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    LEE ROBIN DUQUIATAN
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    The article discusses viewpoints from an international group of academics and educators on how media literacy education can strengthen democracy in the digital age. It provides perspectives on conceptualizing, creating, and cultivating democracy through both formal education programs and informal community initiatives. While challenges remain, the article argues that small-scale media literacy projects and programs are important for fostering participatory democracy.

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    The article discusses viewpoints from an international group of academics and educators on how media literacy education can strengthen democracy in the digital age. It provides perspectives on conceptualizing, creating, and cultivating democracy through both formal education programs and informal community initiatives. While challenges remain, the article argues that small-scale media literacy projects and programs are important for fostering participatory democracy.

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    4 views1 page

    Assignment 1

    Uploaded by

    LEE ROBIN DUQUIATAN
    The article discusses viewpoints from an international group of academics and educators on how media literacy education can strengthen democracy in the digital age. It provides perspectives on conceptualizing, creating, and cultivating democracy through both formal education programs and informal community initiatives. While challenges remain, the article argues that small-scale media literacy projects and programs are important for fostering participatory democracy.

    Copyright:

    © All Rights Reserved
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    of 1

    Title of the Article Education for Democracy 2.

    0 Changing
    Frames of Media Literacy
    Significance of the Article The broad and international group of
    academics, teachers, and activists offers a
    wide range of viewpoints on media education
    and democracy in the digital age.

    RECOMMENDATIONS

    The scholars, educators, and activists in this multicultural and international group offer a wide
    range of viewpoints on media education and democracy in the digital age. The writers provide
    contributions to conceptualizing, creating, cultivating, building, and elaborating a more
    respectful, strong, and critically engaged democracy by drawing on projects in both the formal
    and non-formal education sectors. It may appear, given the difficulties we confront, that little
    projects, programs, and initiatives just serve as a bandage for more significant social and
    political forces, but they are precisely the kinds of contestatory spaces, openings, and
    initiatives that make participatory democracy possible.

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