These educational tools for students aim at raising awareness on the violent contents of media and promoting civic engagement and media/digital literacy. They have been developed under the project e-EAV (e-Engagement Against Violence), supported by the DAPHNE-programme 2012-2014.
About the project
“The project looked at the pronounced populist and racist movements and groups in seven European countries, i.e. Austria, Belgium, Bulgaria, France, Italy, Great Britain, Slovenia.
The project analysed media and their use by populism actors. It looked into communication strategies of movements and their messages directed against “the Other”. The aim was to contribute to empowerment of youth and of teachers in counteracting racism”
Escola Virolai case Primary school
This resource is a learning object based on technology H5P and could be implemented in
any WordPress or Moodle course.
It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Digital Well-being and Safety. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of
technology usage around the CDL subdimensions Online safety, Digital Overexposure and Digital selfhood for the primary school level.
Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage of technology.
Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.
Resources description form Lintumetsan Secondary school
This resource is a learning object based on technology H5P and could be implemented in any WordPress or Moodle course.
It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Information Literacies. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimension Online inquiry process for the secondary school level.
Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage of technology.
Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.
Sassetti Peruzzi OCC case – secondary school
This resource is a learning object based on technology H5P and could be implemented in any WordPress or Moodle course.
It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Online Communication & Collaboration. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimension Digital identities and profiles process for the secondary school level.
Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage
of technology.
Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.
Sassetti Peruzzi Informtion Literacies case secondary school
This resource is a learning object based on technology H5P and could be implemented in any WordPress or Moodle course.
It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Information Literacies. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimension Source validation and verification for the secondary school level.
Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage of technology.
Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.