1 / 35

Divina FRAU-MEIGS Professor, Sorbonne Nouvelle Section head, “Media Education Research”, IAMCR

WSIS Action Line C9 Media and Information Literacy (MIL): how can MIL harness the affordances of digital information cultures post-2015? . Divina FRAU-MEIGS Professor, Sorbonne Nouvelle Section head, “Media Education Research”, IAMCR

heath
Download Presentation

Divina FRAU-MEIGS Professor, Sorbonne Nouvelle Section head, “Media Education Research”, IAMCR

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WSIS Action Line C9 Media and Information Literacy (MIL): how can MIL harness the affordances of digital information cultures post-2015? Divina FRAU-MEIGS Professor, Sorbonne Nouvelle Section head, “Media Education Research”, IAMCR UNESCO chair, “savoir devenir/forwardances in sustainable digital development: mastering information cultures” WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  2. CONTENTS I. Whatprogress/achievement in implementation? II. What challenges? What augmentation? III. Whatmodels, values, competences, litteracies? IV. What implications for the curriculum and training? V. What suggestions for public policies post 2015? WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  3. I. Taking stock: progress and achievements MIL-stones: A Series of statements and declarationsafter Grunwald (1987), since WSIS Prague Declaration “Towards an Information Literate Society” (2003) Alexandria Proclamation “Beacons of the Information Society” (2005) Paris Agenda (2007) Fez Declaration on Media & Information Literacy (2011) IFLA Media & Information Literacy recommendations (2011) Moscow Declaration on MIL (2012) Global Alliance on Partnerships for MIL Framework and Action Plan(2013) Paris declaration on MIL in digital era (2014) WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  4. I. Taking stock: progress and achievements -Kit for teachers, students, parents and professionals -Internet Handbook By Council of Europe WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  5. I. Taking stock: progress and achievements Part 1 provides the MIL Curriculum and Competency overviewof the curriculum rationale, design, principal themes and the main Competencies for teachers It iscomplementary to the UNESCO ICT Competency Framework for Teachers (2008). Part 2 includes the detailedCoreand Non-Core Modules of the curriculum. Emphasis on libraryliteracy, computer literacy, news literacy… WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  6. I. Taking stock: progress and achievements Integrationof MIL into all levels of educationsystems, particularlythrough: • adaptation of the kit into the MIL Curriculum for Teachers; • setting up of the MIL UniversityNetwork around MILID UNESCO chair; • facilitation of international cooperation; • preparationof a Global Framework on MIL Indicators; • developmentof Guidelines for Preparing National MIL Policies and Strategies; • establishment of an International Clearinghouse on MIL in cooperationwith the United Nations Alliance of Civilizations; • use of the researchcommunity • Reaching out to women and issues of stereotyping, violence, rights… WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  7. I. Taking stock: progress and achievements Research trends and institutions • IAMCR, Media Education Research section (MER) • IFLA, Information literacy section • Clearinghouse (Nordicom) • UN AoCClearinghouse (cultural dialogue, peace) • Council of Europe (Pestalozzi…) • … WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  8. I. Taking stock: progress and achievements *Regional distribution of MIL: somediscrepancies -very active: Europe, the Americas -rising: MENA area, NorthernAfrica -emerging: Asian area, Africa *These trends relate to: level of democraticprocess and availability of free expression in the media and in the schools WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  9. I. Taking stock: risks of MIL displacement post 2015 • Sense of urgency, in spite of “having it all” (frameworks, research, training, …) because of industrial lobbying for computer literacy strictosensu • The necessary transition of MIL to digital information cultures, beyond media studies/printed press. • The push and pull of digital affordances as they affect information under its various definitions (code, data, document, news). • The emergence of other types of competing literacies that fragment MIL (software literacy, digital literacy…) • The need to join the movement of 21st century skillsthat are mostly instrumental, not critical and not creative • The risk of privatization of education via MIL if not embedded in public and national policyframeworks WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  10. II. What challenges? ShuttleScreen Situation Web 2.0source: avg.com.au WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  11. II. What challenges? ShuttleScreen Situation Web 2.0 Source: thestar.com.my WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  12. II. What challenges? ShuttleScreen Situation Web 3.0 wearable interface and HumanEnhanced Technologies (HETs)source: www.pranavmistry.com/projects/sixthsense/ WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  13. II. What challenges? ShuttleScreen Situation Web 3.0 wearable interface and HumanEnhancedTechnologies (HETs)source: google glass atinfo.mobiles.com WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  14. II. What challenges? ShuttleScreen Situation Web 3.0 wearable interface and HumanEnhanced Technologies (HETs)source: digital retinatatiq.intel.com WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  15. II. What challenges? Semantic Web and Internet of Thingssource: http://blogs.nhs.uk/choices-blog/files/2013/01/semantic-web1.jpg WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  16. II. What challenges? Internet of thingssource: egovaliance.org WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  17. II.What challenges? Internet of everythingsource: xmpro.com WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  18. II. What challenges? Internet of subjects? Challenges to the MIL community: Whereis the Internet of Subjects? Can augmented MIL fosterit? WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  19. II.What augmentation for media? Media as spectacles AND services (for schoolsincluded) Media as spectacles + services (including in schools) Media as content aggregators (includingscholastic content) Media as elements of participatory and self expressive culture (including in schools) Media as condition of future jobs (digital agenda of schools) WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  20. II. What augmentation for education? Education as MOOCsand DATA (learninganalytics) • New practices: aggregation, curation, comment, mix and remix, creation,… • Impacts on contents: comment, annotation, mix and remix, various formats(versioning, windowing, merchandising)… • Everyday user-friendlycomputing: navigation on platforms, applications; uploading and downloading)… WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  21. III. Whatmodels? Pre-digital models for MIL Four over-lapping discursive models, more or less in place in schools and practices, diversely distributed in European countries and beyond. • Transmission model= make sense of media and use them efficiently to convey information and heritage • Competencemodel= make normative judgments and be aware of media impact and uses • Citizenship model= engage in the public sphere and foster participation and agency • Creativity model= use media, especially web 2.0 for hands-on approach and media as practice WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  22. Pre-digital Media literacy : the 3 C’s Cultural learning Withinschools outsideschools competences agency Media literacy values knowledge Criticalthinking Creativity WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs Pedagogical uses

