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Erasmus Plus Wageningen, 24-06-2019

How to Promote Intercultural Media and Digital Literacy Skills in Multicultural Neighborhoods as a Tool for Social Inclusion. Erasmus Plus, KA2 – Cooperation and Innovation for Good Practices. Erasmus Plus Wageningen, 24-06-2019. Content of presentation. Introduction Mira Media

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Erasmus Plus Wageningen, 24-06-2019

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  1. How to Promote Intercultural Media and Digital Literacy Skills in Multicultural Neighborhoods as a Tool for Social Inclusion. Erasmus Plus, KA2 – Cooperation and Innovation for Good Practices Erasmus Plus Wageningen, 24-06-2019

  2. Content of presentation • Introduction Mira Media • Mira Media and European projects: lessons learned • Origin of the projectIntercultural Media and Digital Literacy Skills in Multicultural Neighborhoods • Erasmus Plus project: Digital Generation Gap in Migrant and Low Educated Families DGGMLF) 2014 – 2017, Cooperation for innovation and the exchange of good practices, Strategic Partnerships for adult education • National execution • Transnational experiences • Erasmus Plus project: COmmunityLIBraries and digital LITEracy skills for MLF children (COLIBLITE) 2017 – 2020, Cooperation for innovation and the exchange of good practices, Strategic Partnerships for school education • National execution • Transnational experiences • Conclusions

  3. MIRA MEDIA origin of the project • Mira Media was founded in 1986 by the national migrant organizations in order to realize more diversity in the media. • At present Mira Media operates as local social digital mediator in neighborhoods in the city of Utrecht. It supports community- and migrant organizations and schools to help MRS groups (of all generations) to cope with the digitalization in all areas of life. • The activities of Mira Media aim: • To improve their digital citizenship skills an/or ; • To develop educational neighbourhoodalliences; • To offer management support by implementing digital citizenship policies; • To facilitate supporting training of professionals; • To facilitate intercultural educational parent meetings; • To facilitate out of school activities for children en youngsters in multicultural neighbourhoods in Utrecht

  4. WORKING FILOSOPHY OF MIRA MEDIA SINCE 1986

  5. The origin of the project …

  6. SURVEY DIGITAL SKILLS MIGRANTS 2013 • 30 roundtable meetings with migrant parents • Questions to the migrant parents: • What do parents want to know about their children’s internet use; • And what are their needs; • How do migrant parents use the internet themselves; • What are their own digital skills.

  7. OUTCOMES SURVEY • Migrant parents have same worries and educational questions as Dutch native parents; • Migrant parents use internet and same media appliances with internet connection as Dutch parents; • Same diversification in use between migrant parents, related to age, educational level, etc. • Migrants are using different websites and more often communication tool like Skype to communicate with friends and family in countries of origin. (depending on available internet in those countries; • Migrants, especially the Turkish community, are using websites in own language, based in their country of origin as well as in the Netherlands.

  8. PROBLEMS AND OBSTACLES: Local • No available experienced intercultural teachers • Dutch language skills • Computer facilities • Insufficient educational infrastructure

  9. REQUESTS • Requests from parents: • Information meetings and workshops on how to cope with internet use children; • Courses to improve own digital skills. • Preconditions to participate: • During school time children • Trusted environment • Reliable and intercultural teacher

  10. PROJECT SCOPE To develop a comprehensive approach that allows migrant parents to prepare their children to a self-supporting life in a rapidly digitalizing society

  11. TRANSNATIONAL PARTNERSHIP Italy, Bologna UK, London Romania, Bucharest Netherlands, Utrecht, Amsterdam

  12. PROJECT SCOPE Fase 1 Fase 2 Fase 3 National- local research; Network investment Pilots andimplementation Evaluation andsustainableimplementation ANNUAL TRANSNATIONAL ACADEMIES

  13. FASE 1: NEIGHBOURHOOD NETWORK

  14. FASE 1: LOCAL PARTNER ORGANISATIONS • Libraries • Schools • Welfare • Community centres • Youth health care • Municipal health services (GGD) • Migrant-organisations • Religious institutions • Educational organisations (f.i. computer courses)

  15. FASE 1: TRAINING INTERCULTURAL MEDIACOACHES MEDIACOACHES

  16. FASE 1: TRANSNATIONAL CONCLUSIONS • Results of national research: • Big differences in national environments, targetgroups and experience; • Transnational training of intercultural mediacoaches; • National coaching by transnational coordinator.

  17. FASE 2: PROJECT IN PRACTICE Where did we find our target groups?

  18. FASE 2: LOCAL PROJECT IN PRACTICE

  19. FASE 2: PROJECT IN PRACTICE - UTRECHT

  20. FASE 2: TOPICS IN PARENT MEETINGS MEETINGS

  21. FASE 2: CYBERPARENTS

  22. FASE 2: FOLLOW UP ACTIVITIES

  23. RESULTS 2014 - 2015 Participation of 1100 parents.

  24. FASE 2: TRANSNATIONAL CONCLUSIONS • How to realize a sustainable implementation: develop a new project with involvement/ownership of the “sustainable keyholders” and use it as a “carrot”! • Central role for library • Better involvement of schools • Ownership (what’s in it for me?) • Activities for parents and children! • Intercultural media competences for professionals • Solution!!!: Development of new Erasmus Plus project togetherwithlibrariesand schools.

  25. FASE 3: TOOLKIT • Localdessimination meetings • Local digital newsletters • Final European conference • Presentations in European meetings • Online Toolkit aaaaaaaa

  26. FASE 3: TRANSNATIONAL CONCLUSIONS • The “sustainable approach” was successful: • Libraries came onboard because of follow-up application • Final conference was in national library of Romania • Commitments to implement the results of the project were the base of the Erasmus Plus follow-up project. • Projects have to be based on national/local/school policies rather than European policies. • Central project management local / European is essential!

  27. Local horizontal cooperation between schools, libraries, youth work, community centers and MLF parents • Vertical implementation digital citizenship and digital 21st century skills programs in school- and library programs

  28. Naar een mediawijze school SIX CYLINDERS OF DIGITAL CITIZENSHIP 1. Vision & Policies 2. Parent involvement 6. Support childrenoutside school hours Each COLIBLITE partner / school 3. Competencieseducational professionals 5. School curriculem 4. Cooperation with partners in theneighbourhood

  29. FASE 3: TRANSNATIONAL CONCLUSIONS • One annual transnational meeting is not enough • Introduction of webinars • Every IO has its own coordinator • Format, aims and objectives work for everybody. • The implementation is completely different in each country. • Competence scheme of DIGI-Comp offers lingua franca. • Working visits during transnational meetings are clarifying differences

  30. THANK YOU FOR YOUR ATTENTION!

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