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Media Literacy European Experience A comprehensive view of the media literacy policy in Europe José Manuel Pérez Tornero European Media Literacy Expert.

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Presentation on theme: "Media Literacy European Experience A comprehensive view of the media literacy policy in Europe José Manuel Pérez Tornero European Media Literacy Expert."— Presentation transcript:

1 Media Literacy European Experience A comprehensive view of the media literacy policy in Europe José Manuel Pérez Tornero European Media Literacy Expert Group Málaga, June, 2010

2 Understanding Media Literacy European Media Literacy Approach Assessing media Literacy levels in Europe Media Literacy Policy Questions and answers

3 European Media Literacy Approach 1

4 Europe: Creating conditions to evaluate Media Literacy Study on media literacy trends in Europe Media Litracy Program 1999 Safer Internet 2006 Media Literacy for digital environment Communication 2007 Audiovisual Media Service Directive Media literacy Indicators 2004 Promotingg digital literacy

5 2007 Communication Commission A European approach to media literacy in the digital environment Focus on: Media literacy for commercial communication Media Literacy for audiovisual works Media literacy for digital environment (online)

6 2007 (1) Media literacy for commercial communication Focus on: A.Giving young audiences tools to develop a [CRITICAL APPROACH] to commercial communication, enabling them to make informed choices B.Raising [AWARENESS] and knowledge among all interested parties about self- and co-regulatory measures and mechanisms, and about the need of development and implementation of codes of conduct C.Encouraging public/private financing in this area with adequate transparency

7 2007 (2) Media Literacy for audiovisual works Focus on:  Providing to young European audiences, better [AWARENESS] and knowledge about our film heritage and increasing interest in these films and in recent European films  Promoting the acquisition of audiovisual [MEDIA PRODUCTION] and [CREATIVITY SKILLS]  Understanding the importance of copyright, from the perspective of both consumers and creators of content

8 2007 (3) Media literacy for digital environment (online) Communication from the Commission to the European Parliament A European approach to media literacy in the digital environment Focus on: Empowering users with tools to critically assess online content [CRITICAL APPROACH] Extending digital creativity and production skills [MEDIA PRODUCTION] Encouraging [AWARENESS] of copyright issues Ensuring that the benefits of the information society can be enjoyed by everyone (e-inclusion) Raising [AWARENESS] about how search engines work (prioritizations of answers, etc.) and learning to better use search engines [BETTER USE]

9 Understanding Media Literacy 2

10 Defining Media Education Grunwald, 1982 Toulouse, 1990 Viena, Sevilla, 2002 Paris, 2007 Defining Information Literacy Alexandria Proclamation of 2005, Information Literacy is the capacity of people to recognise their information needs; locate and evaluate the quality of information; store and retrieve information; make effective and ethical use of information, and apply information to create and communicate knowledge UNESCO

11 Information Literacy skills

12 The Report covers 127 economies to: Determine national ICT strengths and weaknesses, and to evaluate progress Highlights the continuing importance of ICT application and development for economic growth Measure the degree of preparation of a nation or community to participate in and benefit from ICT developments The Networked Readiness Index (NRI) assess: The environment for ICT offered by a given country or community The readiness of the economy's key stakeholders - individuals, business and governments The usage of ICT among these stakeholders World Economic Forum Global Information Technology Report Readiness Index

13 The Networked Readiness Index Framework Structure of the Networked Readiness Framework used in this research

14 United Nations United Nations e-Government Survey 2008 From e-Government to Connected Governance The e-Participation The concept of connected government is derived from the whole-of-government approach which is increasingly looking towards technology as a strategic tool and as an enabler for public service innovation and productivity growth.

15 Technological and media change /

16 TDT

17 2006 Media literacy definition  [CRITICAL APPROACH] “Media literacy may be defined as the ability to access, analyse and evaluate the power of images, sounds and messages which we are now confronted with on a daily basis and are an important part of our contemporary culture, as well as  [COMMUNICATE] to communicate competently in media available on a personal basis.  Media literacy relates to all media, including television and film, radio and recorded music, print media, the internet and other new digital communication technologies.  [AWARENESS] The aim of media literacy is to increase awareness of the many forms of media messages encountered in our everyday lives. It should help citizens recognise how the media filter their perceptions and beliefs, shape popular culture and influence personal choices. It should empower them with critical thinking and creative problem- solving skills to make them judicious consumers and producers of information.  [PARTICIPATION] Media education is part of the basic entitlement of every citizen, in every country in the world, to freedom of expression and the right to information and it is instrumental in building and sustaining democracy”.

