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  • 1. MEDIA EDUCATION. POLICY, AND CURRICULA III EAVI International Concerence Palacio del Senado, Madrid, España, 26 November 2009
    • Professor Tapio VARIS, University of Tampere & UNESCO Chair in Global eLearning
  • 2. Current Trends and Approaches to Media Literacy in Europe (withJose Manuel Perez Tornero, et al, Universitat Autonoma de  Barcelona 2007)  http:// ec.europa.eu/avpolicy/media_literacy/studies/index_en.htm
  • 3. Applications: evaluation
    • Who evaluates?
    • How to decide when the learner is media literate?
    • What to evaluate? Knowledge? Skills? Behaviour? Attitudes? Values?
  • 4. Study on Assessment Criteria for Media Literacy Levels Media Literacy European Commission Expert Group Brussels 3 March 2009 EAVI Consortium - Paolo Celot (EAVI), José Manuel Tornero (UAB)
  • 5. APPROACHES TO MEDIA LITERACY AND eLEARNING Professor Tapio Varis, Finland European Commission Workshop ”Image Education and Media Literacy” November 16th, 2000, Brussels
  • 6. Media critique and skills
    • Media literacy is about understanding the sources and technologies of communication, the codes that are used, the messages that are produced, and the selection, interpretation, and impact of those messages
  • 7. The Question of Definition
    • Media literacy is the objective of media education
    • There is no single, agreed definition of media literacy
    • It is an umbrella term covering a set of personal skills, knowledge and understanding of media and communications
  • 8. Practical questions
    • Can we teach media literacy?
    • What would be the discipline and contents?
    • What are the elements of media literacy and competence?
    • How to evaluate them?
  • 9. What is the goal?
    • To prepare people to communicate with the traditional and new media, especially multimedia using the combination of human senses
    • The analysis, critique and skills are not limited to the mass media but include the Internet, computers and networks
    • Media competence
  • 10. Applications: the curriculum
    • Curriculum (K-12): The objective? Integration to other programmes? What principles and elements should be taught?
    • Should we give special skills (expected by the working life) or general preparedness for society?
  • 11. Applications: teaching
    • Democratic and non-hierarchial teaching approach
    • Diverse ways of learning, collaborative learning
  • 12. Background
    • Digital literacy : e-Learning, ICT, e-Skills, digital industry
    • Media literacy : image education, media education
    • EU : ”a more competitive knowledge economy and a more inclusive knowledge society”
    • UNESCO : Open Educational Resources (OER)
    • cultural diversity
  • 13. Global Education 2010 Publications of the Finnish Ministry of Education 2007:12 Citizenship is membership in a civilised community working on shared norms and commonly agreed principles. World citizenship is a commitment to building a world order that offers a real opportunity to fully realise the whole dimension of humanity, irrespective of state borders and cultural boundaries.
  • 14. Global Education as a concept
    • means activity that guides towards the ethic of a world citizen, which in turn is founded on fairness and respect for human rights
    • supports growth into a critical and media-critical citizen with the knowledge and skills to succesfully act as a member of one's own community in a globalising world
  • 15. European Framework for Key Competences: Digital Competence
    • ” Digital competence involves the confident and critical use of Information Society Technology for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, access, store, produce, present and exchange information, and to communicate and participate in collaborative networks via Internet”
    • COM (2005) 450
  • 16. Digital literacy is key to:
    • Learning to learn (lifelong learning)
    • Learning to work
    • Facilitating job opportunities
    • Providing each citizen with skills and knowledge to live and work
    • Providing the confident use of new tools for assessing and using knowledge
    • Promoting active citizenship, democracy
  • 17. From Industrial Age to Knowledge Age
    • Digital literacy is a complicated process that consists of acquiring a new tekne, ability of art or craft
    • Creativity and culture become essential base for the knowledge economy
    • Cultural values
    • Cultural diversity
  • 18. The Evolution of Digital Literacy in Europe
    • Phase 1: Access and connectivity
    • Phase 2: Basic internet use and more sophisticated and sustainable digital competences
    • Phase 3: Critical thinking, trust, confidence and multiplatform use
    • - community building (social web)
  • 19. C. Teaching and learning
    • Recommendations
    • Teaching and learning strategy should be a key element of proposed programmes, and should be relevant to the context and nature of the activity and the groups involved;
    • Make full use of informal as well as formal learning within digital literacy programmes;
    • Make full use of intermediaries in motivating target groups and delivering initiatives;
    • Make full use of e-learning and online platforms in delivering initiatives;
    • Enable target groups and individuals to generate content and create online communities;
    • Interact with relevant formal educational and related structures.
