This unique “yearbook” captures the extraordinary events and effects of 2020 on children and media scholars and practitioners. Contributors reflect on how the compounding crises of 2020—the COVID-19 pandemic, international protests for racial justice, and the climate crisis—have prompted them to re-evaluate some aspects of their research, teaching, or production related to children, adolescents, and media. Crises can be opportunities for clarity, revealing creative ways to address collective challenges. This volume, which began as a special issue of Journal of Children and Media, reveals such insights. Contributors discuss how the crises of 2020: Prompted them to reconsider theories and concepts central to research on children, adolescents, and media Fostered new priorities for how and what they teach Spurred creative ways to produce high-quality, accessible educational media for children globally Affected their media engagement with their own children, while they researched children’s media use during social distancing Weighed more heavily on scholars and practitioners of color, and how professional communities can best respond to those challenges These 36 international contributions reveal how children and media scholars and professionals worked through the crises of 2020, putting newfound clarity to creative use in the service of children all over the world.

Learn more about how people communicate during crises with this insightful collection of resources In Communicating Science in Times of Crisis: COVID-19 Pandemic, distinguished academics and editors H. Dan O’Hair and Mary John O’Hair have delivered an insightful collection of resources designed to shed light on the implications of attempting to communicate science to the public in times of crisis. Using the recent and ongoing coronavirus outbreak as a case study, the authors explain how to balance scientific findings with social and cultural issues, the ability of media to facilitate science and mitigate the impact of adverse events, and the ethical repercussions of communication during unpredictable, ongoing events. The first volume in a set of two, Communicating Science in Times of Crisis: COVID-19 Pandemic isolates a particular issue or concern in each chapter and exposes the difficult choices and processes facing communicators in times of crisis or upheaval. The book connects scientific issues with public policy and creates a coherent fabric across several communication studies and disciplines. The subjects addressed include: A detailed background discussion of historical medical crises and how they were handled by the scientific and political communities of the time Cognitive and emotional responses to communications during a crisis Social media communication during a crisis, and the use of social media by authority figures during crises Communications about health care-related subjects Data strategies undertaken by people in authority during the coronavirus crisis Perfect for communication scholars and researchers who focus on media and communication, Communicating Science in Times of Crisis: COVID-19 Pandemic also has a place on the bookshelves of those who specialize in particular aspects of the contexts raised in each of the chapters: social media communication, public policy, and health care.

Adolescents want media that report in an understandable way and show backgrounds and possible solutions. This book shows how the concept of constructive journalism helps with this and how it can be used in journalism training. This springer essential is a translation of the original German 1st edition essentials, Journalistische Praxis: Konstruktiver Journalismus by Gabriele Hooffacker, published by Springer Fachmedien Wiesbaden GmbH, part of Springer Nature in 2020. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation. Springer Nature works continuously to further the development of tools for the production of books and on the related technologies to support the authors.

This open access book offers a cross-disciplinary view of challenging mobility issues for migrants and refugees in Europe and particularly Greece during the last decade when the economic and refugee crises coincided. It offers new analyses and data on a diverse range of topics concerning new emigrants as well as refugees and mobilities in Greece. The book covers themes which are not only related to refugee and immigrant integration and governance challenges, but also describes host attitudes, solidarity, political and protest claims in the public sphere, as well as the changing emigration environment in Greece within a European context. With contributions from the fields of philosophy, anthropology, sociology, economics, political science, geography and linguistics, this book provides a unique resource for students and scholars, but also for policy-makers and social scientists working on migration-related issues within and beyond Europe.

