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Information Literacy Pedagogies of Media and InformaƟ on Literacies Pedagogies of Media and Informa on Literacies Moscow 2012 UNESCO Ins tute for Informa on Technologies in Educa on Authors: Suvi Tuominen, M.Soc. Sc., Project Manager, Finnish Centre for Media Educa on and Audio-visual Media (editor) Sirkku Ko lainen, Professor, Media Literacy and Educa on, University of Tampere, Finland Assistant Authors: Anniina Lundvall, B. Media Design, University of Jyväskylä & Coordinator, Finnish Society on Media Educa on Marjo Laakkonen, B.Soc. Sc. Informa on Sciences, University of Tampere Steering Group: Sirkku Ko lainen, Professor, University of Tampere Ritva-Sini Merilampi, Chair, Finnish Society on Media Educa on Tapio Varis, Professor, University of Tampere Rauna Rahja, Coordinator, Finnish Society on Media Educa on English Editor: Anne Karppinen, Ph.Lic., University of Jyväskylä, Finland The choice and the presenta on of facts contained in this publica on and the opinions expressed therein are not necessarily those of UNESCO and do not commit the Organiza on. The designa ons employed and the presenta on of material throughout this publica on do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area of its authori es, or the delimita on of its fron ers or boundaries. Whilst the informa on in this publica on is believed to be true and accurate at the me of publica on, UNESCO cannot accept any legal responsibility or liability to any person or en ty with respect to any loss or damage arising from the informa on contained in this publica on. Published by the UNESCO Ins tute for Informa on Technologies in Educa on 8 Kedrova St., Bldg. 3, Moscow, 117292, Russian Federa on Tel.: +7 499 1292990 Fax: +7 499 1291225 E-mail: [email protected] www.iite.unesco.org © UNESCO, 2012 ISBN 978-5-905385-07-0 Printed in the Russian Federa on TABLE OF CONTENTS MODULE 1: Understanding Media and Informa on Literacy 7 MODULE 2: Young People as Global Media Audiences 29 MODULE 3: Media Cultures and Technologies 55 MODULE 4: How to Interpret Media 81 MODULE 5: Coopera on and Sharing Ideas 107 4 PREFACE UNESCO has been ac vely involved in developing founda ons for media and informa on literacy to assist Member States in pursuing the achievement of the objec ves of the Preface Grünwald Declara on (1982), the Alexandria Declara on (2005) and the UNESCO Paris Agenda on Literacy on (2007) related to MIL. In 2010, UNESCO Ins tute for Informa on Technologies in Educa on (IITE) published a monograph Media Literacy and New Humanism. The study was ini ated to provide a deeper insight into the recent trends in the development of media culture and media literacy movement, and to provide conceptual framework for media literacy, new media literacy curriculum and teacher training. The monograph combined educa onal philosophy discourse and educa onal research approaches. On the basis of the analysis of the recent UNESCO, EC and other ini a ves in media literacy, its authors José Manuel Pérez Tornero and Tapio Varis formulated basic principles of an agenda intended to strengthen the contribu on of media literacy to intercultural dialogue. Media and Informa on Literacy Curriculum for Teachers published by UNESCO in 2011 has become a result of collaboration of experts from a wide range of domains such as media, information, ICTs, education, and curriculum development. Since 2008 several international expert group meetings were organized to advise on the strategy in curriculum development and review the dra ; MIL training resources were mapped globally; four expert groups were commissioned to prepare the dra curriculum; a series of eld tests through training workshops and consulta ons in Southern Africa, La n America and the Caribbean and South Asia was organized. Then a second dra was developed, the nal version was edited and the Curriculum was published. According to Mr. Janis Karklins, UNESCO Assistant Director-General for Communica on and Informa on, the Curriculum is pioneering for two reasons. First, it MODULE 1: Understanding Media and Informa MODULE 1: Understanding is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one pla orm… Second, it is speci cally designed with teachers in mind and for integra on into the formal teacher educa on system, thus launching a cataly c process which should reach and build capaci es of millions of young people. The Curriculum has been translated into French, Spanish and Arabic. IITE has recently translated the Curriculum into the Russian language. Two expert mee ngs were held by IITE in collabora on with the UNESCO Moscow O ce and the Russian Commission for UNESCO Informa on for All Programme in December 2011 and June 2012 to consider the opportuni es for