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์„ธ๊ณ„์‹œ๋ฏผ๊ต์œก์— ๋Œ€ํ•œ ์ดํ•ด๋ฅผ ๋„“ํžˆ๊ณ  ์—ฐ๊ตฌ, ์˜นํ˜ธ ํ™œ๋™, ๊ต์ˆ˜, ํ•™์Šต ๋“ฑ์„ ํ–ฅ์ƒ์‹œํ‚ฌ ์ˆ˜ ์žˆ๋Š” ๋‹ค์–‘ํ•˜๊ณ  ์œ ์šฉํ•œ ์ž๋ฃŒ๋ฅผ ์ฐพ์•„๋ณด์„ธ์š”.

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45 ๊ฑด์˜ ๊ฒฐ๊ณผ๊ฐ€ ๊ฒ€์ƒ‰๋˜์—ˆ์Šต๋‹ˆ๋‹ค

Manuel de maรฎtrise de l'internet: Accompagner les utilisateurs dans le monde en ligne ๋ฐœํ–‰ ์—ฐ๋„: 2017 ์ €์ž: Janice Richardson | Elizabeth Milovidov | Martin Schmalzried ๋‹จ์ฒด ์ €์ž: Council of Europe Depuis la publication de la premiรจre รฉdition du Manuel de maรฎtrise dโ€™Internet en 2003, le monde en ligne a beaucoup changรฉ. Les Internautes sont de plus en plus jeunes, leur nombre a augmentรฉ, leurs usages dโ€™Internet et lโ€™objet de leurs recherches รฉvoluent et de nouveaux dangers, par exemple en matiรจre de sรฉcuritรฉ individuelle, apparaissent chaque jour. Cette nouvelle รฉdition tient compte de ces nombreux changements mais conserve son objectif, qui est de donner aux familles, aux enseignants et aux dรฉcideurs politiques des connaissances techniques suffisantes pour pouvoir naviguer, avec les jeunes, dans le monde des technologies de la communication. La nouvelle รฉdition รฉtend รฉgalement le contenu des Fiches dโ€™information aux concepts qui รฉtaient alors ยซnouveauxยป de citoyennetรฉ numรฉrique et de parentalitรฉ numรฉrique, ce qui porte le nombre de fiches ร  26, organisรฉes en six thรฉmatiques dont lโ€™une est spรฉcialement consacrรฉe ร  lโ€™avenir dโ€™Internet. Le manuel se veut convivial et pratique, comme lโ€™illustre la fiche intitulรฉe ยซ Trouver de lโ€™information de qualitรฉ sur le web ยป. Il est รฉgalement accessible en ligne oรน il peut รชtre tรฉlรฉchargรฉ dans son intรฉgralitรฉ ou fiche par fiche.  ๋ชจ๋‘๋ฅผ ์œ„ํ•œ ๋ฏธ๋””์–ด ๋ฆฌํ„ฐ๋Ÿฌ์‹œ: ๊ณต๋™์ฒด ๋ฏธ๋””์–ด๋ฅผ ํ†ตํ•ด ์†Œ์™ธ๋œ ์‚ฌ๋žŒ๋“ค ์ง€์›ํ•˜๊ธฐ ๋ฐœํ–‰ ์—ฐ๋„: 2020 ์ €์ž: Martina Chapman | Nadia Bellardi | Helmut Peiss ๋‹จ์ฒด ์ €์ž: Council of Europe ๋ฏธ๋””์–ด ๋ฆฌํ„ฐ๋Ÿฌ์‹œ๋ฅผ ๊ฐ–์ถ˜๋‹ค๋Š” ๊ฒƒ์€ ๋ฏธ๋””์–ด ์ฝ˜ํ…์ธ ๋ฅผ ๋น„ํŒ์ ์œผ๋กœ ์ดํ•ด ํ•˜๊ณ  ํ‰๊ฐ€ํ•  ์ˆ˜ ์žˆ์œผ๋ฉฐ, ๋””์ง€ํ„ธ ๋ฏธ๋””์–ด ์„œ๋น„์Šค๋ฅผ ์ฑ…์ž„๊ฐ ์žˆ๊ณ  ์•ˆ์ „ํ•˜ ๊ฒŒ ์ด์šฉํ•  ์ˆ˜ ์žˆ๋‹ค๋Š” ๋œป์ด๋‹ค. ๋ฏธ๋””์–ด ๋ฆฌํ„ฐ๋Ÿฌ์‹œ๋Š” ์ƒˆ๋กœ์šด ๊ธฐ์ˆ ๊ณผ ์„œ๋น„ ์Šค๊ฐ€ ์ œ๊ณตํ•  ์ˆ˜ ์žˆ๋Š” ์ฐฝ์˜์ ์ด๊ณ  ์ฐธ์—ฌ์ ์ธ ์ž ์žฌ๋ ฅ์„ ์ด์šฉํ•ด์„œ ๊ณต๋ก ์žฅ ์—์„œ ๋‹ค๋ฅธ ์‚ฌ๋žŒ๋“ค๊ณผ ๊ต๋ฅ˜ํ•  ์ˆ˜ ์žˆ๋„๋ก ๋•๋Š”๋‹ค. ์˜ค๋Š˜๋‚ ์—๋Š” ๋ฐ์ดํ„ฐ๊ฐ€ ์–ด๋–ป๊ฒŒ ์‚ฌ์šฉ๋˜๋Š”์ง€, ์•Œ๊ณ ๋ฆฌ์ฆ˜๊ณผ ์ธ๊ณต์ง€๋Šฅ์ด ๋ฏธ๋””์–ด์˜ ์ƒ์‚ฐ๊ณผ ์„ ํƒ์— ์–ด๋–ค ์˜ํ–ฅ์„ ๋ฏธ์น˜๋Š”์ง€ ์ดํ•ดํ•˜๋Š” ๊ฒƒ๋„ ๋ฏธ๋””์–ด ๋ฆฌํ„ฐ๋Ÿฌ์‹œ์— ํฌํ•จ๋œ๋‹ค.์œ ๋Ÿฝํ‰์˜ํšŒ๋Š” ๊ณต๋™์ฒด ๋ฏธ๋””์–ด๊ฐ€ โ€˜์ •๋ณด์— ๋ฐ์€ ์‹œ๋ฏผโ€™์˜ ํ˜•์„ฑ์„ ์ง€์›ํ•˜ ๋Š” ๋ฐ์— ์–ผ๋งˆ๋‚˜ ์ค‘์š”ํ•œ ์—ญํ• ์„ ํ•˜๋Š”์ง€ ์ž˜ ์ธ์‹ํ•˜๊ณ  ์žˆ๋‹ค. ๊ณต๋™์ฒด ๋ฏธ๋”” ์–ด๋Š” ๊ณต๋™์ฒด ์ง‘๋‹จ๋“ค์ด ์ž์ฒด์ ์ธ ์ปค๋ฎค๋‹ˆ์ผ€์ด์…˜ ์ˆ˜๋‹จ์„ ๋งŒ๋“ค ๋•Œ ํ•„์š”ํ•œ ์ ‘๊ทผ๊ณผ ์—ญ๋Ÿ‰์„ ์ œ๊ณตํ•˜๊ณ , ์ฒด๊ณ„์ ์ด๊ณ  ์ „๋ฌธ์ ์ธ ๋ฐฉ๋ฒ•์œผ๋กœ ๊ณต๋ก ์žฅ์— ๋Œ€ ํ•œ์ฐธ์—ฌ๋ฅผ์กฐ์„ฑํ• ์ˆ˜์žˆ๋Š”๋Šฅ๋ ฅ์„๊ฐ–์ถ”๊ณ ์žˆ๋‹ค.๊ทธ๋Ÿฌ๋‚˜๋งŽ์€์œ ๋Ÿฝ๊ตญ๊ฐ€ ์—์„œ ๊ณต๋™์ฒด ๋ฏธ๋””์–ด๋Š” ์—ฌ์ „ํžˆ ๊ณต์‹์ ์ธ ๋ฒ•๋ฅ ์  ์ธ์ •๊ณผ ์œ ํ†ต ํ”Œ๋žซํผ์— ๋Œ€ํ•œ ๊ณต์ •ํ•œ ์ ‘๊ทผ, ์ง€์† ๊ฐ€๋Šฅํ•œ ์ž๊ธˆ ์กฐ๋‹ฌ์ด ๋ถ€์กฑํ•œ ์ƒํƒœ๋‹ค.์ด ๋ฐฐ๊ฒฝ์ž๋ฃŒ๋Š” ๊ณต๋™์ฒด ๋ฏธ๋””์–ด ๋ถ€๋ฌธ์ด ์–ด๋–ป๊ฒŒ ๋ฏธ๋””์–ด ๋ฆฌํ„ฐ๋Ÿฌ์‹œ๋ฅผ ์ฆ์ง„ ํ•˜๋Š”์ง€, ๊ทธ๋ฆฌ๊ณ  ์ด ํ™œ๋™์ด ์–ด๋–ป๊ฒŒ ๋ฏธ๋””์–ด ํ™˜๊ฒฝ๊ณผ ๊ณต์  ๋‹ด๋ก ์—์„œ ์†Œ์™ธ ๋œ ๊ณต๋™์ฒด์˜ ์ฐธ์—ฌ๋ฅผ ๊ณ ์–‘ํ•˜๋Š”์ง€ ํƒ๊ตฌํ•œ๋‹ค. ํ‚คํ”„๋กœ์Šค์™€ ์•„์ผ๋žœ๋“œ, ๋ฃฉ ์…ˆ๋ถ€๋ฅดํฌ, ์ŠคํŽ˜์ธ, ์˜๊ตญ์˜ ๊ณต๋™์ฒด ๋ฏธ๋””์–ด ๋‹ค์„ฏ ๊ฐ€์ง€ ๋ชจ๋ธ์„ ๋น„๊ตํ•ด์„œ, ํšŒ์›๊ตญ๋“ค์ด ๊ณต๋™์ฒด ๋ฏธ๋””์–ด์˜ ์ž ์žฌ๋ ฅ์„ ์ถฉ๋ถ„ํžˆ ์‹คํ˜„ํ•˜๋Š” ๋ฐ ๋„์›€์„ ์ค„ ์ˆ˜ ์žˆ๋Š” ์ผ๋ จ์˜ ์—ฐ๊ตฌ ๊ฒฐ๊ณผ์™€ ์ •์ฑ…์  ์กฐ์น˜๋ฅผ ์กฐ๋ช…ํ•˜๋ฉฐ, ์‹ค๋ฌด์ž์™€ ์ •์ฑ… ์ž…์•ˆ์ž์—๊ฒŒ ์ •๋ณด๋ฅผ ์ œ๊ณตํ•˜๊ณ  ์˜๊ฐ์„ ์ค„ ์ˆ˜ ์žˆ๊ธฐ๋ฅผ ๋ฐ”๋ž€๋‹ค.  Media Literacy for All: Supporting Marginalised Groups Through Community Media ๋ฐœํ–‰ ์—ฐ๋„: 2020 ์ €์ž: Martina Chapman | Nadia Bellardi | Helmut Peiss ๋‹จ์ฒด ์ €์ž: Council of Europe Being media literate means being able to critically understand and evaluate media content and to responsibly and safely use digital media services. Media literacy helps us engage with others in the public sphere, using the creative and participatory potential that new technologies and services can offer. Nowadays, it also includes understanding how data is used and how algorithms and AI can influence media production and choices.The importance of community media