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어린이와 미디어 리터러시 出版年份: 2022 作者: 이원섭 | 조재희 | 최지선 机构作者: 한국언론진흥재단 본 연구에서는 초등학생들의 미디어 이용에 대한 전반적인 특징을 진단하고 해외 사례 분석과 부모와 교사, 미디어 강사와의 심층인터뷰, 전문가 자문, 학생과 부모 대상의 설문조사를 통해 어린이의 미디어 리터러시 향상을 위한 정책 방안을 제시하고자 한다. 본 저작물은 한국언론진흥재단에서 2022년 작성하여 공공누리 제4유형으로 개방한 '어린이와 미디어 리터러시(작성자:이원섭, 조재희, 최지선)'를 이용하였으며, 해당 저작물은 한국언론진흥재단 홈페이지(https://www.kpf.or.kr/)에서 무료로 내려받으실 수 있습니다. 
How an SEL Podcast Saved My Carpool 出版年份: 2023 作者: Laura Wheatman Hill 机构作者: Medicinal Media | Committee for Children The Imagine Neighborhood Podcasthttps://www.imagineneighborhood.org/ The Imagine Neighborhood™ podcast helps children and grown-ups grow their social-emotional skills, and talk about the things that matter with the people that matter most.Has your child ever been so angry that they wanted to smoosh something? Have they ever been scared of the babysitter? Have they ever had a hard time calming down? The Imagine Neighborhood is the show for your family. Each episode tells a story that’s amazing, fantastical, and maybe a little bananas, while it tackles the big feelings that come with growing up. And The Imagine Neighborhood gives you and your kids fun activities to do at home, in the car, or anywhere you talk to each other. How an SEL podcast saved my carpool 25 May 2023 (by Laura Wheatman Hill) My kids’ school is 15-20 minutes from our house and there is no bus.I drive my two kids, ages six and nine, and a neighbor, eight, to and from school three days a week and I let them rotate who picks what we listen to every ride. After I had to veto their picks several days in a row because they were testing the limits of what’s appropriate for all parties, even with a “radio edit” version (I’m sorry, but no Eminem for the kindergartner), I found a kid’s podcast that teaches social emotional learning (SEL) called The Imagine Neighborhood.After the first listen, which featured characters like a vampire robot vacuum and a princess dinosaur, and a world containing dangers such as lava, pixies, and an evil hamster, my kindergartner declared, “This is the greatest podcast of all time!” We proceeded to listen to every single episode available over the next few weeks and now play a new episode the minute it drops. Why teach social emotional learning in a podcast?According to Committee for Children, which helps create programs to assist children in developing life skills, including The Imagine Neighborhood, SEL is “the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.” Research over time shows that kids who have access to SEL interventions have positive developments both academically and socially in the short and long term. However, teaching these skills in a classroom or at home in an academic, abstract way isn’t shown to work to help your child integrate them into their lives. “You need to use stories for social emotional learning because it’s how a child can see another person’s point of view,” says Dr. Cindy Hovington, a neurologist who created Curious Neuron, a community for parents who want to learn more SEL tools, and co- founder of Wondergrade, an app that supports SEL in young children. She says empathy is much easier to convey in a story rather than a lesson because of the back and forth aspect of dialogue and character. “Someone else in the story has a consequence. Through a narrative, the child will understand both sides, how a certain event or action made a character feel and how it made the other person in the story feel,” she says. When it happens to someone else, a child can see it play out without the heightened emotion of being involved, and the empathy piece is easier to identify. The narratives are the magic of The Imagine Neighborhood. They have tapped into the problems of little kids in such a way that addresses many common issues kids face without being too overt, which would cause many nine-year-olds to roll their eyes and beg for Daft Punk. Mia Doces is the vice president of the Committee for Children. Doces says they have designed this balance of story and lesson very carefully. She explains, “Every episode has wild situations, very unique characters, and humor that ranges from slapstick to cultural references to your basic fart joke — all of which keep listeners hooked to the story. But our writers make sure that no matter how crazy things appear on the surface, the story is rooted in universal human experiences and the everyday social-emotional skills we use to navigate our emotions and cope with challenges.” Some episodes that resonated with my carpool, myself included, have been about big worries, boredom, disappointment, and