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Rapport de capitalisation des activites EMI

Jeunesse Active, Médias Inclusifs, et Littératie Numérique (JAMIL); Association Tunisienne des Médias Alternatiffs (AFD) (2021), 44 pp.

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Misinformation Policy in Sub-Saharan Africa: From Laws and Regulations to Media Literacy

Peter Cunliffe-Jones, Assane Diagne, Alan Finlay, Sahite Gaye, Wallace Gichunge, Chido Onumah, Cornia Pretorius, Anya Schiffrin

London: University of Westminster Press (2021), 220 pp.

"The volume first examines the teaching of media literacy in state-run schools in seven Sub-Saharan African countries as of mid-2020, as relates to misinformation. It explains the limited elements of broad media and information literacy (MIL) included in the curricula in the seven countries studied ... more

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Media and Information Literate Citizens: Think Critically, Click Wisely!
Key Guides

Alton Grizzle, Carolyn Wilson, Dorothy Gordon (eds.)

Paris: UNESCO, 2nd ed. (2021), 403 pp.

"This pioneering curriculum presents a comprehensive competency framework of media and information literacy and offers educators and leraners structured pedagogical suggestions. It features various detailed modules covering the range of competencies needed to navigate today’s communications ecosys ... more

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2019 Media Consumption and Media and Information Literacy Survey in the Countries of Central Asia (Kazakhstan, Tajikistan, Uzbekistan)

Internews; USAID (2021), 38 pp.

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21st-Century Readers: Developing Literacy Skills in a Digital World

PISA

Paris: OECD (2021), 213 pp.

"Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers. The massive information flow of the digital era demands that readers be able to distinguish between fact and ... more

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ICT Use for Teaching Media Literacy: A Closer Look at the Relationships Between Teaching with and Teaching about Media

Priscila Berger

Media Literacy and Academic Research, volume 4, issue 2 (2021), pp. 6-24

"Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of ... more

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Media Literacy Index 2021. Double Trouble: Resilience to Fake News at the Time of Covid-19 Infodemic

Marin Lessenski

Sofia: Open Society Institute-Sofia; European Policies Initiative (2021), 14 pp.

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Latvia Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Solvita Denisa-Liepniece et al.

Riga: Baltic Centre for Media Excellence (BCME) (2021), 30 pp.

"• A holistic approach is needed. Media literacy goes far beyond media, education and culture. It should become an essential part of everyday life, taking appropriate forms to attract, to connect and to activate responsible decision making. The recent trending issues are digitalisation (before 201 ... 3), focus on disinformation (and mixing it up with “fake news”) after 2016, as well as (dis)trust due to the influence of the Covid-19 pandemic after 2020. Today the focus is on how the issues related to data transparency, new gadgets and wearable technology, are changing the media landscape and media consumption. • Developing internal and external factors, related to media literacy, shows that some changes are here to stay. Adaptability to new agendas, tools, techniques is a must for the area. The challenges and known and emerging threats connected to media literacy emphasise the necessity for a holistic approach within a society. • Strategic strengthening of collaboration should be considered by the stakeholders. There is discord regarding who should do what, as functions in legislation and other regulating documents are very general. Clearly defined responsibilities for formal networking with clear timelines, as well as ad-hoc informal networking should be considered. • Financial sustainability and media literacy focused institutions. The media literacy initiatives are un26 derfunded by the state. It is mainly international donors who are setting the agenda. For instance, newly identified needs such as projects for marginalised parts of society or those tired from the news do not get the appropriate response from the community of media literacy actors. Those actors, who occasionally deliver projects on media literacy, are mostly busy with other projects. • Future-oriented media literacy. Behaviour prediction and redirection of the audience, connected to data collection and events, are topical issues for political and business purposes. The issue is connected to the emerging military technologies of influence (Kania, 2020; Tullis, 2019), means that activities related to increasing resilience and adaptability should continue. There is a need on a national level to encourage capacity building and informing media literacy stakeholders on prospective topics to be included. • While mentioning the external factors, some experts said media education should be considered essential without the need to connect to external actors, and to be part of any informed decision making centric and human centric process, taking it out of the political scope. • Solutions cannot be just Top-Down or Bottom-Up, as the skills and knowledge needed should be interconnected with issues relevant for the society. Motivation and engagement of the fragmented audiences, by promoting media literacy and quality journalism is essential for making a strong, responsible and sustainable country. There will be a growing need for very precise and different types of media literacy initiatives (in scope, format, and nature) in society. • Evidence based media literacy should be appropriately funded. The networking needed for increasing research should be considered a priority for cross-sectoral cooperation." (Concluding remarks, pages 25-26) more

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Georgia Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Riga: Baltic Centre for Media Excellence (BCME) (2021), 24 pp.