  • 20. Example: The e-START Digital Literacy Network
    • To build and offer a range of sustainable and high-quality information and other services on the concept, the status and the development of Digital Literacy in Primary and Lower Secondary (K-9) Education (e.g. European Observatory, analysis and review services, advisory and consultation services, etc).
    • To build consensus towards a "common" curriculum framework for Digital Literacy in Primary and Lower Secondary Education (K-9) across Europe.
    • To provide a discussion and policy advice/consultative forum on Teachers’ Training needs (both initial/pre-service and continuous/inservice) in order to meet the Digital Literacy challenge.
  • 21. D. Content, Services and usability
    • Recommendation
    • Support the development of content and services for all users who, for whatever reason, are marginalised or under-represented and monitor effectiveness in terms of uptake;
    • Support multi-platform modes of access and participation, with particular regard for the inclusion of persons requiring assistive technologies;
    • Improve information and visual design values and standards/benchmarks for content and services to take account of expected capabilities and prior experience of the target user group.
  • 22. E. Critical Skills
    • Recommendation
    • Focus on the development of users' critical, cultural and creative skills, so that they may productively and engage with content and services in the digital world;
    • Broaden the understanding of 'digital literacy' and align it with  an existing framework for 'media literacy', e.g., the Euro Media Literacy Charter www.euromedialiteracy.eu
    • Develop strategies to promote 'quality of use';
    • Broaden the measurements and evaluation of digital literacy beyond operational skills to critical thinking.
  • 23.  
  • 24.
    • ETHICAL / MORAL VALUE CHOICES
    • communicative competence
    • nethics and netiquette
    • COMPREHENSION AND INTERPRETATION
    • creative interpretative skills
    • analysis and argumentation = media critique
    • PRODUCTION/PUBLICATION SKILLS
    • writing, illustration, design, literary devices
    • RECEPTION SKILLS
    • recognition of different genres
    • sign systems: images, words, sounds, icons, graphs; or multimedia literacy
    • MOTIVATION
    • intellectual curiosity and basic skills in abstract thinking
    • basic traditional literacy
    • basic technical and access skills
    MEDIA LITERACY staircase
    • SOCIO-CULTURAL ABILITIES
    • intercultural dialogue
  • 25. PL5 - Digital Literacy: an essential life skill
    • First, it must be critical, so that users can ask questions like who creates the media and its content, for what purpose, and how it works.
    • Second, digital literacy must be creative, thus include being able to contribute content as well as simply being a consumer of others’ content.
    • Third, it should be cultural and recognise the importance of entertainment, play, gaming, sharing videos, building identities, etc
  • 26. Forms of Participatory Culture Henry Jenkins 2007
    • Affiliations (memberships, formal and informal)
    • Expressions (producing new creative forms)
    • Collaborative Problem-solving (working together in teams, formal and informal, to complete tasks and develop new knowledge)
    • Circulations (shaping the flow of media)
  • 27. Need for Policy and Pedagogical Interventions
    • The participation gap (unequal access, experiences, skills, knowledge
    • The Transparency Problem (learning to see the ways that media shape perceptions of the world)
    • The Ethics Challenge (the breakdown of traditional forms of professional training and socialization)
  • 28. New Renaissance Education (www.layers.fi)
    • The study of complexity has brought science closer than ever to art
    • Knowledge has gone through a cycle from non-specialism to specialism, and now back to interdisciplinarity, even transdisciplinarity
    • Art deals with the sensual world (media as the extension of senses) and the holistic concept of human being