M&L 2012 - The Emedus European Media Literacy Education Study - by José Manuel Pérez Tornero

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  •   All these indicators can be considered social or, in some sense, "macro" as they describe the theoretical competence the average citizen of a country. On the other hand, are indicators that, so far, are based on Eurostat statistics that do not reach the adult population. The current development of these indicators are expressed in the following (Pyramid of indicators)
  • Son muchos los conceptos e iniciativas que preceden al de alfabetización mediática y las instituciones internacionales que han señalado la importancia del tema. Las señalaremos aquí brevemente, sin ánimo de historiarlas, intentando, sobre todo, acabar ofreciendo la idea de que la alfabetización mediática es un nuevo concepto integrador de todas ellas y que supone un paso adelante en la posibilidad de establecer una política adecuada. En ese camino se ha pasado del concepto de alfabetización digital al de mediática y se ha evolucionado mucho en la comprensión de qué es disponer de competencia mediática. Many concepts and initiatives precede media literacy and the international institutions that have noted the importance of the topic. Here, we will briefly talk about these issues, without getting into historical details, trying, above all, to offer the idea that media literacy is a new integrating concept which is a step forward in the possibility of establishing an appropriate common policy. We went from a digital literacy concept to a concept of media literacy, which has evolved a lot in terms of understanding what is available in the way of media competence.
  • La educación en medios empezó siendo una respuesta a la avalancha que representaban los medios de comunicación masivos. Durante los años 60/ 70, los sistemas escolares era rígidos y tradicionalistas, de estilo escolástico… Mientras tanto, los medios masivos estaban cambianod los estilos de vida. La escuela esta llena de rigores (muchos injustificados), mientras en el entorno triunfaban las propuestas hedonistas. Esto amenazaba con disolver los valores de la escuela. Ante ello, hay quienes propugnan la rsistencia crítica, y otros que promueven la asimilación reformadora. Son dos estilos de educación en medios. En los 80/ 90, se dan propuestas de comunicación educativa: el video, la televisión educativa, la prensa en la escuela… Y se mantienen, en todo caso, las dos filosofías de la etapa anterior. A finales del XX principios de XXI, irrumpe la comunicación digital y nos encontramos con la sociedad-red y la sociedad líquida… Éstas se prsnetan como un imperativo al que no parece haber posibilidad de resistencia.
  • Estamos, sin duda, ante un cambio profundo que afecta no sólo a la misma constitución de nuestra propia existencia como seres humanos –cambio antropológico-, sino que está modificando la arquitectura de nuestra civilización –de hecho, podemos hablar de cambio civilizatorio-. ¿En qué consiste este cambio? Muy sintéticamente, podemos decir que las nuevas herramientas de información y comunicación y los nuevos lenguajes generados por el avance tecnológico –es decir, los media- han logrado establecer un nuevo entorno cognitivo y pragmático que está actuando como una especie de prótesis sensorio-perceptiva (McLuhan), o como una especie de segunda piel (Keerkhove) que filtra, y condiciona su relación con el ambiente y con los demás. El ser humano capta, procesa, produce y comunica información de otro modo. Y lo hacen tanto en su dimensión de instrumentos técnicos –con sus condicionamientos específicos- como en su dimensión de lingüístico cultural.
  • From 1999 until today, the European Union has come a long way to improving the media environment related to youth and children.  This way begins with the Safer Internet Programme, 1999, which continues today, but is supplemented by the media literacy program, launched in 2006 and which has among its major milestones various studies (eg literacy Trends Media in Europe), public consultations, Communications of the parliament and the Council and even a directive (the audiovisual services).  But of all these milestones, the most crucial is surely the creation of indicators to measure levels of media literacy. Thus, the extent of media literacy and the use of reliable indicators to do so are placed in the center of the European strategy for the promotion and development of media education and media literacy.
  • In 1999 the European Commission launched an action program related to media and children called "Safer Internet. This program, which sought to promote a positive media environment for children, placed emphasis on two aspects: a) the need to concentrate efforts in new media and Internet -as the most common environment for children. b) Strengthening risk prevention strategies and protection to the media. The basic program hipóteis was that "Today, young people and children are some of europe's biggest users of online and mobile technologies”. As a consequece: “together with the raising popularity of These new technologies Risks That the numbers of young people and Children May Face When They Are Also surfing online is growing".