• The role of Media Literacy in resilience building is considered to be of pivotal importance, which is further stressed in the policy documents published within the last couple of years in Georgia. However, it is essential to underscore that the failure of achieving consensus on strategic approac ... hes between state and non-state actors remains the central obstacle towards enhancing the cooperation among the key stakeholders. Therefore, there is a need to create a cooperation format among governmental and non-governmental organisations that would ensure the elimination of mistrust, political neutrality and enhance the overall resilience level of the media consumers. • In order to define the target audience and evaluate the programmes carried out by various organisations, one requires comprehensive research focused on media consumption habits and the impact of media literacy programmes on beneficiaries. • Apart from evaluating the knowledge and skills that beneficiaries gain from media literacy projects, it is also essential to analyse the methodology that organisations use with different audiences to develop and refine their respective methodologies and tailor them better to diverse audiences. • The expertise of non-state actors with various resources needs to be utilised to achieve project sustainability and long-term results. In addition, these experiences should be incorporated into the formal academic processes. • Given the importance of media and digital literacy as transferable skills defined by the National Curriculum, there is a need to advance critical thinking from an early age, which by itself can be achieved by introducing media literacy as a compulsory subject in the school curricula. • Coming up with joint curricula-based assessment indicators and media and digital literacy definitions remains another essential priority since there is a lack of unified definitions among stakeholders. • Content diversification is crucial for Media outlets. This can be carried out by introducing MIL components not only in educational but entertainment content as well. • In the framework of preparing programmes intended to build the resilience of society, the Georgian Public Broadcaster (GPB) should cooperate with non-state actors to promote media literacy initiatives and pay special attention to the most vulnerable groups, including ethnic minorities. • There is an evident coordination problem across donors that often choose overlapping regions and target audiences, thus neglecting some of the most vulnerable audiences. Hence, the local representatives of international organisations should cooperate on setting strategic priorities to optimise resources. • Donors should allocate more resources to conduct evaluations and facilitate the implementation of best practices on the ground." (Concluding remarks, pages 20-21) more

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Moldova. Media and Information Literacy Policy and Action Proposal Paper

Angela Vacaru

Riga: Baltic Centre for Media Excellence (BCME) (2021), 8 pp.

"The Moldovan Independent Journalism Centre (IJC) in cooperation with Baltic Center for Media Excellence (BCME) undertaken in August-November 2021, the research "Comprehensive approach and advancement of media and information literacy in Moldova". This Media Literacy policy and action proposal paper ... more

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Currículum Alfamed de formación de profesores en educación mediática: MIL (Media and Information Literacy) en la era pos-COVID-19

Ignacio Aguaded, Daniela Jaramillo-Dent, Águeda Delgado-Ponce (coords.)

Barcelona: Octaedro; Alfamed (2021), 196 pp.

"Este currículum sigue y actualiza la estela del Currículum para profesores sobre alfabetización mediática e informacional de la Unesco (2011). Se trata de un compendio centrado en el profesorado y concretado para la integración en el sistema formal, llegando finalmente estas enseñanzas, de un ... more

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Media and Information Literacy: A Bibliography

Chennupati K. Ramaiah, Raoi M. Saraswati

Desidoc Journal of Library Technology, volume 41, issue 4 (2021), pp. 316-336

"Information literacy emphasizes to the access, evaluation and use of information. Media literacy emphasizes the ability to understand, evaluate and use media as a leading source and producer of information. Thus, UNESCO considered information literacy and media literacy together as Media Informatio ... more

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Ukraine Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Solvita Denisa-Liepniece et al.

Riga: Baltic Centre for Media Excellence (BCME) (2021), 28 pp.

