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UNESCO - Media and Information Literacy initiatives


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UNESCO - Media and Information Literacy initiatives

  1. 1. Sheila Webber Information School, University of Sheffield September 2022 UNESCO’s Media and Information Literacy initiatives
  2. 2. Outline • Background and the MIL Concept • Organisations • Events • Campaigns, initiatives, networks • Publications/ Frameworks • Criticisms • Getting involved Sheila Webber, 2022
  3. 3. Background 1 • UNESCO (United Nations Educational, Scientific and Cultural Organization) initially had separate initiatives for Media Literacy & Information Literacy • Information Literacy: included Prague meeting & Declaration (2003), Alexandria Proclamation (2005) “Information Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations.” Sheila Webber, 2022
  4. 4. MIL a “composite concept” “Media and information literacy is an interrelated set of competencies that help people to maximize advantages and minimize harm in the new information, digital and communication landscapes. Media and information literacy covers competencies that enable people to critically and effectively engage with information, other forms of content, the institutions that facilitate information and diverse types of content, and the discerning use of digital technologies. Capacities in these areas are indispensable for all citizens regardless of their ages or backgrounds.” literacy/about See also Sheila Webber, 2022
  5. 5. “Media Literacy plus Information Literacy equals Media and Information Literacy. This forward-looking approach harmonizes the field and stresses the need for a multi- perspective theoretical approach. It is harmonizing because it encapsulates the many notions of related literacies. These include: library literacy, news literacy, digital literacy, computer literacy, Internet literacy, freedom of expression and freedom of information literacy, television literacy, advertising literacy, cinema literacy, and games literacy ... It is also worth noting that social literacies such as scientific, global, political, family, financial and cultural literacies are widely discussed. Media and information literacy underpins all of them.” (Grizzle et al., 2013:53-54) Sheila Webber, 2022
  6. 6. Background 2 • Activities include: • Publications & frameworks: e.g. MIL Curriculum; MIL Assessment Framework; Framework for MIL cities • Events: e.g. annual “Global MIL week”; webinars • Associations: MILAlliance; MILID university network [ID = Intercultural Dialogue] • Initiatives & networks: Training and development, notably in Global South, working in particular with local media literacy organisations • Campaigns: e.g. MIL CLICKS • Includes strong focus on combatting misinformation and hate speech • Youth, teachers & journalists particular focus for education/campaigns Sheila Webber, 2022
  7. 7. Large conferences often result in a declaration/ recommendation on MIL e.g. • Paris Agenda-12 Recommendations on MIL (2007) • Fez Declaration on MIL (2011) • Moscow Declaration on MIL (2012) • Framework and Action Plan of the Global Alliance for Partnerships on MIL (2013) • Paris Declaration on MIL in the Digital Age (2014) • Riga Recommendations on MIL in a Shifting Media and Information Landscape (2016) • Global Framework for Media and Information Literacy Cities (MIL Cities) (2019) • Seoul Declaration on Media and Information Literacy for Everyone and by Everyone: A Defence against Disinfodemics (2020) • The draft programme for 2022 Global MIL Week conference in Nigeria closes with Abuja Declaration on Global Financing for Media and Information Literacy: An imperative to fight against disinformation and build trust Sheila Webber, 2022
  8. 8. “UNESCO currently holds the global intellectual lead in the MIL arena. The Organization is recognized by a large number of Member States and key MIL partners and stakeholders as the main policy influencer, as it developed or influenced strategies across the world (including in France, Canada, the Philippines, Nigeria and Jordan). It is recognized as such not only by Member States but also by other multilateral organisations like the European Union. “However, whilst recognizing UNESCO’s intellectual leadership, other organisations are currently prominent with regard to implementation of MIL projects, with the constant risk that Member States’ focus may deviate from the composite articulation of MIL promoted by UNESCO to other conceptual meanings of MIL.” (UNESCO, 2020) Sheila Webber, 2022
  9. 9. Organisations Sheila Webber, 2022
  10. 10. Media and Information Literacy Alliance • Formed in 2013 - Any organisation can join • International Committee; Some regional committees; Youth Committee; Thematic Working Groups; News bulletin; Annual MIL awards. Aims are • “Articulating key strategic partnerships to drive MIL development globally; • “Enabling the MIL community to speak and address, with a unified voice, critical matters, including the need for policies; • “Further deepening the strategy for MIL to be treated as a composite concept by providing a common platform for MIL-related networks and associations globally that will ensure convergence of regional and international initiative and amplification of global impact.” • Named Global Alliance for Partnerships on Media & Information Literacy until 2020 Sheila Webber, 2022
  11. 11. You can join the MIL Alliance Sheila Webber, 2022
  12. 12. Events
  13. 13. Global Media and Information Literacy Week Theme for 2022 “Nurturing trust: A Media and Information Literacy Imperative” 24-31 October: Feature conference in Nigeria Register your Global MIL week events Sheila Webber, 2022