  • In 2006 the European Commission, and not only with reference to children, launched the program in Media Literacy. Under that program, and after a study by the Department of Communication and Education at the UAB on European tedencies on media literacy , suggested the need to put the emphasis on media literacy and the development of an environment favorable to their development. The emphasis is now on the possibility of developing new media skills that allow the autonomy of individuals in the media environment, developing their critical skills and the ability to develop their creative and social competencies with the media (and beyond the media). Between 1999 and 2009, -moment when the Media Literacy program ends with a recommendation of Parliament and when media literacy is seen as the responsibility of all states through Directive on audiovisual media services-, it is clear and evident a meaningful change: protection is passed to the promotion of active policies that can improve the power of citizens media.
  • No exaggeration to say that we find a new paradigm for research or with the possibility, from the framework developed, the opportunity to establish policies for international cooperation in the field. This will require a strong and renewed efforts of interdisciplinary groups and different cultures and nationalities, but share the idea that in science, measuring instruments, diagnostic and evaluation are necessary both to increase the fundamental knowledge to development of appropriate policies.
  • He aquí el proceso que debemos seguir según la Comisión. En primer lugar, se demandaba que se fijasen los criterios a partir de los cuales se podría evaluar la alfabetización mediática. Con esos criterios se podrían establecer los indicadores pertinentes. Y la integración de todos ellos nos daría la herramienta (tool) de análisis requerida. Finalmente, a partir de esa herramienta se procedería a la evaluación (assessment) país por país. Cada una de estas demandas se corresponderán con distintas fases del estudio.
  • The ultimate aim of the project is to provide policy recommendatio ns at both European and national levels to support educational policies in order to foster media education lifelong learning development.
  • Policy recommendations to sustain educational policies at national and European levels; - A comparative analysis of inclusion of media education in national curricula across the EU27; - An analysis of media education teachers’ resources, skills and competencies and their relevance; An insight into informal learning and media resources available on media education, with an additional attention to minorities; - An identification of suitable instruments to measure media education skills and levels in schools; - Policy recommendations to sustain educational policies at national and European levels; - European-wide platforms for effective network and cooperation in lifelong media education learning;

Transcript

  • 1. Framework Communicate Critical understanding UseMedia avalaibility Environmental factors
  • 2. New European Approach
  • 3. Phases1. Starting point 60’s/70’s:Critical resistence// reformistassimilation2. Educationalcommunication (80’s/90’s):Media education// TVeducation/ Risks andprotection3. Digital Paradigm: networksociety/ Promotion/ Creativity/Policy
  • 4. From 2000 to 2012 the most competitiveworking and information economy in the world?
  • 5. Europe: Creating conditions to Media Literacy Policy 1999 Safer Internet 2003 eLearning/ Promotingdigital literacy Program 2007 2009 2011-2006 Study on Media Literacy Media media for digital Audiovisual MediaLiteracy literacy environment Media literacyProgram trends in Communication Service Indicators Europe Directive
  • 6. 1999: Safer Interneta) the need to concentrate efforts in new media and Internet as the most common environment for children.b) Strengthening risk prevention strategies and protection from the media.
  • 7. 2006: Media Literacy Programmea) the possibility of developing new media skills that allow the autonomy of individuals in the media environment,b) developing their critical skills and the ability to develop their creative and social competences with the media (and beyond the media).
  • 8. 2006 Media literacy definition [CRITICAL APPROACH] “Media literacy may be defined as the ability to access,analyse and evaluate the power of images, sounds and messages which we are nowconfronted with on a daily basis and are an important part of our contemporary culture,as well as [COMMUNICATE] to communicate competently in media available on a personal basis. Media literacy relates to all media, including television and film, radio and recordedmusic, print media, the internet and other new digital communication technologies. [AWARENESS] The aim of media literacy is to increase awareness of the many formsof media messages encountered in our everyday lives. It should help citizens recognisehow the media filter their perceptions and beliefs, shape popular culture and influencepersonal choices. It should empower them with critical thinking and creative problem-solving skills to make them judicious consumers and producers of information. [PARTICIPATION] Media education is part of the basic entitlement of every citizen, inevery country in the world, to freedom of expression and the right to information and it isinstrumental in building and sustaining democracy”.