loss. The parents are in on itThe host of the podcast frequently speaks directly to the parents and asks them to tell the child listeners about a time something happened to them like what is happening in the story. My carpool of sassy, smart kids usually avoids listening to what I have to say, but they actually lean in when Scotty asks me to contribute. Parental participation is also an intentional part of the design. Even if schools are teaching SEL skills, Doces says, “school-based SEL works best when kids are also learning these life skills at home with their families.” According to Hovington, “There is a misconception that SEL learning happens on the playground. SEL skill-building happens with the parent. Practice happens on the playground.” She says the best opportunities to learn new SEL skills are not in times of crisis or when problem solving, but on calm car rides home from school or before bed — the exact times we listen to The Imagine Neighborhood. In the future, Hovington says, “When a child comes back from school with a problem, that’s an opportunity for a parent to recreate or recall the story.” This resonates with audiences of The Imagine Neighborhood. Doces says, “We get letters from parents who tell us they refer to certain characters or use certain SEL-based catchphrases from the show as shorthand to help their kids draw parallels between something that’s happening to them in real time and a tool that a character learned on the show.”I haven’t sent a letter (yet), but I quote the show frequently. SEL is good for all of usTurns out, The Imagine Neighborhood, and the skills it teaches isn’t only for kids. SEL wasn’t taught in schools when most of us were kids and Doces says, “when adults listen along with the children, they’re also picking up the SEL techniques we’re sharing, and learning positive phrasing and other tools to empower them to have these family discussions in impactful ways.” Since the kids do have SEL in school, these stories provide a good segue for the students to become the teacher, and to tell us how they talk about their feelings. Parents can use the shared SEL language from curriculums and narratives like The Imagine Neighborhood as a vehicle to foster better communication in the family. Doces says parents don’t have to be masters of SEL, but “when they help children name and process their feelings, and acknowledge and support children’s positive behaviors, they’re teaching their family SEL and building a stronger, kinder future for their families.” We know positive reinforcement is successful and the message of The Imagine Neighborhood is one we can all agree on: be kind to those around you.We were driving a third-grader home from a playdate one day and The Imagine Neighborhood was playing. I heard the friend from the backseat ask, “What is this? Because I like it!” Got another one! 
Bolstering Adolescent Social, Emotional, and Mental Health with Dr. Kathleen Ethier of the CDC 出版年份: 2023 机构作者: Committee for Children 26 Oct 2023 The Grow Kinder® podcast / Committee for Childrenhttps://soundcloud.com/grow-kinder-podcast/bolstering-adolescent-social-emotional-and-mental-health-with-dr-kathleen-ethier-of-the-cdc?utm_source=www.cfchildren.org&utm_campaign=wtshare&utm_medium=widget&utm_content=https%253A%252F%252Fsoundcloud.com%252Fgrow-kinder-podcast%252Fbolstering-adolescent-social-emotional-and-mental-health-with-dr-kathleen-ethier-of-the-cdc Show NotesIn this episode of the Grow Kinder® podcast, host Andrea Lovanhill speaks with Dr. Kathleen Ethier, the director of the Division of Adolescent and School Health at the Centers for Disease Control and Prevention (CDC).In this enlightening conversation, Andrea and Kathleen dive deep into the pressing issues surrounding the mental health of today’s teenagers.We take a closer look at the CDC’s recent Youth Risk Behavior Survey and the startling findings related to the mental health of teenage girls.We discover the initiatives undertaken by the CDC to help schools address these mental health challenges.In addition, Kathleen offers advice for concerned parents on how they can actively support their children’s social-emotional well-being and development.To learn more about the CDC’s work with schools, click here. To sign up with Committee for Children to advocate for children’s social-emotional well-being, click here.Stay tuned for more episodes on our thought-provoking journey throughout this new season.You can catch us on your favorite podcast platforms such as Apple Podcasts, Spotify, SoundCloud, and more. For additional information, visit GrowKinderPodcast.org. 
