Media and Learning 2011

Media Literacy, Media Education and Media Wisdom: tracking trends and developments from around the world

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Discussion

This panel discussion will focus on issues arising from the earlier presentations as well as issues to do with measuring media literacy in the context of digital skills.

Moderator: Dirk Terryn, CANON Cultuurcel, Belgium

Comments

Dirk Terryn

What is the best approach to take when introducing large-scale media literacy programmes. Is it possible to measure media literacy and if so, what is the best way to do this?

tecunicoleta

I believe, the best way is that the media literacy must be introduced in formal education around the world. For this first it is important to create a good curriculum, the same for all european country which can be used in classroom and out of classroom using colaboration tools and social networking. Students need to know and learn about impact of media in their lives first of all. And I believe the most powerful skill we can teach our students is to be able to effectively search for the digital resources they need. I mean they need to learn to think critical. In my opinion, students can create projects on different topics and this can be a good approach to develop critical thinking, creativity, power for collaboration and can develop management skills and much more.

tecunicoleta

I think will be important to introduce in media literacy curriculum topics about Open Educational Resources (OER), Creative Commons (CC) License and Copyright. This knowledge can help students to choose and use the right and safe digital materials available on the internet for their projects.

vosim

Within the framework of the 3-year project on media literacy in 7 European countries, MEDEAnet, the first survey of three on media literacy, the development of educational media skills and the use of media-based teaching resources was undertaken in each of the partner countries. The purpose of this work is to create and share knowledge about how media is used to support teaching and learning in different parts of Europe.
The first report, 'Charting Media and Learning in Europe ‐ 2011 Report', is now available in draft version on the MEDEAnet’s project website: http://www.medeanet.eu/sites/default/files/MEDEAnet_4.1_Annual%20Report2.... It focusses on the policies that are currently in place, as well as trends regarding policy.
It will be presented in the session previous to the discussion session (11h-13h30), and will hopefully feed into the debate afterwards.

tecunicoleta

Thanks Ine! It is very useful this report.

Deborah Arnold

I'm wondering who should be or could be teaching media literacy? Is it a specialist subject or should it be considered a transversal subject interwoven throughout the curriculum? In this case, we need to think about how media literacy and the development of critical thinking among students are addressed in teacher training and professional development. This also raises many issues for the curriculum as a whole, including assessment.

tecunicoleta

Good question Deborah! For teaching media literacy a teacher need to have relevant competences. But real question is what kind of competences need to have a teacher to teach media literacy? This can be first step in finding the right answer. :)

Yannick Mahé

An excellent paper to read about the topic
"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century"
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E8...

tecunicoleta

Thanks Yannick! It is very interesting this paper. I think it is useful to read and understand this:
The new skills include:
Play — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation
and discovery
Simulation — the ability to interpret and construct dynamic models of real-world
processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient
details.
Distributed Cognition — the ability to interact meaningfully with tools that expand
mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with
others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information
sources
Transmedia Navigation — the ability to follow the flow of stories and information
across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting
multiple perspectives, and grasping and following alternative norms.
What do you think is the best approach for european education?


14 - 15 November 2011 Flemish Ministry of Education Headquarters, Brussels
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