Routledge Handbook of Media Education Futures Post-Pandemic

Yonty Friesem is an Associate Professor at Columbia College Chicago, USA.Usha Raman is a Professor at the University of Hyderabad, India.Igor Kanižaj is an Associate Professor at the University of Zagreb, Croatia.Grace Y. Choi is a Senior UX Researcher at Handshake, USA.

• Foreword by Renee Hobbs; Preface by Yonty Friesem, Usha Raman, Igor Kanižaj, Grace Y. Choi; 1. Introduction to the Routledge Handbook of Media Education Futures Post-Pandemic; Part I: Inclusive Practice; 2. Introduction to Inclusive Practice; 3. Disability and Media Education in the COVID-19 Pandemic; 4. Maintaining Inclusive Pedagogy in Online ELT Classrooms During and Beyond the COVID-19 Pandemic in Japan; 5. Zooming While Black: Creating a Black Aesthetic and Counter Hegemonic Discourse in a Digital Age; 6. Reconsidering Media Education Following the Digital Divide in India During the Pandemic; 7. Using the Core of Public Media’s Mission to Serve Children and Families from Latine Communities in the U.S. During the COVID-19 Pandemic; 8. Intercultural Dialogue: Inclusive Practice; Part II: Fighting Infodemic; 9. Introduction to Fighting Infodemic; 10. Implications of the “Infodemic” for News Literacy Education in the U.S.: How is Misinformation Like a Pandemic?; 11. Collaborative Network of Media Literacy Education in Hong Kong Amid the COVID-19 Pandemic; 12. Librarians and Information Literacy Instruction in Morocco, Italy, and France During the Pandemic: Reflecting on Challenges and Future Opportunities; 13. Educommunication as a Practical Framework to Fight the Infodemic in Brazil; 14. Tech and Trust Help a Quick Return to the New Normal in a Bangalore Journalism School; 15. A Case Study of News Media Literacy Training for Librarians in the U.S.; 16. Intercultural Dialogue: Fighting Infodemic; Part III: Professional Development; 17. Introduction to Professional Development; 18. Teacher Education During Times of Crisis in Scotland: Reflecting on Pandemic Pedagogy and Critical Digital Literacy; 19. Facebook Group as an Online Learning and Social Community for U.S. Educators’ Professional and Personal Needs During the Pandemic; 20. Librarians’ Perspectives from Croatia, Portugal and the U.K.: What is Changing in Teaching (Digital) Media Education Due to COVID-19; 21. Addressing Divide in Brazilian Digital Literacy Education Through Professional Development; 22. Academic MOOC During the COVID-19 Pandemic in Israel: Contributions of Online Advisory Meetings to New Media Educational Project Planning; 23. Portuguese Journalists Training Teachers in the New Media Education Landscape During COVID-19; 24. Intercultural Dialogue: Professional Development; Part IV: Media Practice Education; 25. Introduction to Media Practice Education; 26. Technology Integration, Media Literacy and Media Mentors in the U.S.: Essentials for Early Childhood Education Beyond the Pandemic; 27. From Technology as Tool to Digitally Mediated Contexts for Learning in Early Childhood Education and Care in Australia; 28. U.S. Children’s Experiences with Digital Media Amidst COVID-19: “Your Screen Time Was Up 42%”; 29. Using Online and Hyflex Methods to Teach Media Practice in China in 2020 and 2021; 30. Teaching and Learning Media Practice in India During Distanced Times: Studios, Screens, Skills and Sensibilities; 31. Media Pandemic Pedagogies at a U.S. College: From Emergency Remote Teaching to Lack of “Love”; 32. Intercultural Dialogue: Media Practice Education; Part V: Educational Media; 33. Introduction to Educational Media; 34. The Story Seeds Podcast: A U.S. Case Study of Creativity in the Classroom Through Podcasts From the Producer’s and Teacher’s Perspectives; 35. Empowering Teachers With Critical Digital Literacy Skills and Driving Change at Schools in Turkey; 36. Navigating Bias in Digital Spaces and Online Searches that Center U.S.A.'s Marginalized Racial, Ethnic, and Gender Groups; 37. Educational TV in Mexico During Covid-19: The Case of the Show Aprende en casa II and the Mix With Entertainment; 38. K-Education' During the Pandemic: What Covid-19 Has Revealed About Schooling in the World’s Most Wired Country; 39. The National Broadcasting System in Israel as a Media Literacy Agent for Hebrew and Arabic-Speaking Children During the Covid-19 Pandemic; 40. Intercultural Dialogue: Educational Media; Part VI: Policy; 41. Introduction to Policy; 42. Understanding Education as Surveillance Culture in the UK: Towards a Meta-Media Studies; 43. Higher Education Policy in Pakistan: Transforming a Culture of Teaching Media into a Culture of Learning; 44. Media Literacy in Greece During the COVID-19 Pandemic: A Necessity-Driven Approach Towards Impact for Post-Pandemic Era; 45. Accelerating News Media Use and MIL Environment Amidst COVID-19 in Estonia, Latvia, and Lithuania; 46. Preparing Journalists for Post-COVID Resilience: Lessons From a Pioneering Cyber Security Symposium in Botswana; 47. The Impact of Covid-19 on Cameroon’s Educational System and Media and Information Literacy (MIL); 48. Intercultural Dialogue: Policy; Part VII: Civic Media and Participatory Culture; 49. Introduction to Civic Media and Participatory Culture; 50. Media, Information Literacy and Civics During the Disinfodemic: The Samuel Paty Case in France; 51. The Global Perspective on Ecomedia Literacy, Ecojustice and Media Education in a Post-Pandemic World; 52. Vocal for Local Information During the COVID-19 Pandemic: Role of Community Radios in Addressing the Digital Divide in South Asia; 53. TikTok Political Participation Supporting Alexey Navalny During the COVID-19 Pandemic in Russia; 54. BIPOC Youth’s TikTok and Instagram Usage to Create Productive Disruptions in the U.S.; 55. Civic Engagement in China Against Misinformation Using Danmu During the Initial COVID-19 Outbreak; 56. Intercultural Dialogue: Civic Media and Participatory Culture; 57. Media Education Futures as a Humanistic Endeavor Post-Pandemic; Index

