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“Key Activity of Policy cooperation and innovation in Lifelong KA1 (Studies and Comparative Research)” de la Comisión Europea

Partners:

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Objetivos

How to promote Media Literacy Education in Europe?

Lifelong Learning

27 UE estados (no estaba Croacia)

Formal education

Informal education

Non- formal

education

Media Education

Disadvantaged groups

Proyecto

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SCIENTIFIC APPROACH

Previous studiesPrevious studies

2004Promoting Digital Literacy

2004Promoting Digital Literacy

2007Current trends and approaches to media literacy in Europe

2007Current trends and approaches to media literacy in Europe

2009Study on Assessment Criteria for Media Literacy Levels

2009Study on Assessment Criteria for Media Literacy Levels

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Disavantatged groups

InitiativesMass Media

Lifelong Learning

Media Education

Educational system

National curricula

Educational Resources

Teachers’

skills

Teachingresource

s

Formal educatio

n

Informal educatio

n

Non-formal

education

Mediaresource

s

Instruments to

measure ME skills

Inclusion strategy

Challenges

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Change dimensionRequirements

Innovating working

Innovating Schools

Innovating Long Life Learning

Innovating Public

Sphere and Social

relations

.

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Poverty in Europe

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To create MEDIA EDUCATION COUNCILS BY COUNTRIES

To create an a National Action Plan, a document that can be used for member states and indicates direction of dialogues

Changing the predominant focus on technological aspect and ICT skills to pedagogical focus

To emphasize the production and critical understanding in the MIL projects and policies.

To create a European network for young researchers in ME

Networking National Councils National Action

Plan Focusing on

Pedagogy Focusing on critical

understanding Focusing on

creativity

GENERALES

KEY POINTS

Innovating ClassroomsConclusions

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To ensure that each EU country has to develop a national ME curriculum

Media Literacy should be included in formal education as a cross-curricular/transversal subject.

Elaborate a common agreement/a guideline on devices to be used in class

Create an online platform with educational content in Europe (films, series etc.)

To ensure that each EU country has to develop a national ME curriculum

Media Literacy should be included in formal education as a cross-curricular/transversal subject.

Elaborate a common agreement/a guideline on devices to be used in class

Create an online platform with educational content in Europe (films, series etc.)

• Media Educatio in the urricuum•Cross-curricular content• Guide lines on devices• On line platforms

CURRÍCULOS

Key Points

FORMAL EDUCATIONRecomendaciones

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To include a compulsory subject within teacher training curricula (Example: Luxembourg).

For this, a possible way, to do an adaptation from UNESCO Curriculum to every country.

Initial teacher training could include a certification to validate digital competences (Example: Francia).

Improve a media literacy teachers´ network-community

 

To include a compulsory subject within teacher training curricula (Example: Luxembourg).

For this, a possible way, to do an adaptation from UNESCO Curriculum to every country.

Initial teacher training could include a certification to validate digital competences (Example: Francia).

Improve a media literacy teachers´ network-community

 

TARINING TEACHERS

FORMAL EDUCATIONRecomendaciones

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To list digital and media competences to be developed, agreed and accepted to EU countries

To take into account how to evaluate competences and create a common tool to measurement digital and media skills

To do more research to analyse media competences

To list digital and media competences to be developed, agreed and accepted to EU countries

To take into account how to evaluate competences and create a common tool to measurement digital and media skills

To do more research to analyse media competences

EVALUATION

FORMAL EDUCATIONRecomendaciones

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There are many and very different stakeholders in informal media education and non formal media education

To consider the family implication because is important in informal education

National governments should encourage public service media to produce high quality media (literacy) educational programmes for various audiences, especially for the children

Policy makers should consider financial transparency of educational programmes supported from public money as necessary aspect of any funding.

There are many and very different stakeholders in informal media education and non formal media education

To consider the family implication because is important in informal education

National governments should encourage public service media to produce high quality media (literacy) educational programmes for various audiences, especially for the children

Policy makers should consider financial transparency of educational programmes supported from public money as necessary aspect of any funding.

MEDIA AND ORGANIZATIONS

INFORMAL EDUCATIONRecomendaciones

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To ensure free access to modern information and communication tools and the use of media in practice for e.g. trainings, courses.

To implemente media education projects among people at risk of digital exclusion, both in terms of infrastructure such as buildings equipped with elevators and toilets for people with disabilities and competencies that enable them to obtain and maintain occupational activity;

To disseminate information about the benefits of the use of modern information and communication technologies (ICT).

To promote the access to e- administration and other services provided by electronic devices; affordable prices for access to the Internet, computers with appropriate software.

Risk of digital exclusion

DISADVANTAGED GROUPSRecomendaciones

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MEDIA LITERACY OBSERVATORYResultados

www.eumedus.net

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MEDIA LITERACY OBSERVATORYRESULTADOS

: Alberto Parola, Fausto Colombo, Evelyne Bevort, Michele Seys, Ulla Carlson, Victor Reia, Silke Grafe, Renate Holubek, Martina Chapman, Aniina Lundvall, Brian O´Neill etc.

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MEDIA LITERACY OBSERVATORYMapas