in supporting the formation of an โ€˜informed citizenryโ€™ is well recognised by the Council of Europe. Community media have the ability to empower community groups with the neces- sary access and skills to create their own communica- tion channels and to foster their participation in the public sphere in a structured and professional man- ner. However, in many European countries community media still lack formal, legal recognition, fair access to distribution platforms and sustainable funding.This background paper explores how the community media sector promotes media literacy and how this work can strengthen marginalised communitiesโ€™ partic- ipation in the media environment and public discourse. Comparing five models of community media from Cyprus, Ireland, Luxembourg, Spain and the United Kingdom, it seeks to inform and inspire practitioners and policy-makers, highlighting a number of findings and policy responses that can help member States fully realise the potential of community media.  Supporting Quality Journalism Through Media and Information Literacy ๋ฐœํ–‰ ์—ฐ๋„: 2020 ์ €์ž: Martina Chapman | Markus Oermann ๋‹จ์ฒด ์ €์ž: Council of Europe This report provides the findings of a study on Media and Information Literacy (MIL) that was conducted in support of the work of the Committee of experts on quality journalism in the digital age (MSI-JOQ), as well as a series of recommendations from the authors of the study to be considered by member states and other stakeholders.The purpose of this study is to provide context and evidence to MSI-JOQ, member states and all other relevant stakeholders on media literacy activities in Europe supporting quality journalism.  Higher Education's Response to the COVID-19 Pandemic: Building a More Sustainable and Democratic Future (Council of Europe Higher Education Series; No. 25) ๋ฐœํ–‰ ์—ฐ๋„: 2021 ์ €์ž: Sjur Bergan | Tony Gallagher | Ira Harkavy | Ronaldo Munck | Hilligje vanโ€™t Land ๋‹จ์ฒด ์ €์ž: Council of Europe Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America.The book describes the various ways in which higher education is facing the Covid-19 pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future.