بناء مجتمعات المعرفة في المنطقة العربية: اللغة العربية بوابة للمعرفة 出版年份: 2019 机构作者: UNESCO Cairo بناء اقتصادات ومجتمعات المعرفة هدف معلن في المنطقة العربية. فمعظم الخطط التنموية في الدول العربية تدعو وبوضوح للعمل على إنتاج، ونقل، وتوطين، وتسخير المعرفة في مختلف الحقول خدمة لمآرب التنمية ا إ لنسانية المستدامة.وللغة العربية دور مهم في هذه العملية التنموية ا أ لساسية، حيث إن إنتاج المعارف واستيعابها ونقلها يكون أكثر فاعلية وأوسع انتشارًا باستخدام اللغة ا أ لم. ولا بد لنا هنا من الوقوف على السؤال ا أ لساسي التالي: إلى أي مدى تشكّل اللغة العربية اليوم بوابة حقيقية للمعرفة في المنطقة العربية؟يسعى هذا التقرير، الذي أعدّته ثلة من الخبراء العرب المميزين وبإدارة وتنسيق من مكتب اليونسكو ا إ لقليمي للعلوم في الدول العربية، إلى البحث في هذا السؤال المركزي من خلال مراجعة وتقييم حال المعرفة في المنطقة العربية من جهة، وإلى تحليل دور اللغة العربية في عمليات إقامة مجتمعات واقتصادات المعرفة في المنطقة العربية من جهة أخرى. ويتناول القسم العام من التقرير قضية المعرفة واللغة على المستوى ا إ لقليمي العربي. كما يتميّز التقرير ببحوث ميدانية تمّت في ثلاث دول عربية )هي السعودية ومصر والمغرب( تدرس حال المعرفة واللغة العربية في تلك البلدان، وتعكس، إلى حد ما، الحال في المناطق العربية الفرعية التي تنتمي إليها." Building Knowledge Societies in the Arab Region: Arabic Language as a Gateway to Knowledge 出版年份: 2019 机构作者: UNESCO Cairo Building knowledge economies and societies is a professed objective in the Arab region. Most of the development plans in the Arab states clearly call for action to produce, transfer, localise and harness knowledge in various fields, in service of the sustainable human development goals. The Arabic language has an important role to play in this key development process, as the production, assimilation and dissemination of knowledge is more effective and more widely spread when the mother tongue is used. Hereupon, a fundamental question must be addressed: To what extent does the Arabic language today constitute a true gateway to knowledge in the Arab region?This report, prepared by a group of distinguished Arab experts, under supervision and coordination of the UNESCO Regional Bureau for Sciences in the Arab States, seeks to research this central question by reviewing and evaluating the state of knowledge in the Arab region on the one hand, and analysing the role of the Arabic language in the processes of establishing knowledge societies and economies in the Arab region on the other. The general section of the report addresses the question of knowledge and language at the Arab regional level. It also features field research conducted in three Arab states (Saudi Arabia, Egypt and Morocco), that examines the state of knowledge and the Arabic language in those states, and to a certain extent, reflects the situation in the Arab sub-regions to which they belong. Construire les sociétés du savoir dans la région arabe: le rôle de la langue arabe en tant que portail du savoir 出版年份: 2019 机构作者: UNESCO Cairo La construction des économies et des sociétés du savoir est un objectif déclaré dans la région arabe. La plupart des plans de développement dans les pays arabes appellent clairement à des actions pour produire, transférer, localiser et exploiter des connaissances dans divers domaines au service des objectifs de développement humain durable. La langue arabe a un rôle important à jouer dans ce processus fondamental de développement, car la production, l’assimilation et la diffusion de connaissances sont plus efficaces et plus répandues lorsque la langue maternelle est utilisée. Là-dessus, une question fondamentale devrait être posée : dans quelle mesure la langue arabe constitue-t-elle aujourd’hui un vrai point d’accès au savoir dans la région arabe ?Ce rapport, préparé par un groupe d’éminents experts arabes, sous la supervision et la coordination du Bureau régional de l’UNESCO pour les sciences dans les États arabes, cherche à étudier cette question centrale en examinant et en évaluant la situation de connaissances dans la région arabe d’une part, et en analysant le rôle de la langue arabe dans les processus d’instauration des sociétés et d’économies du savoir dans la région arabe, d’autre part. La section générale du rapport aborde la question de connaissances et de la langue dans la région arabe. Il présente également des recherches de terrain menées dans trois pays arabes (l’Arabie saoudite, l’Égypte et le Maroc), ces recherches examinent la situation de connaissances et de la langue arabe dans ces États et reflètant, en quelque sorte, la situation dans les sous-régions arabes dans lesquelles elles étaient menées. 
