This document discusses the importance of media literacy education for children and how audiovisual archives can support it. It notes that media literacy involves understanding, using, communicating with, and strategically handling media. The document outlines trends in Dutch education showing increasing emphasis on media literacy and online learning. It introduces Beeld en Geluid, a Dutch audiovisual archive, and its new online platform "Beeld en Geluid op School" which provides a curated collection of archival media and lessons to help teach media literacy. The platform has launched and initial user feedback is positive, with next steps including expanding features, content, and integrating workshops. Audiovisual archives are well-positioned to support media literacy education through their authentic media collections, contextual

1. Julia Vytopil, FIAT/ IFTA World Conference
October 25 2019
Beeld en Geluid op School-
or how audiovisual archives can help raise media
literacy

2. # throwback to our 2 weeks ago

3. Taking you along to Beeld en Geluid op School

4. But first: what is media literacy and why is it so important?

5. Kids use media early on
Survey taken June 2019, E. Dusman, n=28

6. 21rst Century skills
‘The whole of knowledge,
competences and mentality,
which enables citizens to
move consciously, actively and
with critical judgment in a
complex, changing and
fundamentally medialized
world’
- Culture Council the
Netherlands, 2005

7. Components of media literacy
Understanding Use Communication Strategy
Passive insight Active use Interactive exchange Effective handling of media

8. Media literacy and education (in the Netherlands)
● Age dependent (especially age 10-14 very receptive)
● An obligatory part of the educational curriculum from 2021 on
● Many providers
● Important criteria: competences teacher, teaching goals, social environment, one size
doesn't fit all

9. Media literacy and education (in the Netherlands)

10. Trends in education and media literacy
● amount of pupils ↓ (from 2026 ↑)
● amount of primary, secondary, and
vocational students ↓
● % pre-academic secondary students
↑
● amount of university students ↑↑
● experienced pressure ↑
��🏼 🎓
��🏽● 21% is 55+
● heavy workload
● ~50% wants more knowledge
of media literacy
● online social behavior/
conduct are a priority
● need: ICT, support by
publishers, better materials,
more time
● ~40% no need for media
literacy outside school
● 66%: (some) influence to
choose Sound and Vision
● fun-factor and addition to
regular classes are important

11. So where does this leave us?
● Sound and vision: museum and collection
● Developing a new portal
● Redefining our portfolio
● User research and expert sessions

12. Who am I and how do I use media?
My hero the vlogger- how does he use and
create media?
And what does that tell me about how our
world works?
How we can help kids understand media

13. …. and their teachers to work with media
MARE User survey 2018
YouTube is a sea of material. How
can I know if something is suitable
for the classroom?
Watching videos is fun. It
helps kids pay attention in
class
In our school, when selecting media,
reliability and authenticity are
important factors
I want to use media but it should be
easy and efficient.. if only the links in
my powerpoint will keep working
We are confronted with media more
and more. You have to pay attention
to it, whether you want to or not

14. ● Trustworthy
● Reliable & solid
● High quality, curated materials
● Collective rights agreement> no copyright problems
● Partners
And for Sound and Vision: a spectacular museum!
Archival USPs

15. Collection
use in every
lesson
Collection
use in lessons
about media
Learning
about media
at school
Learning
about media
at Sound and
Vision
Teach the teacher
training about
media at Sound
and Vision
Coming to the
museum with
family to learn
about media
Teach the teacher
training about
media in the
classroom
Teacher Teacher Teacher +
Student
Student Teacher Teacher Student
online
collection
online
lessons
workshop workshop training training museum
Beeld en Geluid op school

16. Portfolio

18. Our educational collection

19. New platform Beeld en Geluid op School

21. zoeken op ‘kinderboekenweek’

22. Filteren en sorteren: datum, leeftijd, genre

23. Filteren en sorteren: datum, leeftijd, genre

24. Programma bekijken

25. Programma fullscreen afspelen

26. Fragment maken

30. First responses
● 60 questions on the first day
● many new accounts
● Teachers: “Can we share lessons and playlists?”
● We want mobile first!
● Broadcasters: We would like to add new titles

31. Next steps
● Phase 2 development of functionality
● User panels and user feedback
● Integration of workshops onsite and online collection with pre and post
visit
● Themed editoral items for media literacy

32. So where do we archives come in?
● Our assets: Media
collections
○ authentic
○ often unique
○ often representative
● Our knowledge: Context
and guidance
● Our technology:
trustworthy and built for
the future

33. That’s it for now!
jvytopil@beeldengeluid.nl