18 Conceptual relations [PARTICIPATION] [COMMUNICATE] [CREATIVITY] [MEDIA PRODUCTION] [AWARENESS] [CRITICAL APPROACH] [BASIC USE/ BETTER USE] [Sustaining Democracy] [On line content] [Informed choices] [Copyrights use] [Film heritage European films] [Digital and audiovisual media] [All media] [Search engines] [self and co-regulatory systems] [Transparency]

19 Media Literacy Media education Democracy Right of information Regulatory authorities Family education Informal education Formal education Teaching ethics and values Interaction with the media Participation and active citizenship Freedom of expression Participation in the public sphere Intercultural dialogue Professionals Values Audiovisual literacy. Digital literacy Reading and writing literacy Critical and creative abilities and skills Analysis Critical thinking Personal autonomy Creative and production skills Evaluation Technical skillsSemiotic and cultural skills Communicative skills Access Solving problems Informed selection

20 TDT Media and Environmental factors Media Work Familly and pairs School City Global society

21 Assessing media Literacy levels in Europe 3

22 To evaluate the European progress on media literacy The Audiovisual Media Services Directive (2008) sets out a reporting obligation for the European Comission to measure levels of Media Literacy in European Union Member States + It stablishes a report on assessment on media literacy levels by 2011 Objective

23 Criteria ( κριτήριον) Assesment (Evaluation) FactsOpinions Conduct Indicators and Tool

24 Dimensions Technical operations Understanding Creatives/ Expressives Comunicationals/ relatinals Mental Empirical

25 TDT Use [BASIC USE/BETTER USE] [COMMUNICATE] [AVALAIBILITY]

26 Critical understanding [AWARENESS] [CRITICAL APPROACH]

27 Communication and active participation [SUSTAINING DEMORACY] [PARTICIPATION] [COMMUNICATE] [MEDIA PRODUCTION]

28 Framework Media avalaibilityEnvironmental factors Use Critical understanding Communicate

29 Dimension 1: Personal Skills USE. Technical skills ComponentsFactors Enhanced Internet use Balanced and active use of media Computer and Internet skills Indicators  Computer skills (card)(card)  Internet skills  Internet Use  Newspaper circulation (card)(card)  Going to the Cinema  Reading Books  Mobile phone subscriptions (card)(card)  Buying by Internet  Reading News by Internet  Internet Banking (card)(card)  E-government

30 Indicator card

31

32

33

34 Dimension 1: Personal Skills CRITICAL UNDERSTANDING Cognitive and critical skills User behavior Knowledge about media and media regulation Understanding Media content and its functioning Reading text (card)(card) Classifying written and audiovisual texts Distinguishing media content (all media) Elements to which the user attaches importance to rely on the information Classifying websites Classifying media platforms and interaction systems Media concentration (card)(card) Knowledge and opinion regarding the media regulation subject Do you know which institution sanctions possible violations of the law operated by TV stations? Do you know the authorized institution to turn to when you noticed something insulting, injurious or offending on TV, radio or Internet? If the answer is yes, named it)? Rules and rights is applicable to media content Perceptions of the watershed (card) Knowledge about regulation on internet Author / Use right Exploring information and critical search of information Checks made when visiting new websites (card)(card) Judgments made about a website before entering personal details ComponentsFactorsIndicators

35 Indicator (to be developed) card

36

37

38 Dimension 1: Personal Skills COMMUNICATE. Communicative and participative skills ComponentsFactors Content creation Participation Social relations Indicators User-created content (post messages) Networking website (card)(card) Internet for cooperation “User centricity” on online public services Citizen participation activities ever done E-government usage by individuals Media production skills Experience of creativity media (card) (card) User-created content (create web pages)

39 Indicator card

40

41  Mobil phones per 100 inhabitants (card) Mobil phones per 100 inhabitants (card)  Broadband penetration rate  Population and household equipment  Radio sets per 1000 inhabitants (card) (card)  Newspapers circulation  Screens per country DIMENSION 2: ENVIRONMENTAL FACTORS AVAILABILITY ComponentsFactors Newspapers Television Mobil phone Indicators Internet Radio Cinema

42 Indicator card

43

44 Organisations which are active in ML Activities of ML developed by civil associations Coordination/cooperation between civil associations MEDIA LITERACY CONTEX ComponentsFactors Civil society role Media industry role Media education (card) Indicators ML presence in the curriculum Modality on ML in the curriculum ML teachers training ML educational activities ML didactic resources Existence of regulatory authorities Importance of the authorities. Legal mission Activities of Regulators on Media Literacy Newspapers Television channels Cinema Festivals Telephone companies Internet providers Others organizations) DIMENSION 2: ENVIRONMENTAL FACTORS Regulation authorities (card)

45 Indicator card

46 Factor card

47 Indicators structure


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