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Audiovisual Commission Amman, Jordan ¡s Psªs ¦ ðÔÐðð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿçˆKŠCº___PPT10‹#ê.ë.ÔËðf81+Å[W_Dñ³ 'ñ ÿÿÿÿ=ñ @Bñ Dñn 'ñ ÿÿÿÿ=ñ @BñAñ?%ñ,(ñ <ñ +O%ñ,(ñ <ñ +Dñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû* %ñ(ñDñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû* %ñ(ñDñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû*M%ñ(ñDñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû*Md%ñ(ñDñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû*dr%ñ(ñ+8+0+ +"î=ï€ Dð<àð ð$ð( ð ð ðA ð  ðxï€@»Â0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðuŸ¨!Main definition of media literacy¡" "ª!  ð£ ð  ðxï€À¼Â0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðà ÿÿÿÿ ðן¨_ Media literacy refers to the ability to access, analyze, evaluate and develop media content¡8 \*\ª_  ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÔËðç+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"îó ï€ ú ðò ðððÚ ð( ð ðð2 ð  ðxï€à½Â0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðfŸ¨Other definitions ¡ ª  ðh ð  ðxÂ0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ð `³ðà ÿÿÿÿ 𜟠<Core media literacy skills (such as critical thinking, problem-solving, and social and communication abilities) is vital in building an informed and active citizenry. - enable people to analyze, evaluate and create messages in a wide variety of media modes, genres and forms. Education for media literacy often uses an inquiry-based Educational model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages. Critical analysis can include detecting propaganda, censorship and bias in news and public affairs programming (and the reasons for these), and to understand how structural features such as media ownership, or its funding model-- affect the information presented.¡ Ÿ*PŸª© ö ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÔË@ÃhÖ+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"îï€ ïðçððÏð( ð ðð ð  ðxï€`ÀÂ0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðIŸ¨>>>¡ ª ðz ð  ðxï€`Æù 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3"ñá©ÃÛPK!ÛáöËî…[Content_Types].xml|ÏNÃ0 ‡ïH¼Cä+jS8 „Úî@á°·Ö:QÊöö¤Û¸ àè??Ÿ\oöó¤Šâ<7p]V ˆ·Ž‡Þ·OÅ(IÈ'ÏÔÀ6íåE½=•Ó, Œ)…{­ÅŒ4£”>çIïãŒ)—qÐÍÒ7Uu«çDœŠ´Þ€¶î¨Ç)©Ç}nŸL"Mêá´¸²À&g0eS½°ýA)΄2';2º WYô¯„uò7àœ{ɯ‰Î’zŘžqÎÚFÑÖr¤¥üÿÈj9KáûÞ*»(]Ž½Ñòm¥Ol¿ÿÿPK!Zô,[¿ _rels/.relslÏÁjÃ0 àû`ï`t_”îPƈÓ[¡×Ò>€±•Ä,¶Œd²õígzjÇŽ’ø?IÃá'­f#ÑÈÙ®ëÁPöbž-\/Ç·0Z]nåLn¤p__†3­®¶.±¨iJV K­åQýBÉiÇ…r›L,ÉÕVÊŒÅù/7¾÷ýåÑ€ñÉ4§`ANaær+mó;E/¬<ÕÎsBž¦èÿS1ðw>ÓÖ'3U AôÞÚºvà8àÓ3ã/ÿÿPK!–ógÚüdrs/downrev.xmlDÁNÃ0DïHüƒµHܨSPiÝV%QŠ„HÃlãmˆíÈ6mú÷Xà8šÑ½ÙbÐ8°ó­5ãQ‚MeUkj„òé*áE5Œpb‹ùùÙŒ2e¦àÃ6Ô"BŒÏ¡ ¡Ï¤ôUÚüÈölb··NSˆÑÕR9:F¸îäu’ÜJM­‰ õœ7\}m¿5B?Ý<¾¬–“´ÌK{³©?§ƒ{E¼¼–÷ á¼*òÝûÃ_ù‹Z+„t|7±>í\« òBÔ‹²QäüÿÿPK-!ÛáöËî…[Content_Types].xmlPK-!Zô,[¿ _rels/.relsPK-!–ógÚüdrs/downrev.xmlPK·ðð `ðH$ñà ÿÿÿÿ 𙟨GMedia literate people should be skilful creators and producers of media messages, both to facilitate understanding of the specificities of each medium, as well as to create independent media. Media literacy can be seen as contributing to an expanded conceptualization of literacy. By transforming the process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation (especially through commercials) and understand the role of mass media and participatory media in constructing views of reality.¡ H*PHªH ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爰Š¨º___PPT10‹ˆê.ë.ÕË@ +Å[W_Dñ'ñ ÿÿÿÿ=ñ @Bñ DñÓ'ñ ÿÿÿÿ=ñ @BñAñ?%ñ,(ñ <ñ +O%ñ,(ñ <ñ +Dñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû*À%ñ(ñDñ'ñ =ñ%ñ(ñÿÿÿÿDñ)'ñ =ñ%ñ(ñDñÑ'ñ =ñABñ Bñ°Bñ@Bñ0Bñ%ñ(ñ)ñ)ñ)ñ)ñ€?Dñø'ñ =ñ1ñ :ñBñvisible*ño3ñ>ñ+Bñ#style.visibility<ñû*ÂH%ñ(ñ+8+0+ +"îéï€ ððèððÐð( ð ððT ð  ðxÄù 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðˆŸ¨@Approaches to media literacy policy by scholars and researchers ¡A A(ªA ð< ð  ðxï€à½ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðà ÿÿÿÿ ðpŸ î Stress on protection and promotions of public Audience. 1- Stress the need to protect youngsters from offensive content. 2- Focus upon the ability to prevent young audiences exposure To offensive content. 3- Enhance wider definition of literacy.¡P9*¿*8¼ªø ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕËPëb+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"î ï€ ð  ððóð( ð ðð? ð  ðx 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðsŸ¨+ Audiovisual regulations and media literacy¡, ,(ª, ðt ð  ðx´ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðà ÿÿÿÿ 𨟨LBefore the establishment of Audiovisual commission (AVC) in 2003, Media literacy relies on the shoulder of the state run radio and TV station. (Jordan Radio & TV). After establishment of (AVC), It's the responsibility of (AVC) To promote The audiovisual private sector including content in general and media Literacy in particular.