Mapping Media Education Policies in the World: Visions, Programmes and Challenges

Mapping Media Education Policies in the World United Nations Alliance of Civilizations UNESCO European Commission Grupo Comunicar 2009 Mapping Media Education Policies in the World Visions, Programmes and Challenges Grupo Comunicar ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○ 4 Mapping Media Education Policies in the World: Visions, Programmes and Challenges Editors: Divina Frau-Meigs and Jordi Torrent Publisher: José Ignacio Aguaded-Gómez Assistant Publishers: M. Amor Pérez-Rodríguez y M. Carmen Fonseca-Mora Cover Design: Enrique Martínez-Salanova The authors are responsible for the choice, the presentation of the facts contained in this publication, and the opinion expressed therein, which are not necessarily those of the United Nations, the Alliance of Civilizations, UNESCO or the European Commission and do not commit the organizations. The designations employed and presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of the organizations mentioned above concerning the legal status of any country, territory, city or area or its authorities, or concerning the frontiers or boundaries. The texts published in this book, unless otherwise indicated, are subject to a Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 license. They may be copied, distributed and broadcast provided that the author and the book that publishes them, «Mapping Media Education Policies in the World: Visions, Programmes and Challenges», are cited. Commercial use and derivative works are not permitted. The full license can be consulted on http:// creativecommons.org/licenses/by-nc-nd/3.0 Published by: The United Nations-Alliance of Civilizations in co-operation with Grupo Comunicar UN-Alliance of Civilizations 866 United Nations Plaza New York, NY 10017 (USA) www.unaoc.org Grupo Comunicar Apdo Correos 527 21080 Huelva (Spain) www.grupocomunicar.com This text is a collection of papers published in «Comunicar», Latin American Scientific Journal of Media Education, issue 32 (ISSN: 1134-3478), edited March 2009 (www.revistacomunicar.com). ISBN: 978-84-932380-9-4 Printed in the USA MAPPING MEDIA EDUCATION POLICIES IN THE WORLD ○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○ 5 Table of Contents FOREWORDS Alliance of Civilizations (AoC) .................................................................... 7 • Marc Scheuer UNESCO .................................................................................................... 9 • Abdul Waheed Khan European Commission ................................................................................. 11 • Aviva Silver INTRODUCTION Media Education Policy: Towards a Global Rationale ................................ 15 • Divina Frau-Meigs and Jordi Torrent 1. DEFINING MEDIA EDUCATION AND ITS STAKES IN A CROSS- CULTURAL PERSPECTIVE 1.1. Information Skills: Conceptual Convergence between Information and Communication Sciences ........................................... 25 • Jesús Cortés and Jesús Lau (Mexico) 1.2. Curricular Contribution for Media Education: A Process in Construction ..................................................................................... 39 • Renato Opertti (Switzerland) 1.3. Media Education Issues for Professionals and Citizens: Bridging the Divides in Countries of the South ................................................ 53 • Jamal Eddine Naji (Morocco) 1.4. Media Education as a Development Project: Connecting Emancipatory Interests and Governance in India ................................. 65 • Biswajit Das (India) 1.5. Nurturing Freedom of Expression through Teaching Global Media Literacy ...................................................................................... 83 • Susan Moeller (USA) AOC, UNESCO, EUROPEAN COMMISSION, COMUNICAR ○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○ 2. MEDIA EDUCATION AND ITS ENABLING ENVIRONMENT: REFORMS BEYOND CAPACITY BUILDING 6 2.1. Education Reform as an Agent of Change: The Development of Media Literacy in Hong Kong During the Last Decade ................... 95 • C.K Cheung (Hong Kong) 2.2. History, Policy and Practices of Media Education in South Korea ....... 111 • Hyeon-Seon Jeong, Jung-Im Ahn, Ki-tai Kim, Gyongran Jeon, Youn Ha Cho, Yang-Eun Kim (South Korea) 2.3. Implementing Mandates in Media Education: the Ontario Experience ............................................................................................ 127 • Carolyn Wilson and Barry Duncan (Canada) 2.4. Making the Introduction of Multi-Media Technologies Count in Education Reform in Africa: the Case of Ghana .................................. 