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Media Literacy in Europe Controversies, Challenges and Perspectives Picture of the Back Cover Thierry De Smedt Éditeur Responsable Patrick Verniers

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Media Literacy in Europe Controversies, Challenges and Perspectives Picture of the Back Cover Thierry De Smedt Éditeur Responsable Patrick Verniers Media Literacy in Europe | Controversies, Challenges and Perspectives The three preparatory EuroMeduc seminars and the European Congress which took place in Bellaria (Italy) from 21st to 24th October 2009, emphasised the wealth, diversity and vitality of media literacy in Europe. They also enabled hundreds of researchers and practitioners to network, while bringing together the media industry and policy-makers. Thanks to contributions from a large panel of experts, the present published piece provides an account of this work, and the recommendations they have come up with. Approaches, at times dissimilar, yet always complementary, were uncovered, emphasising the need for this issue to be adapted continuously to the rapid evolution within the media and within societies. Prefaced by Viviane Reding —European Commissioner for Information, Society and Media. hallenges and Perspectives With contributions from Frédéric Antoine, Cary Bazalgette, Evelyne Bevort, David Buckingham, Andrew Burn, Isabelle Bréda, C Letizia Caronia, Ulla Carlsson, Marina D’Amato, Thierry De Smedt, Geneviève Jacquinot, Sirkku Kotilainen, Frédéric Lambert, Renee Hobbs, Jacques Piette, Ida Poettinger, Vítor Reia-Baptista, Pier Cesare Rivoltella, Serge Tisseron and Patrick Verniers. Controversies, | Media Literacy in Europe Media Literacy in Europe www.euromeduc.eu Controversies, Challenges and Perspectives Media Literacy in Europe Controversies, Challenges and Perspectives Picture of the back cover Thierry De Smedt Éditeur responsable Patrick Verniers 2009/34 62/3 – Bruxelles2009 5 Table of Contents Preface. Media literacy is a paramount goal of the EU’s public policy Viviane Reding ........................................................ 7 EuroMeduc: A European exchange network for media literacy ........................................................................................... 9 The Future The future of media literacy in the digital age: some challenges for policy and practice David Buckingham ...................... 13 The Cultural Roots of Knowledge vs. the Myths Underlying the Contemporary Digital Turn in Education Letizia Caronia .... 25 Media skills: political consequences Frédéric Lambert ..................................................................................................... 33 Constructive Controversies Constructive Controversies within Media Literacy Pier Cesare Rivoltella ........................................................................... 43 Media Industries and Education: What Mutual Interests, and for What Purpose? Frédéric Antoine .................................... 47 The new school media: digital skills and critical skills Isabelle Bréda ............................................................................... 55 Process and outcomes. What to evaluate and how? Andrew Burn .................................................................................... 61 Preparing the child to confront all risks with maximum precautions Serge Tisseron ......................................................... 71 Key Questions Whose interests should media literacy serve? Cary Bazalgette ........................................................................................ 83 Identity and globalisation: the role of the imagination in the media Marina D’Amato ...................................................... 89 Supporting the Development of Children’s Civic Engagement: When the Teachable Moment Becomes Digital and Interactive Renee Hobbs .................................................................... 97 Everybody is a Media Artist? Creativity and Production in Media Literacy Ida Poettinger ................................................ 105 Challenges The challenges of media literacy Jacques Piette ........................................................................................................... 115 Young People in the European Digital Media Landscape. Challenges and Opportunities Ulla Carlsson ............................. 125 A few pointers for research into media literacy Geneviève Jacquinot-Delaunay ............................................................. 133 Media Literacy: Appropriation and Empowerment Sirkku Kotilainen ............................................................................. 143 EuroMeduc: an European Exchange Network Media literacy and production by young people: an old response to increasingly up-to-date questions Evelyne Bevort .... 151 Lifelong media literacy: modelling practices Patrick Verniers ........................................................................................ 157 Media Literacy and Media Appropriations by Youth Vítor Reia-Baptista ......................................................................... 161 Final recommendations of the EuroMeduc Congress of Bellaria ...................................................................................... 167 Elements for a general assessment of the EuroMeduc project Thierry De Smedt ............................................................. 173 7 Media literacy is a paramount goal of the EU’s public policy Digital technologies have made media truly ubiquitous. Whether originated in established publishers or created by users, media content permeates and informs every aspect of our life. Yet, in order to make the most of the wealth of content available to them, people need to be able to make out what they wish from what they don’t, what is suitable from what isn’t. They need a chart and a compass to reap the rewards and fight off the risks of navigating an ocean which looks alluring and forbidding at the same time. This is where media literacy comes into play. The challenge is daunting. Target constituen- cies keep growing and moving as “digital migrants” try to catch up with “digital natives”, as unfettered creativity seems to give media content new shapes or take it along new paths almost everyday. However tall the order might be, media literacy is a paramount goal of public policy if all European citizens are to enjoy the benefits of the Information Society fully. The European Commission views the topic of media literacy as of great importance having adopted a Recommendation on media literacy on 20 August 2009 setting out a number of goals in this area for the Member States and the Media Industry. Furthermore, a reporting obligation was introduced in the Audiovisual Media Services Directive, and the Commission has launched a study to develop criteria for assessing media literacy levels. The final report will be presented in autumn 2009. This background explains why the debates that took place on October 21-24 in Bellaria under the auspices of EuroMeduc are so important. The attached proceedings reflect the breadth and depth of the thinking process that has been at work to redesign the media litera- cy of the 21st century and to provide it with the most effective tools. In this respect, I am happy to see that the empowerment made possible by the so-called participatory Web is now fully integrated so as to make the education core of media literacy even more meaningful. 8 I would like to commend all contributors to EuroMeduc on a job well done. They should rest assured that their voice will be heard and that the recommendations that came out of the Bellaria congress will not be left unattended. Viviane Reding | EU Commissioner for Information Society and Media 9 EuroMeduc: A European exchange network for media literacy At a time when the media are making their presence felt as an essential component of our contemporary societies, media literacy is becoming a major issue in the field of education. In recent years, it has been the subject of various initiatives —local, national, or transna- tional— in an increasing number of European countries. Several legislative projects or large-scale programmes are in the study phase. Recently, the European Commission, with the support of the European Parliament, made it a priority by drafting a number of recom- mendations aimed at Member States. These are part of the aftermath of European research and applied research projects, jointly financed within the framework of programmes such as E-learning and Safer Internet (Educaunet, Mediappro, Media Educ, EMECE, Allmedia, Log in the media…). Structured networks are already in operation (Euromedialiteracy, Men- tor, etc.). However, the players involved lack transverse mechanisms for the exchange, dis- tribution and exploitation of their results. EuroMeduc’s objective is to offer this mechanism, with the support of the European Com- mission, as part of the “Lifelong Learning Programme”, for a period of eighteen months. This project brought together practitioners and researchers specialising in media literacy, promot- ing in particular small educational structures developing on-the-ground expertise. In this way, it aimed to increase the quality and relevance of education projects by supplying existing networks with the results obtained and by developing more structured and intensive prac- tices for exchange. It also sought to identify restraints and opportunities, as well as initiatives to be undertaken, and, from there, to produce recommendations with an educational, sci- entific and political impact. For this purpose, the EuroMeduc project was made available in three successive constitu- ents: • A series of three seminars run by groups of experts. Each of these seminars dealt with a strategic question: media literacy using the mechanisms for media productions by young people both at school and outside school
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