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Ito, Misako Keynote on 090802
 

Ito, Misako Keynote on 090802

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Keynote on fist day on IASL 2009 in Abano Terme in Italy

Keynote on fist day on IASL 2009 in Abano Terme in Italy

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    Ito, Misako Keynote on 090802 Ito, Misako Keynote on 090802 Presentation Transcript

    • Media and Information Literacy in UNESCO 38th Annual Conference, International Association of School Librarianship 2-4 September 2009, Padova Misako Ito Communication and Information Programme Specialist for the Maghreb, UNESCO Rabat Office
    •  UNESCO’s mandate and strategy for building knowledge societies  Importance of media and information literacy  UNESCO’s activities at the global level  Case of the Maghreb 2
    • 1945 – UNESCO’s post war mandate “Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed” Preamble to the Constitution of UNESCO  Promote the free flow of ideas by word and image  Maintain, increase and spread knowledge 3
    • Libraries as principal sources to spread knowledge  Manifesto on Public Library, 1949  UNESCO-IFLA joint Manifesto on School Libraries, 1999  Internet Manifesto, 2003  Multicultural Library Manifesto, October 2009 4
    • UNESCO’s programme for communication & information  New World Information and Communication Order (NWICO), 1970  Creation of Communication and Information Programme  Development of ICT and Internet  World Summit on the Information Society 2003-2005  Paradigm shift from technolgy-driven information society to human-centred knowledge societies 5
    • UNESCO’s vision of knowledge societies Knowledge Societies Knowledge Knowledge Knowledge Knowledge Creation Preservation Dissemination Utilization Pluralism and Inclusion Pluralism Human Needs and Rights 6
    • Media and information literacy as a priority “Skills that help to strengthen the critical abilities and communicative skills that enable the individual to use media and communication both as tools and as a way of articulating processes of development and social change, improving everyday lives and empowering people to influence their own lives” 7
    • UNESCO’s publications and toolkits for media and information literacy 8
    • “Media Education: A Kit for Teachers, Students, Parents and Professionals”  What should Media education be like? Who should provide it? How should it be included in a curriculum? Beyond schools, do families have a say in the matter? Can professionals be involved and how? What strategies can the public adopt to deal with the benefits and the limitations of media?  Link: http://portal.unesco.org/ci 9
    • “Understanding Information Literacy: A Primer” by Horton  Explains in an easy-to-understand and non technical way what information literacy means and its importance in all walks of life  Designed for governmental officials and institutional decision-makers  Link: http://portal.unesco.org/ci 10
    • “Towards Information Literacy Indicators” by Catts and Lau  Proposes a framework and a set of indicators for measuring information literacy  Designed to researchers and institutes of statistics  Link: http://portal.unesco.org/ci 11
    • “ICT Competency Standards for Teachers”  Product of cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE) and the Virginia Tech to help the education sector leverage ICT  Provides guidance on how to improve teachers' practice through ICT with a detailed syllabus of the specific skills to be acquired by teachers within each skill set/module  Link: www.unesco.org/en/competency-standards- teachers 12
    • “Empowerment through Media Education” by NORDICOM  Explains why media and information literacy is a precondition for empowerment, democracy and development, why it is needed for all citizens but is of decisive importance to young people  Highlights the need to adopt intercultural approaches in media education  Link: http://www.nordicom.gu.se 13
    • Training-the-Trainers workshops in Information Literacy Series of training between May 2008 and January 2009:  University of the West Indies, Jamaica  IFLA 2008 World Congress, Canada  Universiti Teknologi Mara, Malaysia  University of Tallinn, Estonia  Hacettepe University, Turkey  University of Cape Town, South Africa  Wuhan University, China  Regional Library of Andalucia, Spain  Bibliotheca Alexandrina, Egypt © N. Erol Olcay  Punjabi University, India  Pontifical Universidad Catolica Peru, Peru 14
    • Teacher-Training Curricula for Media and Information Literacy  Focus for 2010-2011: introducing media and information literacy components in teacher-training curricula at all levels of the education process  Project started in June 2008  Objective: to create a model teacher-training curriculum for media and information literacy and test it in 8 pilot countries  Curriculum preparation  Expert meeting, 22-23 Sept. 2009 and review  Selection of the 8 pilot teacher-training institutions  Test in pilot institutions, 2010 15
    • Role of school libraries  Catalysts for the introduction of media and information literacy policies in schools by engaging both students and teachers to acquire a combination of skills, competencies, knowl edge, attitudes and behaviours  Intermediation, innovation, proactive teacher- trainer 16
    • Case of the Maghreb  Lack of school libraries  Lack of accessible digitized resources in Arabic 17
    •  Free access to hundreds of thousands of digitized pages of classical Arabic literature  Objective: to reach 1000 books  Online and offline versions in 3 CD-Roms:  Volume I – 64 digitized books  Volume II – 50 digitized books + 10 audio files that read the texts for the blind and visually impaired people  Volume III – 30 books for students and teachers of primary and secondary schools with exercises to facilitate reading and learning 18
    • http://rabat.unesco.org/majaliss 19
    • http://rabat.unesco.org/majaliss 20
    • http://rabat.unesco.org/majaliss 21
    • Thank you! Contact: m.ito@unesco.org 22