Medienkompetenz & Genderkompetenz. Kompetenzen für das Web 2.0.

Autor/in	Roth-Ebner, Caroline
Titel	Medienkompetenz & Genderkompetenz. Kompetenzen für das Web 2.0.
Quelle	In: Medien-Impulse, 49 (2011) 3, 21 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2307-3187
Schlagwörter	Kompetenz; Gender; Stereotyp; Medienkompetenz; Mediennutzung; Interaktion; Partizipation; Soziales Netzwerk; Stereotyp; Kompetenz; Emanzipation; Internet; World Wide Web; Medienkompetenz; Interaktion; Soziale Software; Emanzipation; Partizipation; Soziales Netzwerk; Soziale Software; Gender; Internet; Jugendlicher; World Wide Web
Abstract	During the past few years, the Internet has been transformed more and more towards a global participatory network. Facebook, YouTube, Flickr, Wikipedia are outstanding examples of this development. At least theoretically everybody linked to the Internet can participate in the social web. In fact, that offers new possibilities like expanded ways of connecting people. On the other hand there are new challenges, e.g. the handling of private data in the Internet. Another transformation concerns the role of the media recipient. He/she is no longer just consuming, but also producing contents. That is why the recipients in the Web 2.0 are now called 'prosumers'. These important changes lead not only to the consequence of redefining media literacy. They also modify our view on the contents of the participatory net and on the possibilities of interaction. For example the category 'gender' should be reanalyzed under the conditions of the Web 2.0. Gender is in the Internet, indeed, as in any other arena of everyday life, a central category of interpreting our social life. The gender studies define gender as constructed. With the term 'doing gender' the ongoing active construction of gender affiliation is emphasized. Exponents of the theory of doing gender criticize gender stereotypes which predefine gender in fixed categories and in the exclusive poles of 'felinity' and 'masculinity'. These are assignations which exclude fluid gender identities (transsexuals, transgender...). Moreover they legitimate a conventional gender-specific division of labour and gender hierarchies. However, what is constructed can also be de-constructed in the sense of an 'undoing gender'. Stereotypes can be laid open, new subversive constructions and pictures of gender can be promoted. In my assumption, purposeful interactions in the Web 2.0 which follow the principles of media literacy and gender competence can contribute to a liberation of gender conventions. Moreover they can promote emancipational processes and help to advance the users self-esteem. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/4