the localiza on and introduc on of the Curriculum to the Russian media context. During these mee ngs the experts in media and informa on literacy from Belarus, Mexico, Norway and Russia also discussed the idea and the concept of the Handbook Pedagogies of Media and Informa on Literacies that was commissioned by IITE to the experts of the Finnish Society on Media Education. This Handbook was designed in an e ort to de ne the basics of media skills and propose the approaches to their evalua on. It is my pleasure to present this book to the audience. These materials will also be accessible at the IITE website as an online course. I hope that it will become a useful tool that would equip teacher training ins tu ons and facilitate teaching media and informa on literacy both in pre-service and in-service teacher training, and at schools. Dendev Badarch UNESCO IITE Director a.i. FOREWORD Current advances in informa on technologies and propaga on of new digital media and learning environments s pulate the increasing importance of media literacy, which is today recognized almost universally as one of the key competences in the educa onal system. This is well illustrated in the monograph Media Literacy and New Humanism published by the UNESCO Ins tute for Informa on Technologies in Educa on (UNESCO IITE) in 2010. The main objec ve of the study was to inves gate digital and media literacy in the context of educommunica on and new humanism that is commi ed to the goal of counterac ng the depersonalising ec ects of mass technology. The study provides a deeper insight into the recent trends in the development of media culture and media literacy movement, and conceptual framework for media and informa on literacy. Commissioned by the UNESCO IITE, this handbook Pedagogies of Media and Informa on Literacies is designed for teachers with media and informa on literacy curriculum as the core source to strengthen teachers rela ons to media. An important base for developing this online course has been the UNESCO Curriculum for Teachers Media and Informa on Literacy (a structured guide of important themes in media and informa on literacies opening up the conceptual basis. Being aligned with the topics of the Curriculum, the handbook Pedagogies of MIL is focussed on prac cal pedagogies, it shows how to teach and learn media and informa on literacies. The spectacles are on student centered pedagogies, youth cultures online and on psychological viewpoints of child and youth development. Another star ng point was Media Literacy and New Humanism published by the UNESCO Ins tute for Informa on Technologies in Educa on in 2010. Moreover, the Handbook has been in uenced by The World of Media (available in Finnish:h p://www10.edu. /lukiodiplomi/media/#1) developed by the authors of this Handbook and published online by the Finnish Na onal Board of Educa on. As noted by Perez Tornero & Varis in Media Literacy and New Humanism, edu com munica on requires educators to have a certain media consciousness and ac ve competence with regard Media and Informa MODULE 1: Understanding to ICTs. Today’s classrooms can be organised, in terms of communica on with devices that are not only instrumental in obtaining informa on and disseminate it, but also set up cogni ve coopera ve networks. Studying can be done in networked learning communi es. Observa on, explora on, analysis, documenta on, communica on of knowledge: all of these ac vi es are already being supported by ICTs and will increasingly be engaged over me, requiring more and be er educommunica on skills from the educa onal community and strengthening the connected school. However, this ins tu onal and systema c ec ort has been undertaken rela vely recently and has not yet become an integral part of educa on un l recently. The most important educa onal ow is s ll spontaneous, rou ne and unregulated by either conven ons or ins tu ons. In the case of the media educa on, the ow of learning and teaching is generally spontaneous, informal, unsystema c and unprogrammed. Generally speaking, children and youth, the elderly, and media users in general learn without formal educa onal media on. That is, they learn without an explicit curriculum, in a prac cal, induc ve way, by themselves, no ng their own mistakes, using their peers as advisors or imita ng others’ behaviours. Very rarely do they receive knowledge from a manual or guidebook. Everything happens as a unprompted, natural phenomenon and without explicit curriculum. However, we should not lose sight of the fact that the current social, technological and media contexts actually impose their non-explicit, almost hidden curriculum. This is the context in which media skills are usually learnt.
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