¡*M*KªM ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕËð7+++Dñ='ñ ÿÿÿÿ=ñ @Bñ +"î¼ï€ Ãð»0ð ð£ð( ð ð ð< ð  ðxï€`³ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðpŸ¨(Audio visual media law for the year 2002¡) )(ª) ð' ð  ðxï€ úæ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðà ÿÿÿÿ ð[Ÿ¨¿Note: no articles in media literacy are indicated in the law but are drawn from the general meanings of the articles that are reflected in the instructions. (AVC) main responsibilities as indicated in the law - Promote and Regulate of the Audiovisual Media Sector, as well as arrange for the creation of an investment environment therein. - Study the license applications. - Oversee the Audiovisual broadcasting acts (content) of the licensees.¡jÔ*Zì*ZŸ3™ÿfþ™ÿfþêªÀ ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕËŽ7@+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"î~ï€ …ð}@ð$ðeð( ð ð$ðm ð$  ðxï€à÷æ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  𡟨YProgram, advertising and commercial advertising instructions  No. (1) For the year 2006.¡Z ZªZ ð¸ ð$  ðxï€`óæ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðxà ÿÿÿÿˆTŠLº___PPT9‹.¬&@ ðŸ¨ä The instruction defines a "child" as any one less than 18 years old - this complies with the UN convention on the rights for children. 1- Announce the program name. 2- State clearly the age group that is allowed to watch the program. 3- Not to broadcast any programs that do not fit with children's age before ten o'clock in the evening. 4 - To announce before the start of programs that it contain scenes of violence or terror, or any scenes might hurt the feelings of the public. ¡^ˆ*Z]*Z†™ÿfþ™ÿfþ]ª*‡ ,] ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕËÀˆ—R+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"îÑï€ ØðÐPð(ð¸ð( ð ð(ð ð(  ðxñæ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðIŸ¨>>>¡ ª ðc ð(  ðxï€@R 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðà ÿÿÿÿ 𗟨5Advertising and commercials targeted children must be free of the following:- 1- Scenes of violence or superstition, or harm of any kind or nature 2- Information, images or words or expressions that adversely affect Children's behavior, mental health, moral, endanger or put their life and Health at risk. ¡0O*ç*6ª6 ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕË€9y+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"îNï€ UðM`ð,ð5ð( ð ð,ðM ð,  ðx ¶ 0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðŸ¨' Satellite operators in the Arab world ¡(( %$ª( ð¨ ð,  ðxï€Ö¿0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðð `ðà ÿÿÿÿ ðÜŸ¨vThree satellite operators in the Arab world (Arab sat, Nile sat and Noor sat) - Over 1500 satellite channels transmit programs through these satellite operators. - About 15 educational channels on Nile sat. Including curricula. - A few children channels dominate coverage of the Arab world. - No control or supervision on outside boundaries for those satellite channels.¡4-*ZJ*Zwªw ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕË ŠA+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"î¡ï€ ¨ð pð0ðˆð( ð ð0ð ð0  ðxÂÂ0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðKŸ¨Facts¡ ª ð1 ð0  ðxï€ ÄÂ0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðÀð0ãðà ÿÿÿÿ ðeŸ¨ÓThere are more than 60 private owned radio and TV stations in Jordan. Broadcasting and Re-broadcasting Licenses granted by the AVC: Total numbers of Radio Broadcasting plus Re- broadcasting Licenses granted:26 Total numbers of terrestrial TV. and Satellite Broadcasting licenses granted: 34 Local terrestrial TV. Broadcasting stations: 2 one public and another private. Two satellite channel for children ( Tefli alhabib & Rama) and One application is under process ¡`$*ZO*Za*Z$OaªÔ ð ™ÿÿÿ3fÌÿÿ3fÌ°fÌÿÿ爑Š‰º___PPT10‹ië.ÕËক§+Dñ='ñ ÿÿÿÿ=ñ @Bñ +"î«ï€ ²ðª€ð4ð’ð( ð ð4ð" ð4  ðxï€@ÅÂ0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 2ð­ `}ðà ÿÿÿÿ  ðVŸ¨Recommendations ¡ ª ð0 ð4  ðxï€`ÆÂ0e‚˜²ƒ0e„˜²…‡ˆ¿ÿ?€Ã¿Rectangle 3ðÝ `ðà ÿÿÿÿ ðdŸ¨Encourages granting licensing for stations that specialized in children's content. Review regulations related to children's media literacy Promote production on media literacy and children's protection. Enhance relations between regulatory bodies and ministry of education. Encourage and supporting researches on media literacy and protection of children. Monitoring media literacy level of effectiveness and evaluation. 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