  • 9. New Values on Media Literacy[PARTICIPATION] [Sustaining Democracy] [Online content][COMMUNICATE] [Informed choices][CREATIVITY] [Copyrights use][MEDIA PRODUCTION] [Film heritage European films][AWARENESS] [Digital and audiovisual media] [All media][CRITICAL APPROACH] [Search engines][BETTER USE] [self and co-regulatory systems] [Transparency]
  • 10. 2006 Recommendations for the protection of minors and human dignity Media literacy proposals Commission Communication Public interest on media regulation Focus: Teachers training on media literacy Media literacy curricula Fostering media education (children and parents) Campaigns on Internet media literacy
  • 11. 2007A European approach to media literacy in the digital environment Communication Commission Focus:  Media literacy for commercial communication  Media Literacy for audiovisual works  Media literacy for digital environment (online)
  • 12. 2008The new Audiovisual Media Services Directive (AVMS) Obligation for the Commission to measure levels of media literacy in all the Member States
  • 13. A new pardigm [MEDIA PRODUCTION] [COMMUNICATING] [MEDIA EDUCATION][SUSTAINING DEMORACY] [PARTICIPATION]
  • 14. Criteria Indicators and Tools Assessment (Evaluation)Policy Best Participation practices
  • 15. Holistic approach to Media Literacy Intercultural Teaching dialogue ethics and Democracy values Right of information Freedom of expression Family education Interaction with the Regulatory media authorities Formal education Informal Participation in the Professional education public sphere Values Participation and active citizenship Media education Solving problems Media Literacy Reading and writing literacy Personal Audiovisual literacy autonomy Digital literacy Critical Critical and creative abilities thinking and skillsAccess Creative and production skills Analysis Semiotic and cultural Technical skills Informed skills Evaluation selection Communicative skills
  • 16. New horizons• From Digital Literacy to Media Literacy• From Protection to Promotion• From Productive (digital skills) to Interpretative (critical thinking)• From Economic to Cultural• From formal education to lifelong learning
  • 17. Introduction Project Overview 23
  • 18. Introduction To provide policy recommendations at both national and European levels. To support educational policies in order to foster media education and lifelong learning devélopment. Non- Formal Informal formal Disadvantaged education education groups education Media Education Lifelong Learning 27 EU states 24
  • 19. SCIENTIFIC APPROACH 2004 Promoting Digital Literacy SCIENTIFIC 2007 BACKGROUND Current trends and PREVIOUS approaches to media STUDIES literacy in Europe 2009 Study on Assessment Criteria for Media Literacy Levels 2010 Testing and refining criteria to assess media literacy levels in Europe 25
  • 20. WELCOME2009 One of the recommendations was:Study on AssessmentCriteria for Media Media EducationLiteracy Levels Authorities should introduce dedicated curricula to develop media literacy competences. As a consequence, education authorities should implement student assessments of media competence; Authorities should dedicate resources to the training of educators in media literacy; and also the promotion of the evaluation of educators’ media competence; General evaluation measures and a new system of accreditation in media literacy competence are needed at all levels; PREVIOUS STUDIES Vocational and occupational training should include media-training and media education. 26
  • 21. IntroductionComparative Analysis of ME, Analysis of media Identifying Identifying how toanalysis of inclusion teachers’ resources, with European-wide achieve socialof media education resources, skills special attention platforms for inclusion throughin national curricula and competences to minorities effective network ME best practicesacross the EU27 and cooperation LL national teachers’ teaching media instruments curricula skills resources resources to measure ME skills Non- Disadvantatge Formal Informal formal d groups education education education Media Education Lifelong Learning 27 EU states 27
  • 22. 9th of November, 2012 Conclusions and following steps EMEDUS Project 28
  • 23. 29
  • 24. 30