, it places particular emphasis on social and non-regulatory mechanisms that can help to counter the production, dissemination and impact of hateful messages online. 
Digital Citizenship Education Handbook Year of publication: 2019 Author: Janice Richardson | Elizabeth Milovidov Corporate author: Council of Europe Digital citizenship and engagement involves a wide range of activities, from creating, consuming, sharing, playing and socialising, to investigating, communicating, learning and working. Competent digital citizens are able to respond to new and everyday challenges related to learning, work, employability, leisure, inclusion and participation in society, respecting human rights and intercultural differences.This Digital citizenship education handbook is designed to help educators and other interested adults understand and deal with them. It builds on the Council of Europe’s Reference Framework of Competences for Democratic Culture and the achievements of our longstanding Education for Democratic Citizenship programme, and complements the Internet literacy handbook as part of a coherent approach to educating citizens for the society of the future. 
L'utilisation des médias sociaux dans l'éducation de l'Holocauste Corporate author: International Holocaust Remembrance Alliance (IHRA) Les médias sociaux est une forme en pleine expansion de la communication et de la communauté dans notre monde et dans l'éducation plus spécifiquement. éducateurs Holocauste sont chargés de déterminer la meilleure façon d'utiliser cet outil dans leur programmation sans programme ou l'intégrité objet compromettant. Ces lignes directrices décrivent les considérations et les pratiques dans le déploiement de médias sociaux dans l'environnement éducatif de l'Holocauste. 
Media and Information Literacy: Challenges and Opportunities for the World of Education Year of publication: 2019 Author: Carolyn Wilson Corporate author: Canadian Commission for UNESCO This paper explores media and information literacy and its importance to understanding democratic rights, active citizenship, and technological literacy. Filled with key concepts, sample questions, and additional resources, it is essential reading for both educators and the wider public. Using social media in Holocaust Education Corporate author: International Holocaust Remembrance Alliance (IHRA) Social media is a rapidly expanding form of communication and community in our world and in education more specifically. Holocaust educators are tasked with determining how best to use this tool in their programming without compromising programme or subject integrity. These guidelines outline considerations and practices in deploying social media in the Holocaust educational environment. 
International Conference on School Bullying: Recommendations by the Scientific Committee on Preventing and Addressing School Bullying and Cyberbullying Year of publication: 2020 Corporate author: UNESCO | France. Ministère de l'éducation nationale, de la jeunesse et des sports UNESCO and the French Ministry of Education, Youth and Sports organize an International Conference on School Bullying on 5 November 2020. The conference builds on commitments made at the July 2019 meeting of education ministers of the G7, under the French Presidency, and marks the celebration of the first-ever International Day Against Violence and Bullying at School including Cyberbullying.This document presents a summary of a first set of recommendations made by the Scientific Committee on three key issues:- How should the definition of school bullying be revisited to develop more comprehensive and targeted initiatives to tackle bullying in all its forms? What aspects should be considered for a more inclusive definition?- How effective national responses to bullying should look like, based on existing evidence? What are the key components and characteristics of a comprehensive approach to bullying and cyberbullying?- What additional or specific strategies and actions should be taken into consideration when planning and implementing responses to cyberbullying? Conférence internationale sur la lutte contre le harcèlement entre élèves: Recommandations du Comité scientifique sur la lutte contre le harcèlement et cyber-harcèlement Year of publication: 2020 Corporate author: UNESCO | France. Ministère de l'éducation nationale, de la jeunesse et des sports L’UNESCO et le Ministère français de l’Éducation nationale, de la Jeunesse et des Sports organisent une Conférence internationale sur la lutte contre le harcèlement entre élèves le 5 novembre 2020. La conférence s’appuie sur les engagements pris lors de la réunion des ministres de l’Éducation du G7 sous la présidence française en juillet 2019, et marque la célébration de la première Journée internationale contre la violence et le harcèlement à l’école, y compris le cyber-harcèlement.Ce document présente un résumé d’une première série de recommandations formulées par le Comité scientifique sur trois questions clés :- Comment revisiter la définition du harcèlement en milieu scolaire afin d’élaborer des réponses plus complètes et mieux ciblées pour lutter contre le harcèlement sous toutes ses formes ? Quels sont les aspects à prendre en considération pour une définition plus inclusive ?- Sur la base des données existantes, à quoi devraient ressembler des réponses nationales efficaces au harcèlement ? Quelles sont les principales composantes et caractéristiques d’une approche holistique pour lutter contre le harcèlement et le cyber-harcèlement ?- Quelles stratégies et actions supplémentaires ou spécifiques devraient être prises en considération lors de la planification et de la mise en œuvre des réponses au cyber-harcèlement ? 
초등학교 교사를 위한 디지털 시민교육 활용 가이드북: 온-오프라인을 연결하는 디지털 시민교육 Year of publication: 2019 Author: 김양은 | 배은주 | 박정원 | 김형태 | 김영환 | 심성호 Corporate author: 방송통신위원회 | 한국정보화진흥원 초등교사들의 디지털시민교육 이해도를 높이고 교육현장에서 학생들과 함께 디지털시민역량을 기르기 위한 안내서이다. 본 교재에서는 디지털시민역량을 정체성, 웰빙, 권리와 책임, 소통과 관계, 정보리터러시, 사회참여 6가지로 제시한다. 
중·고등학교 교사를 위한 디지털 시민교육 활용 가이드북 : 온-오프라인을 연결하는 디지털 시민교육 Year of publication: 2019 Author: 김양은 | 배은주 | 박정원 | 김형태 | 김영환 | 심성호 Corporate author: 방송통신위원회 | 한국정보화진흥원 중·고등교사들의 디지털시민교육 이해도를 높이고 교육현장에서 학생들과 함께 디지털시민역량을 기르기 위한 안내서이다. 본 교재에서는 디지털시민역량을 정체성, 웰빙, 권리와 책임, 소통과 관계, 정보리터러시, 사회참여 6가지로 제시하며, 교육에 바로 적용할 수 있도록 활동지, 교수학습지도안 등을 포함하고 있다. 
디지털 시대 시민되기: 초등학교 고학년 (디지털 시민교육 시리즈 2nd) Year of publication: 2019 Author: 김양은 | 배은주 | 박정원 | 김영환 | 김형태 | 심성호 Corporate author: 방송통신위원회 | 한국정보화진흥원 본 자료는 초등 고학년(5~6학년) 대상 디지털시민교육을 위한 교육자료이다. 6가지의 역량별로 교수학습지도안과 학생 활동지로 구성되어 있다.