Archives de catégorie : Les archives de l’AEEMA

Les mégadonnées : derrière les données il faut protéger les personnes – A la une

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Strasbourg, le 24.01.2017:

La nature des mégadonnées risque de poser un véritable défi à l’application des principes traditionnels qui gouvernent la protection des données personnelles, comme le principe de finalité ou de minimisation des données. Chaque fois que les méga données entraînent un traitement des données personnelles, chacun doit être en position d’exercer son autonomie personnelle et son droit à contrôler ses données.

Les Lignes directrices, adoptées par le Comité consultatif de la Convention du Conseil de l’Europe sur la protection des données (Convention pour la protection des personnes à l’égard du traitement automatisé des données à caractère personnel, également connue sous l’intitulé de « Convention 108 ») offrent aux décideurs politiques et aux organismes qui traitent les données personnelles une assistance précieuse pour veiller à ce qu’ils mettent l’individu au centre des économies numériques.

Alessandra Pierucci, Présidente du Comité de la Convention 108, a souligné « l’importance de fournir des orientations sur ce qui est devenu, ces dernières années, une source exponentielle de connaissances ainsi qu’une source exponentielle de traitement des données personnelles. Cette première étape du Comité vers une protection renforcée des personnes dans l’environnement de mégadonnées qui est le nôtre devra conduire vers d’autres étapes afin de suivre le rythme d’évolution rapide des technologies sur lesquelles reposent les mégadonnées »

Source : Les mégadonnées : derrière les données il faut protéger les personnes – A la une

Council conclusions on developing media literacy and critical thinking through education and training

30/5/2016 | PRESS RELEASE
Council of EU

Council conclusions on developing media literacy and critical thinking through education and training

Conclusions adopted by the Council on developing media literacy and critical thinking through education and training acknowledge the many benefits and opportunities that the Internet and social media can bring, but also highlight the potential threats and dangers they can present. The conclusions stress the fundamental role of education and training in helping young people to become media-literate and responsible citizens of the future.

Read the full text of the Council conclusion on developing media literacy and critical thinking through education and training

Go to the website

Objectifs de l’AEEMA

L’Association Européenne pour l’Education aux Médias Audiovisuels se fixe les objectifs suivants ;

  • Promouvoir d’une manière générale l’éducation aux médias et plus spécifiquement l’éducation aux langages de l’image et du son
  • Persuader les jeunes, mais aussi le grand public, les pouvoirs publics et politiques, ainsi que les professionnels des médias que l’éducation aux médias constitue une nécessité et une urgence
  • Pour affronter les nouveaux modes de communication, tous les jeunes européens doivent pouvoir bénéficier d’une éducation aux médias dans le cadre de leur formation de base
  • Cet apprentissage est destiné à encourager un comportement actif et critique à l’égard des messages médiatiques. Il privilégie la pratique et encourage la possibilité de produire ses propres messages avec du texte, des images et du son
  • L’association est un organe indépendant de tout parti politique, de toute appartenance religieuse ou philosophique

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Children’s Rights in the Digital Age: A Download from Children Around the World

UNICEF Publications

How do children see their rights affected by digital media and tools? In July and August 2014, 148 children in 16 countries took part in workshops to discuss the opportunities and risks associated with digital media; these discussions – and the voices of the child participants of the workshops – are reflected in this report. Findings were presented at the Day of General Discussion, a meeting focusing on digital media and child rights that was convened by the Committee on the Rights of the Child on 12 September 2014. The workshops were led by Young and Well Cooperative Research Centre with support from the Berkman Center for Internet & Society at Harvard University, UNICEF and other partners.

http://www.unicef.org/publications/index_76268.html#

Childrens Rights in the Digital Age

Guide des droits de l’homme pour les utilisateurs d’internet

______________________________________________________________________________________

Recommandation CM/Rec(2014)6

du Comité des Ministres aux Etats membres
sur un Guide des droits de l’homme pour les utilisateurs d’internet

(adoptée par le Comité des Ministres le 16 avril 2014,

lors de la 1197e réunion des Délégués des Ministres)

  1. Les Etats membres du Conseil de l’Europe doivent reconnaître à toute personne relevant de leur juridiction les droits de l’homme et les libertés fondamentales définis par la Convention européenne des droits de l’homme (STE n° 5). Cette obligation est valable également dans le contexte de l’utilisation d’internet. Les autres conventions et instruments du Conseil de l’Europe relatifs à la protection du droit à la liberté d’expression, de l’accès à l’information, du droit à la liberté de réunion, à la protection contre la cybercriminalité et à la protection du droit à la vie privée et des données à caractère personnel s’appliquent eux aussi dans ce contexte.