  14. 14. Subthemes • Promoting media and information literacy as a viable development intervention to nurture trust, social protection, and solidarity: Ensuring that MIL learning stimulates an understanding of dialogue for transparency and ethics relating to: governments; digital communications platforms; media; other businesses and institutions; NGOs; Groups of people from other cultures, ethnicities, religions, social and economic background, sexual orientation, gender, etc. • Accelerating the pace of people’s access to media and information literacy in parallel to universal digital connectivity. • Promoting media and information literacy as a key component for the exercise of fundamental human rights • Popularizing the new UNESCO resource Global Standards for Media and Information Literacy Curricula Development Guidelines and the complementary resources Media and Information Literate Citizens: Think Critically, Click Wisely and the tool Addressing conspiracy theories: what should educators know. • Developing innovative ways to bridge inequalities in accessing media and information literacy. • Partnerships and funding to strengthen trust and solidarity in media and information literacy development at all levels of societies. • Encouraging and promoting media and information literacy policy at organizational, institutional, national, and regional levels in ensuring equitable and ethical access to quality information. Sheila Webber, 2022
  15. 15. Campaigns, Initiatives & networks Sheila Webber, 2022
  16. 16. Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge and Sustainability (MIL CLICKS) Sheila Webber, 2022
  17. 17. Sheila Webber, 2022
  18. 18. Five laws of Media and Information Literacy (inspired by Ranganathan’s 5 laws of Library Science) / HQ/CI/CI/pdf/Events/mil_five_laws_english.png Sheila Webber, 2022
  19. 19. MIL Cities Sheila Webber, 2022
  20. 20. Publications/ Frameworks Sheila Webber, 2022
  21. 21. MIL Curriculum • 2nd edition (2021): much larger (400 pages!) and aimed at citizens, not just teachers • Multi-author • 3 themes: 1. Knowledge and understanding of information, media and digital communications for sustainable development, peace, and democratic discourses and social participation 2. Evaluation of content and related institutions 3. Production and use of content. Sheila Webber, 2022
  22. 22. 7 competencies 1. Understanding the Role of Information, Media, and Digital; 2. Understanding Content and its Uses. 3. Accessing Information Effectively and Efficiently and Practicing Ethics 4. Critically Evaluating Information and Information Sources and Ethical Practices. 5. Applying Digital and Traditional Media Formats. 6. Situating the Sociocultural Context of Information, Media, and Digital Content. 7. Promoting MIL Among Learners/Citizens and Managing Required Changes. Sheila Webber, 2022
  23. 23. 14 modules (main part) 1. Foundation module (introduction). 2. Understanding IT 3. Research, content cycle, digital information processing, intellectual property 4. MIL competencies to tackle hate speech 5. Audience and global citizenship 6. Representation in media and information 7. How media and technology affect content 8. Privacy, data protection and you 9. Internet opportunities and challenges 10. Advertising and MIL 11. AI, Social media and MIL competencies 12. Digital media, games and traditional media 13. Media, technology and the sustainable development goals. 14. Capstone. Sheila Webber, 2022
  24. 24. Criticisms of MIL initiatives • Recommendations from the UNESCO (2020) evaluation: • Strengthen and better utilise UNESCO’s global partnerships networks; • Develop a communication strategy around UNESCO’s work on MIL; • Strengthen UNESCO’s foresight function and its role as a laboratory of ideas in the field of MIL; • Increase interconnectivity with the UN family • Treating MIL “as a precondition for democracy” - assuming MILiterate people leads to wise information choices, development, progress & democracy (Haider & Sundin, 2022: 20) • Doyle (2019) critiques the “5 Laws” raising issues such as whether “information neutrality” is possible or desirable • Bias towards Media Literacy: addressing “media” rather than “information” and focusing on young people, schoolteachers & journalists Sheila Webber, 2022
  25. 25. Some ways of getting involved • Join MILA • Run an event in Global MIL week and register it • Could any publications be useful in your work? Sheila Webber, 2022
  26. 26. Sheila Webber Information School University of Sheffield Twitter : @SheilaYoshikawa
  27. 27. References • Doyle, A. (2019). Analyzing the laws of MIL: a Five-step scientific conversation on critical information literacy. Communications in Information Literacy, 13(1), 114-126. • Garner, S. (2005). High-Level Colloquium on Information Literacy and Lifelong Learning: Bibliotheca Alexandrina, Alexandria, Egypt: November 6-9, 2005. • Grizzle, A. et al. (2013). Media and Information Literacy: policy and strategy guidelines. . • Grizzle, A. et al. (2021). Media and information literate citizens: think critically, click wisely! Media & information literacy curriculum for educators and learners. ISBN 978-92-3-100448-3. • Haider, J. & Sundin, O. (2022). Paradoxes of media and information literacy: the crisis of information. Routledge. • UNESCO. (2005). Beacons of the Information Society: The Alexandria Proclamation on Information Literacy and Lifelong Learning. • UNESCO. (2020). Evaluation of UNESCO’s work in the thematic area of media and information literacy (MIL). • UNESCO. (2022). Global Standards for Media and Information Literacy Curricula Development Guidelines. Development%20Guidelines_EN.pdf • UNESCO. (2019). Global Framework for Media and Information Literacy Cities (MIL Cities). • UNESCO Communication and Information Sector. (2013). Global Media and Information Literacy Assessment Framework: country readiness and competencies. • UNESCO Section for Global Citizenship and Peace Education. (2022). Addressing conspiracy theories: what teachers need to know. • Owens-Ibie, N. (Ed) (2019). Media and information literacy: non-formal education guide for all platforms. • Yanaze, M. & Chibás, F. (2020). From smart cities to MIL cities. Sheila Webber, 2022