UNESCO’s Recommendation on the Ethics of Artificial Intelligence: Key Facts 出版年份: 2023 机构作者: UNESCO This brochure is a summary of "Recommendation on the Ethics of Artificial Intelligence". The Recommendation addresses ethical issues related to the domain of Artificial Intelligence to the extent that they are within UNESCO’s mandate. With its unique mandate, UNESCO’s Social and Human Sciences Sector has led the international effort to ensure that science and technology develop with strong ethical guardrails for decades. AI technology brings major benefits in many areas, but without the ethical guardrails, it risks reproducing real world biases and discrimination, fueling divisions and threatening fundamental human rights and freedoms. The Recommendation establishes a set of values in line with the promotion and protection of human rights, human dignity, and environmental sustainability. It advances essential principles such as transparency, accountability, and the rule of law online. It also includes concrete policy chapters that call for better governance of data, gender equality, and important aspects of AI applications on education, culture, labour markets, the environment, communication and information, health and social well-being, and the economy. Unlike other international instruments, the Recommendation includes monitoring and evaluation chapters and means for implementation in the form of a Readiness Assessment and the Ethical Impact Assessment to ensure real change on the ground. 
L’éducation dans un monde post-Covid: considérations supplémentaires (Réflexion en cours; No. 43, 2021) 出版年份: 2021 作者: Renato Opertti 机构作者: UNESCO International Bureau of Education (IBE) Ce document de discussion analyse certaines implications des idées proposées dans le document initial « L’éducation dans un monde post-COVID : Neuf idées pour l’action publique » (2020) produit par la Commission internationale sur les futurs de l’éducation. Parmi les contributeurs de ce document figurent des experts éminents ayant une large expérience professionnelle et politique, provenant de diverses régions du monde. L’ensemble de ces neuves idées interconnectées éclaire la voie à suivre pour transformer l’éducation et les systèmes éducatifs et concevoir l’avenir dans une optique progressiste. D’une part, il réaffirme les principes de base, la compréhension et les engagements concernant l’éducation en tant que bien commun mondial et droit de l’homme universel ; il exprime également la nécessité de réinventer le multilatéralisme pour un nouvel ordre mondial et, surtout, de mobiliser des idées et des fonds pour transformer l’éducation. D’autre part, le document plaide en faveur d’un programme éducatif global, incluant les questions critiques suivantes: (i) visualiser les éducateurs comme des décideurs dans les systèmes éducatifs ; (ii) considérer les étudiants comme des acteurs actifs ayant des droits ; (iii) reconnaître la valeur et la spécificité de l’espace scolaire ; (iv) aborder les dilemmes autour de la capacité de la technologie à combler les inégalités ; et (v) revoir les contenus d’enseignement pour la durabilité des jeunes générations. 
التربية والتعليم والتعلم والمعرفة في عالم ما بعد كوفيد- 19 : تسع أفكار للعمل العام 出版年份: 2020 机构作者: UNESCO ستكون للقرارات التي یجري اتخاذھا الآن في سیاق جائحة فیروس كورونا (كوفید-19 (عواقب طویلة الأجل على مستقبل التربیة والتعلیم. وتقدم اللجنة الدولیة المعنیة بمستقبل التربیة والتعلیم في ھذا التقریر تسع أفكار رئیسیة لمواجھة الأزمة الناجمة عن جائحة كوفید-19 وعواقبھا، مع التمسك بالمبادئ الأساسیة ومواطن القوة ُ ُظم التعلیم. ویجب إیلاء ً غیر مسبوق في الاقتصادات والمجتمعات وكذلك في ن المعروفة بینما نواجھ اضطرابا التفاعل بین البشر ورفاھھم الأولویة عند العمل على وضع تصور جدید للتربیة والتعلیم وتحدیثھما، ویجب أن ُفسح یتزامن ذلك مع الالتزام بالتضامن على الصعید العالمي ورفض استمرار أوجھ ومستویات التفاوت التي أ المجال لبروزھا في عالمنا المعاصر. Education in a Post-COVID World: Nine Ideas for Public Action 出版年份: 2020 机构作者: UNESCO Decisions made today in the context of the COVID-19 pandemic will have longterm consequences for the futures of education. In this report the International Commission on the Futures of Education presents nine key ideas for navigating through the COVID-19 crisis and its aftermath, contending that we must build on core principles and known strengths as we face unprecedented disruption to economies, societies and education systems. In the renewal and reimaging of education human interaction and wellbeing must be given priority. This must also be accompanied by a commitment to global solidarity that does not accept the levels of inequality that have been permitted to emerge in the contemporary world