“The Handbook is a highly relevant and timely resource for negotiating the post-pandemic challenges in and through media education. It is impressive in its inclusion of diverse voices from around the globe- from veterans of the field to emerging scholars and educators- and through them addressing every important dimension of the vast terrain of Media Education- inclusion, infodemic, professional development, practice and education, policy, and participation. Using an approach that is both academically rigorous and at the same time accessible, and providing rich insights as well as a broad perspective, the Handbook will be valuable to students, educators, policy makers , MIL practitioners and scholars.”Manisha Pathak-Shelat, Professor of Communication and Digital Platforms and Strategies, MICA, India“A comprehensive look at media literacy education during a period of world crisis, this book offers the reader a variety of perspectives, case studies, and examples of how the online world has allowed for the continuation of scholarship in the field. It also accurately portrays problems faced by individuals given the communication vortex of information, and lack thereof, at times when the online world does not captivate learners and halts development. Furthermore, this resource considers the viewpoints of a wide range of researchers and educators through essays, conversations, and reflections, providing perspectives that capture a moment in time which affected a fragmented global community.”Belinha S. De Abreu, PhD., Sacred Heart University, USA“Although the pandemic upended schooling, educators around the world rose to the occasion. This comprehensive volume captures the rich palette of teaching adaptations, pedagogical innovations and policy interventions that emerged in the wake of covid-19. It is a veritable trove of wisdom and inspiration.”Sun Sun Lim, PhD, Professor of Communication and Technology, Head of Humanities, Arts and Social Sciences, Singapore University of Technology and Design“This handbook on media education futures post-pandemic is an important contribution to the media literacy field. The international authors and especially the editors are people who have their fingers on the pulse of media literacy activity that is exploding throughout the world. The publication of the handbook is a timely and insightful addition to understanding the international ecosystem of media literacy as we reflect on the impact of the COVID-19 pandemic. The humanistic framework of the handbook provides a fresh and much-needed perspective on the diverse practices of media education in different parts of the world. Students, scholars and libraries would benefit from having this testament of the innovative ways media educators found ways to practice media literacy under a global pandemic.”Tessa Jolls, President and CEO, Center for Media Literacy, Contributing Scientist, UCLouvain, Belgium"The post-pandemic society is vastly different to what it was before – Therefore, it needs post-pandemic (media) education as a way forward, adapting media educational programs, theories, and concepts of practice to the phenomena of pandemic and post-pandemic media practices. In this context, The Routledge Handbook of Media Education Futures Post-Pandemic, assembled globally by international experts, shows the conceptual horizons as well as the methodological paths of an advanced and contemporary media education, facing the future of media society and focusing on the spheres through which individuals and societies get empowered to be or to become sovereigns of themselves."Thomas Bauer, Dr. phil. Dr. hc., em.O. Univ.Prof. ,Department of Communication, University of Vienna, Austria, President European Society for Education and Communication (ESEC), Foundig president OKTO Community TV Vienna