MEDIA AND INFORMATION LITERACY

Transcription

1 MEDIA AND INFORMATION LITERACY Regional Seminar for UNESCO Resource Distribution and Training Centre (RDTC) November 2015 South China Normal University, Guangzhou, People s Republic of China

2 Table of contents 1) UNESCO and MIL 2) MIL Curriculum for Teachers 3) Useful resources and ideas of collaboration

3 UNESCO s post war mandate UNESCO s mandate as set out in its 1945 Constitution specifically calls on the Organization to promote the free flow of ideas by word and image and maintain, increase and diffuse knowledge.

4 Freedoms of Expression and Information Media Development Knowledge Societies Legal frameworks Governments Regulatory authorities Independent and pluralistic media Media organizations Associations of journalists Journalism schools Media and Information Literacy NGOs Schools Universities Teacher-training institutions

5 Overall objective: Create an environment where media can contribute to development and good governance

6 Any understanding of social and cultural change is impossible without a knowledge of the way the media work as environments. Marshall McLuhan, The Medium is the Message

7 Media and Information Literacy as a response to global challenges A response to promote freedom of information while recognizing the need to protect other legitimate rights (e.g. right of children to special protection, right to privacy, freedom from discrimination, etc) A tool to combat stereotypes and promote intercultural understanding A response to countering increasing online hate speech and contribute to peace building

8 What is Media and Information Literacy?

9 Traditionally separate and distinct fields Understand the conditions under which media can fulfill their functions Critically evaluate media content in the light of media functions Engage with media for self expression Understand the role and functions of media in democratic societies Media Literacy Define and articulate information needs Information Literacy Locate and access information Assess information Organize information Make ethical use of information Communicate information Review skills needed to produce user-generated content Use ICT skills for information processing

10 MIL as composite concept UNESCO brings together these two fields as a combined set of competencies (knowledge, skills and attitude) necessary for life-long learning, citizenship and good governance. Media Literacy Information Literacy

11 Media and Information Literacy A set of competences (knowledge, skills and attitudes) related to media and information which are essential for: Life-long learning Developing critical thinking Acquiring knowledge and learning how to learn Citizenship Good governance Effective and ethical use of media and information Communicating as responsible citizens Understanding the role of media and information in democracy Evaluating contents of media and information

12 The emergence of the notion on MIL A new vision of literacy for all with education reform in 1960s The emergence of ICTs Development of distance learning and availability of information and educational resources online Youth socialization through media Ethical questions related to the use of information

13 MIL Contextually variable concept Country USA UK Germany Sweden France Italy Spain Terminology Information literacy Media education Information kompotenz Information kompetens Culture informationnelle Cultura dell informazione Alfabetization informational

14 UNESCO s MIL Curriculum for Teachers

15 The MIL Curriculum for Teachers A tool that provides teachers with the key competencies (knowledge, skills, and attitude) on MIL A flexible and comprehensive framework that teacher education institutions may adapt to the local contexts Available in Arabic, Chinese, English, French, Greek, Japanese, Mongolian, Portuguese, Russian, and Spanish

16 The MIL Curriculum for Teachers Three key curriculum areas Knowledge of media and information for democratic discourses and social participation Universal Declaration of Human Rights (1948) International Convenant on Civil and Political Rights (1966) Freedom of Information Act Computer Crime Act Evaluation of media and information Production and use of media and information

17 The MIL Curriculum for Teachers Seven teacher competencies on MIL Understanding the role of media and information in democracy Understanding media content and its uses Assessing information effectively and efficiently Critically evaluating information and information sources Applying new and traditional media formats Situating the context of media content Promoting MIL among students and managing required changes

18 The MIL Curriculum for Teachers Pedagogies in the teaching and learning of MIL Issue-enquiry approach Problem based learning Scientific enquiry Case study Cooperative learning Textual analysis Contextual analysis Translations Simulations Production

19 The MIL Curriculum for Teachers Integration strategies Stand-alone course mandatory or optional Institute approach 1-2 weeks intensive training followed by an assignment Multi-components integration components of MIL integrated into education technology, social studies, pedagogies, etc. Online course in partnership with other universities (Queensland University of Technology, Athabasca University, etc.)

20 Useful resources for TEIs and the way forward for collaboration

21 Graham Crouch/World Bank The Global Alliance for Partnerships on Media and Information Literacy (GAPMIL) is a groundbreaking effort to promote international cooperation to ensure that all citizens have access to media and information competencies. Mission: Articulating partnerships to drive MIL development and impact Enabling the MIL community to speak as one voice on policies Deepening the strategy for MIL by providing a common platform for MIL related networks and associations

22 University Network on MIL and Intercultural Dialogue (MILID) Network of UNESCO-UNAOC Chairs on Media and Information Literacy and Intercultural Dialogue University Network to give impetus to research that can inform policies on MIL and Intercultural Dialogue Universities from all over the world: Spain, Jamaica, Egypt, Brazil, USA, China, Morocco, Australia, Mexico, Canada, Sweden, India, Fiji, South Africa, Nigeria, Japan Research MILID and Education Participation An observatory for the critical assessment of the role of MILID Clearing house on MILID Helping to diffuse MILID at all levels of the formal education system Advocating for the same in related media production practices Promoting actions encouraging citizen participation such as community-based MIL projects and youth-media

23 Global MIL Week Annual event led by UNESCO and the United Nations Alliance of Civilizations (UNAOC) To draw worldwide attention to promote MIL as a way to foster social inclusion and intercultural dialogue, and to give momentum to the dialogue at a global level MIL Week unites diverse actors (international organizations, universities, associations, research groups and teachers) from all around the world committed to promoting MIL

24 Guidelines for Broadcasters on Promoting User Generated Content (UGC) and MIL Prepared by UNESCO and the Commonwealth Broadcasting Association Guidelines for broadcasters to interact with their users to enhance the quality of the UGC and to improve MIL among their audiences Provide guidance on how to encourage a greater diversity of material from a wider range of voices (material that serves both the public duty and commercial needs of broadcasters, as well as democratic needs of the audience)

25 Countering online hate speech Definition of hate speech Analysis of the areas of tension arising between the international standards aimed to regulate freedom of expression and the obligations of states and societies to counter or limit hate speech Analysis of the role of the social networking platforms and Internet Service Providers The character of hate speech online and its relation to offline speech and action Good practices from social and non-regulatory mechanisms that can help to counter the production, dissemination and impact of hateful messages online

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27 Ideas of collaboration Engage in promoting MIL through GAPMIL Pilot MIL teacher-training in your institution Create a UNESCO Chair on MILID within your university Celebrate global MIL week Pilot instruments to assess teachers competency on MIL

28 Thank you for your attention If you need more information, Please me at this address: