“Media Education in Latin America”. This book offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to new debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education.
The book includes a chapter of publishers with open access
The book Media Education includes National chapters by experts:
The book Media Education includes critical essays by experts:
The book includes the Colombia chapter prepared by our research director:
Media education in Colombia. An inheritance with possibilities and challenges for the 21st century 1
This chapter provides a brief context of Colombia, its political history, the impact of demographic changes on the population’s literacy processes, the role of teachers, journalists and the media, media power concentration as well as alternatives for information and communication democratization. The coordinates for a regulatory framework are established based on the Political Constitution of Colombia, the General Education Law, the Higher Education Law, the Decennial Education Plans and several technical bulletins. Regarding the institutions and social actors, the distinction between media education, educational technology and pedagogical resources is used to establish which of these experiences are related to the subject matter of this text. Afterwards, the most representative cases of teacher education are introduced, as well as the academic programmes created in the country. Finally, theoretical and conceptual frameworks produced in the country are analysed, and some clues to developing media education are provided.