"• A wide range of actors work in the media literacy field, but the lack of strategic policies and coordination creates inconsistencies and sometimes even collisions on the very definition of media literacy and approaches towards the development of media literacy. Future strategic policy documents ... have to take this into account and suggest a consistent approach among diverse actors. • Existing inconsistencies and insufficient coordination of activities should also be addressed by the donors and international organisations that have the capacity to encourage collaborations, and more active exchange of knowledge and best practices. It is also critical to elaborate and set up a mechanism for effective coordination of activities among the different media literacy actors. • Funding of media literacy projects and initiatives remains one of the biggest challenges. Ukrainian civil society organisations predominantly rely on financial support from foreign donors and international organisations. The government of Ukraine should create conditions to attract new actors that would provide financial assistance to media literacy initiatives. Suggesting incentives, including tax rebates, could stimulate businesses to get engaged in media literacy projects. • Development of media literacy policy, approaches and projects should be based on rigorous research of the audiences, both quantitative and qualitative. Both the government and donors should stimulate and support such research. NGOs and academic institutions should develop and design research projects that would help to understand the patterns of media consumption, perception of information and gaps in media literacy among Ukrainian citizens. • There is a need for a more effective monitoring and evaluation system in order to make relevant adjustments to the design of media literacy projects. This concerns both projects implemented by the NGOs and educational institutions. • Promotion of media literacy among a broad audience requires involvement of big TV channels and radio stations, local media, as well as the network of public broadcasting. While there is no consensus among different actors about the engagement of oligarch-owned media into media literacy efforts, the issue should be addressed and discussed by the key stakeholders. • As media education should be continuous, the government has to create appropriate conditions for this in the system of formal and informal education." (Conclusions, page 26) more

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Understanding Film Appreciation: Resource Handbook

Jenith Sekar, Vikas Singh, Benedict Rajkumar, Magimai Pragasam

Signis Asia, Cinema Desk (2021), 138 pp.

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Medienguru: Meinungsfreiheit spielerisch vermitteln. Spiele und Übungen für Trainerinnen, Pädagogen und Jugendliche ab 14 Jahren

Elena Zondler, Simon Didszuweit

Bonn: Deutsche Welle DW Akademie (2021), 115 pp.

"Wie steht es um die Meinungsfreiheit in der Welt? Wie wirkt sich Zensur auf die Medienlandschaft eines Landes aus? Was muss man beim Teilen von Nachrichten auf Social Media beachten? Und was hat es mit Desinformation und Hate Speech auf sich? Vor allem für junge Menschen gewinnen diese Fragen imme ... more

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Media and Information Literacy: A Practical Guidebook for Trainers
Key Guides

Sylvia Braesel, Thorsten Karg

Bonn: Deutsche Welle DW Akademie, 3rd ed. (2021), 237 pp.

"The authors have updated, expanded and partly completely rewritten the texts. They attached particular importance to presenting the contents in a way that is as easy to understand as possible. For this purpose, they were able to draw on their experiences and observations in many Media and Informati ... more

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Media Literacy Education to Counter Truth Decay: An Implementation and Evaluation Framework

Alice Huguet, John F. Pane, Garrett Baker et al.

Santa Monica: RAND Corporation (2021), xi, 84 pp.

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The Handbook of Media Education Research

Divina Frau-Meigs, Sirkku Kotilainen, Manisha Pathak-Shelat, Michael Hoechsmann, Stuart R. Poyntz (eds.)

Newark: Wiley (2021), 529 pp.

"Featuring contributions from a diverse range of internationally-recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offe ... more

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News and How to Use It: What to Believe in a Fake News World

Alan Rusbridger

Edinburgh: Canongate Books (2021), 316 pp.

"People everywhere feel ever more alienated from - and mistrustful of - news and those who make it. We no longer seem to know who or what to believe. We are living through a crisis of "information chaos". 'News: And How to Use It' is a glossary for this bewildering age. From AI to bots, from climate ... more

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Mediennutzung in der Familie: Orientierung und Ideen für den digitalen Alltag

Düsseldorf: Landesanstalt für Medien NRW (2021), 38 pp.

Media and Information Literate Citizens: Think Critically, Click Wisely! Key Guides

Media and Information Literacy: A Practical Guidebook for Trainers Key Guides

Media and Information Literate Citizens: Think Critically, Click Wisely!
Key Guides

Media and Information Literacy: A Practical Guidebook for Trainers
Key Guides