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Media and digital literacy: Case studies from Slovenia


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European Journalism in the Digital Age 2018 talk focusing on the development of media literacy workshops and classes in Slovenia while making a difference between media and digital literacy and the problems equalisation of those two terms bring.

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Media and digital literacy: Case studies from Slovenia

  1. 1. Media literacy is not digital literacy Case studies in Slovenia Domen Savič, Državljan D
  2. 2. Domen Savič @drzavljand / Journalism Marketing Media theories Digital activism
  3. 3. What are we talking about?
  4. 4. Media literacy Media literacy refers to all the technical, cognitive, social, civic and creative capacities that allow us to access and have a critical understanding of and interact with media. These capacities allow us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process. Digital literacy Digital competence involves the confident and critical use of information Society technology (IST) for work, leisure, learning 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 the Internet.
  5. 5. Media literacy Digital literacy
  6. 6. This creates problems Media literacy is mistaken for creative writing course Digital literacy is mistaken for media literacy Both are perceived as single-disciplinary traits None of them are sustainable
  7. 7. What is missing?
  8. 8. Missing items Theory Definitions Curriculum Interdisciplinary thinking Responsibility awareness Practice Literature and manuals Trained tutors Open-minded policy developers Long-term commitment
  9. 9. The consequences Media literacy is treated as a quick fix Media literacy is politicized Media literacy is perceived as a placebo Media literacy is not systematized Solutions are not sustainable Curriculum is influenced by party agenda Schools lack professional tutors Programs are built ad hoc without long- term effect
  10. 10. Results are bad Children are being taught useless things Quick-fix solutions cloud the problem of social integration Solutions are not future-proof
  11. 11. What are we doing?
  12. 12. Interdisciplinary approach Combining sociology and computer sciences Media theory and media practice Digital media component Media content production stages Media consumption and genres Media regulation and self-regulation Mass media as a fourth estate
  13. 13. Continued activities 2015 - Tour across Slovenia 10 schools, 10 hours per school 2017 - 3 schools, 3 hours per school 2018 - Experimental implementation into curriculum 120 hours in 6 classes
  14. 14. Lessons learned Start from the bottom Less red tape, more ways to develop new methods Learn from your own mistakes and adapt future implementations Think interdisciplinary Go back to basics Media literacy will be here no matter the form and shape of media Remember why media literacy matters in democracies Think long-term Do not make media literacy a one-trick pony
  15. 15. Questions