INTERNET USERS RIGHTS

Guide to Human Rights for Internet Users Now Available

The Council of Europe has released the Guide to human rights of Internet users, designed as a tool to: be used by individuals and to be relied upon when facing difficulties in exercising their rights; help governments and public institutions to discharge their obligations to protect, respect and remedy human rights; be a kick-starter for national discussions on protection and promotion of human rights of Internet users and their empowerment in Internet environments; promote corporate social responsibility by encouraging the private sector to act responsibly and with respect for the human rights of individuals that they contract with.

The Guide focuses on :

Recommendation CM/Rec(2014)6
of the Committee of Ministers to member States
on a Guide to human rights for Internet users

(Adopted by the Committee of Ministers on 16 April 2014
at the 1197th meeting of the Ministers’ Deputies)

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A Network of European institutions develops EMEDUS Project on Media Education in the EU

A group of seven European entities, universities, research centres, government offices and Non Governmental Organizations, will develop during 2012 and 2013 the European Media Literacy Education Study (EMEDUS). The initiative was selected through a public call made by the Transversal Programme of the Lifelong Learning Programme of the European Commission’s Education and Culture General Direction, under its “Key Activity 1”: Studies and Comparative Research.

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Educating for the Media and the Digital Age – Vienna conference 1999

RECOMMENDATIONS ADDRESSED TO THE UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANISATION – UNESCO

Adopted by the Vienna Conference  »Educating for the Media and the Digital Age » – 18-20 April 1999

General framework and organization

The Twenty-Ninth General Conference of UNESCO in adopting Draft Resolution 61, approved that, for its programme in 1998-1999, support for media education and the creation of media space for young people should be ensured through different modalities and actions. These actions are based on a number of different events and documents of UNESCO and its Member States, notably the « Grünwald Declaration on Media Education » (1982) and the Toulouse Colloquy « New Directions in Media Education » (1990).

Following preparatory work in 1998, the Austrian National Commission for UNESCO and the Austrian Federal Ministry of Education and Cultural Affairs in cooperation with UNESCO organized an international conference « Educating for the Media and the Digital Age » (Vienna, Austria, 18-20 April 1999).

Forty-one invited representatives from 33 countries attended the conference.

On the basis of the Conference recommendations, it is planned to prepare for renewed action in UNESCO’s Member States through UNESCO’s programme in media education and the creation of media space for young people.

Chair and drafting committee:

 

The Conference confirmed the following nominations:

Chairperson:                      Susanne KRUCSAY (Austria)

Vice-Chairpersons:

Alexandra POLITOSTATHI (Greece) and John PUNGENTE (Canada)

General Rapporteur:      Didier SCHRETTER (Belgium)

Deputy Rapporteur:       Kenneth NOYAU (Mauritius)

 

The chairs of the 3 working groups were designated and approved by the conference:

  • Chairs: Cary BAZALGETTE (United Kingdom)
  • Kenneth NOYAU (Mauritius)
  • Jeanne PRINSLOO, (South Africa)

UNESCO was represented by Peter GONDA and Carlos A. ARNALDO. The Austrian

National Commission for UNESCO was represented by Dr Harald GARDOS.

Throughout the meeting there was continuous video and newspaper coverage by students of a nearby Austrian secondary school, and radio interviews were conducted by another Austrian primary school. These concomitant activities not only ensured a lively coverage of the conference but served also as concrete examples of how young people can learn and handle media even in adult situations.

After presentation and discussion of the papers of the conference, three working groups were formed to draw out from the participants possible policy statements or suggestions regarding actions for recommendation to UNESCO on the conference theme, Educating for the media and the digital age. The following morning, a specially appointed working group attempted to structure these statements and actions into a list of policies and a set of recommendations. This group was composed of Ms Cary Bazalgette, Susanne Krucsay Kenneth Noyau, Jeanne Prinsloo and Didier Schretter. The UNESCO secretariat assisted as observers.

General definition, principles and statements of policy

Media Education . . .