Crises often leave people in vulnerable situations in which a moment in time can function as a turning point of a catastrophic situation for the better or worse. From another perspective, the concept of crisis signifies losing control of everyday privileges, such as that of a pandemic. Therefore, the interaction of rhetoric and sociolinguistics in times of crisis is inevitable. It is crucial to internalize how rhetoric, an effective skill from ancient times to make meaning of sociological breakthrough events, changed the course of events as well as the fate of humanity. Within the same context, research should focus on diverse disciplines to explore, investigate, and analyze the concept of “crisis” from global, sociolinguistic, and rhetorical perspectives. Rhetoric and Sociolinguistics in Times of Global Crisis explores and situates the concept of global crisis within rhetoric and sociolinguistics as well as other disciplines such as education, technology, society, language, and politics. The chapters included bridge the gap to initiate a discussion on understanding how rhetoric and sociolinguistics can create critical awareness for individuals, societies, and learning environments during times of crisis. While highlighting concepts such as rhetorical evolution, political rhetoric, digital writing, and communications, this book is a valuable reference tool for language teachers, writing experts, communications specialists, politicians and government officials, academicians, researchers, and students working and studying in fields that include rhetoric, education, linguistics, culture, media, political science, and communications.

Teaching Climate Change to Children describes the journey of two literacy researchers to learn about climate change and support relevant literacy pedagogy for young children (pre-K–6). The authors argue that climate change and social justice are inextricable from each other; that children in the younger grades are capable of learning about climate change; and that reading, writing, and language study is well-suited to this work. Three anchoring themes are offered to support literacy climate pedagogy—interconnectivity, relationality, and action—with rich classroom examples and different entry points to engage with these themes, either by “starting small” or “going big.” The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. With love for the Earth and one another at its core, this accessible book takes a broad view of what it means to cultivate sustainable futures for our planet, for teachers, and for children in today’s schools. Book Features: A unique focus on teaching about climate change to young children, as opposed to adolescents. Insights drawn from a yearlong teacher inquiry group with classroom teachers and from literacy methods courses with preservice teachers. Explicit attention to the importance of humanizing and care-based practices in literacy climate pedagogy. Classroom examples collected across four urban public schools where teachers used the activities and resources discussed in the book. User-friendly textboxes with suggestions and questions to guide discussion, reflection, and action.

The long-term consequences of COVID-19 have been tough for children around the world, but even more so for young children already in humanitarian crisis, whether due to conflict, natural disasters, or economic and political upheaval. This book investigates how organizations around the world responded to these dual challenges, identifying solutions, and learning opportunities to help to support young children in ongoing and future crises. Drawing on research and voices from the Global South, this book showcases innovations to mobilize new funds and re-allocate existing resources to protect children during the pandemic. It provides important evidence on understudied and overlooked vulnerable populations, recognizing that researchers from the Global South are best positioned to fill these research gaps, contextualize findings, and support the uptake and adoption of recommendations by local decision-makers and practitioners in those same contexts. The findings in this book will be important for practitioners, policy makers and donors working in or interested in humanitarian contexts, on early childhood development, or early childhood education. The book will also be useful to students and researchers working in these fields. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book presents how to keep working on education in contexts of crisis, such as emergencies, zones of conflict, wars and health pandemics such as COVID-19. Specifically, this work shows a number of strategies to support global learning and teaching in online settings. Particularly, it first presents how to facilitate knowledge sharing and raising awareness about a specific crisis, to increase people’s safety, including educators and learners. The book then discusses various techniques, mechanisms and services that could be implemented to provide effective learning support for learners, especially in learning environments that they do not daily use, such as physical classrooms. Further, the work presents how to teach and support online educators, no matter if they are school teachers, university lecturers, youth social workers, vocational training facilitators or of any other kind. Finally, it describes worldwide case studies that have applied practical steps to keep education running during a crisis. This book provides readers with insights and guidelines on how to maintain learning undisrupted during contexts of crisis. It also provides basic and practical recommendations to the various stakeholders in educational contexts (students, content providers, technology services, policy makers, school teachers, university lecturers, academic managers, and others) about flexible, personalised and effective education in the context of crisis.

The Guest Editors would like to express their profound gratitude to Pavel Freidlin for his valuable work in initiating this Research Topic and actively contributing to it.