141 • Kwame Akyeampong (Ghana) 2.5. Media Literacy in MENA: Moving beyond the Vicious Cycle of Oxymora ........................................................................................... 155 • Ibrahim Saleh (Egypt) 3. MEDIA EDUCATION ACTORS OUTSIDE THE EDUCATIONAL FRAMEWORK: TOWARD CIVIC AGENCY 3.1. When Media Education is State Policy ................................................ 177 • Roxana Morduchowicz (Argentina) 3.2. Media Education beyond School.......................................................... 189 • Victoria Camps (Spain) 3.3. The Role of Broadcasting Regulation in Media Literacy ...................... 197 • Eve Salomon (UK) 3.4. Media Education in Turkey: Toward a Multi-Stakeholder Framework ....................................................................................... 211 • E. Nezih Orhon (Turkey) 3.5. Exploring Media Education as Civic Praxis in Africa ........................... 225 • Fackson Banda (Zambia) 3.6. Promoting Youth Civic Participation with Media Production: The Case of Youth Voice Editorial Board ............................................ 243 • Sirkku Kotilainen (Finland) MAPPING MEDIA EDUCATION POLICIES IN THE WORLD ○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○ THE ALLIANCE OF CIVILIZATIONS 7 Foreword Marc Scheuer Director UN-Alliance of Civilizations www.unaoc.org Educators around the world have been championing media education and media literacy for well over two decades, but in most countries policy-makers shaping national education programmes have just recently become aware of the need for media literacy. With this publication the Alliance of Civilizations –in partnership with UNESCO, Grupo Comunicar, and all the contributors– would like to infuse dynamism to the process of normalization which aims to include media education and media literacy in educational curricula across the world. This foreword is not the occasion for an in-depth narrative explaining the reasons why we think that this is important, necessary and urgent. For well developed answers to these questions, I invite the reader to consult the articles presented –with a global perspective– in this publication. I will simply advance the thought that, in the context of our media saturated societies, media literacy is an indispensable tool for the development of critical thinking skills among young people and across society at large. Some go so far as to link media education and media literacy with the all-encompassing Universal Human Right to education. In the often challenging, confusing and con- tradictory media environment in which competing political, economic and ideological interests convene and collide, citizens of all ages need new tools that facilitate and ensure their well being as well as their active civic participation. A truly democratic political system depends on the active participation of its citizens. Active and –most importantly– informed citizens. Media literacy is one of the principal new tools that provide citizens with the skills they need to make sense of the sometimes overwhelming flow of daily media and in particular, new media and AOC, UNESCO, EUROPEAN COMMISSION, COMUNICAR ○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○ information disseminated through new communication technologies. These forces are reshaping traditional values while transforming them into contemporary new ways 8 of understanding life, society, and culture. We agree with those who argue that the capacity to provide symbolic resources and tools to make sense of the complexities of everyday life is an essential dimension of media, given that the institutionalized media are key generators that circulate symbols in social life. In today’s world, citizens, individuals of all ages and genres, need to develop analytical skills that allow for better intellectual and emotional understanding of the symbolic world produced by new media. Without basic «traditional literacy» (reading, writing and numeracy) a person will often find unsurpassable predicaments that will prevent him or her from genuinely participating in social development and civic engagement in our societies. With the arrival of new electronic media, this basic education must now include new skills, new pedagogical approaches: media literacy. From this perspective, media literacy emerges not as an option, but as a necessity. It is a basic stepping stone that enables a human being to fully function, as a discerning citizen, in today’s world. It is indeed urgent and necessary for policy-makers across the world to be aware of this new paradigm, and of new challenges that are emerging from our information society. While it is true that, today, only about one sixth of humanity has access to the internet, the speed with which new electronic technologies

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