–deals with all communication media and includes the printed word and graphics, the sound, the still as well as the moving image, delivered on any kind of technology;

–enables people to gain understanding of the communication media used in their society

and the way they operate and to acquire skills in using these media to communicate with

others;

–ensures that people learn how to

  • analyse, critically reflect upon and create media texts;
  • identify the sources of media texts, their political, social, commercial and/or cultural interests, and their contexts;
  • interpret the messages and values offered by the media;
  • select appropriate media for communicating their own messages or stories and for reaching their intended audience;
  • gain, or demand access to media for both reception and production.

Media Education is part of the basic entitlement of every citizen, in every country in the world, to freedom of expression and the right to information and is instrumental in building and sustaining democracy. While recognizing the disparities in the nature and development of Media Education in different countries, the participants of the conference “Educating for the Media and the Digital Age“ recommend that Media Education should be introduced wherever possible within national curricula as well as in tertiary, non-formal and lifelong education.

  • Media Education addresses a wide range of texts in all media (print, still image, audio and moving image) which provide people with rich and diverse cultural experiences.
  • In countries moving towards the introduction of new technologies, Media Education can assist citizens to recognise the potential of the media to represent/misrepresent their culture and traditions.
  • In situations where access to electronic or digital technologies is limited or non-existent, Media Education can be based on available media texts in that context.
  • Media Education should be aimed at empowering all citizens in every society and should ensure that people with special needs and those socially and economically disadvantaged have access to it.
  • Media Education also has a critical role to play in, and should be responsive to, situations of social and political conflicts, war, natural disaster, ecological catastrophe, etc.

In the light of these general definitions and statements of policy, the Participants of the Vienna Conference recommend that

  1. UNESCO should facilitate several forms of research at local and international levels to address different aspects of Media Education, including: exploratory projects in locations that wish to introduce or to develop Media Education programmes; comparative international studies: rigorous evaluation to provide evidence about the efficacy of Media Education programmes and practices
  2. UNESCO should facilitate cross-cultural evaluation of initial and in-service teacher training methods and programmes, and ensure the sharing of experience in their utilisation.
  3. UNESCO should develop appropriate guidelines, based on ethical principles, that address corporate sponsorship of Media Education initiatives and programmes to ensure that the educational integrity of curricula, pedagogies and resources are not compromised
  4. UNESCO should facilitate partnerships and finance to fulfil the recommendations of the Vienna Conference and help to design an action plan.
  5. UNESCO should make better known the existing copyright conventions and should encourage the development of national and regional copyright instruments which take full account of the needs of Media Education and which provide that the right to copy audiovisual and digital media for educational purposes is no less than for print material.
  6. To facilitate and coordinate all these actions, UNESCO should set up an international Clearing House for Media Education.

This Clearing House should collaborate with functioning national and international networks and organisations that deal with Media Education. It should stress co-operation among all experts and organisations dealing in a formal or informal way with Media Education.

It should:

  • share strategies, disseminate Media Education materials, promote and stress awareness of Media Education;
  • be a permanent observatory for the development of Media Education;
  • give special attention to wide dissemination in order to encourage equality in development of Media Education in all countries and languages.

The Clearing House should be set up as soon as possible to fulfil all the recommendations adopted during the Vienna Conference

The participants urgently recommend that UNESCO review its programme for Media Education and allocate the resources required to implement these Recommendations.

UNESCO and all the participants of the Vienna Conference should endeavour to transmit and disseminate these recommendations to the national representatives of UNESCO and other interested institutions.

Approved unanimously by the participants of the Vienna Conference in plenary session.

20 April 1999, Vienna.

Déclaration de Bruxelles, décembre 2010

La politique européenne d’éducation aux médias traverse une phase cruciale d’émergence qui nécessite de croiser les expériences et d’échanger les bonnes pratiques dans le cadre d’un dialogue ouvert. C’est pourquoi les jeudi 2 et vendredi 3 décembre 2010, 300 spécialistes issus de plus de 30 pays européens et extra-européens se sont réunis à Bruxelles afin de participer à la conférence internationale “L’Education aux Médias pour tous” organisée par le Conseil Supérieur de l’Education aux Médias de la Communauté française de Belgique, dans le cadre de la Présidence belge du Conseil de l’Union européenne.

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La Commission Européenne sur l’éducation aux médias, 2009

Recommandations de la Commission européenne sur l’éducation aux médias dans l’environnement numérique pour une industrie de l’audiovisuel et du contenu plus compétitive et une société de la connaissance intégratrice – 2009


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