  23. III. Whatmodels? digital models for MIL • Translitteracies • Convergence of comment and content • Convergence of MIL and Digital literacy • Convergence of pre-digital 3 C’s and digital C’s • Competences : operational (code, compute, design) • Editorial (write, read, evaluate,publish) • Organisational (search, navigate) WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  24. Digital translitteracies: the 3 info cultures Social uses InfoMedias Withinschools outsideschools competences identity translitteracies values knowledge InfoDocument InfoData WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs Pedagogical uses

  25. III. Whatmodels? Convergence of media and learningmodels for social construction WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  26. III. Whatmodels of augmentation for subjects? Towards a new augmentededucationaldomain: - appropriation of information cultures’ potential in distributedenvironment -translitteracies (including cultures of information) -on the basis of engagingprojects and pedagogies -with Open Educational Ressources and openMOOCs -for sustainable digital developmentvia information cultures and their attendant rights (freedom of expression, privacy,…) WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  27. IV. What implications for the curriculum and training? • Foster cognitive patterns of use adapted to social relevance and reflecting learners’ needs for self actualization, life-streaming and civic agency. • Develop digitally sustainable “information cultures”, via specific competences and e-strategies, so as to lead to the construction of the learners’ online-presence in its cognitive, social and designed dimensions. • Learning analytics can then remain under human control, and ethical by learner design. WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  28. IV. What implications for the curriculum and training?  towards digital humanities and creative industries But risk: toobroad a scope to function and be efficient? towards new literacies and reorganisation of knowledgearound information But risk : is the pre-digital schoolform capable to « deliver » ? WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  29. IV. What implications for the curriculum and training? CURRICULAR PRINCIPLES • A conceptualframeworkaroundtransliteracies, withoperational, editorial and organisational/strategic set of competences • Training that joins a discipline, a technologicalapparatus and the finalized uses and projects of the learner, without disruption betweeninformatics and information cultures • A project-basedpedagogy, with cognitive scaffolding, to integrate the user needs and their attendant digital affordances WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  30. IV. What implications for the curriculum and training? CURRICULAR IMPLEMENTATION • A core curriculum withinfomedia, infodocumentation, infodata, and thenspecialized branches • A pedagogical team with a designer of digital uses • A thirdspaceoutside the classroom (library, fablab, medialab) • AND a fourthspaceonline (exchange platforms…) • Specificevaluations for MIL and translitteraciesatcore moments of pedagogialcontinuity (fromprimary to middle school, from middle to highschool) • Self actualization and lifelong training via MOOCs for MIL (Do-It-YourselfMOOCs, tweetMoocs, …) WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  31. V. What suggestions for public policy? MIL in Internet Governance • A shared vision on MIL and HETs, around information cultures • A public service for augmented MIL in digital era : funding, ressources, trainingand assessment (not evaluation) • Retooling and rebooting the schoolform : third and fourthspaces, pedagogicalcontinuity, access to all … • A strategy for reciprocalre-enforcement of training and research • A call on coordination for all actors (private, public and civicsector) • Inclusion of MIL in anytreaty on Internet Governance as basic tenet for inclusive societies WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  32. V.What suggestions for public policy? E-role for the MIL community *MILin relation to HET (HumanEnhancement Technologies): Move towardsenhancinghumanswithembarkedsystems(tablets, captors, glasses, …) ratherthanenhancingmachines sothatthey substitute for humans (robots for teachers, news aggregators for media,…) *MIL more thanever in relation to HumanRightsbasedgovernance of the Media augmented by HETs, including the right to disconnectfrompervasiveeco-systems of dis-information WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  33. V. What suggestions for public policy?Recommendations • Augmentedperimeter: infomedia, infodocument, infodata • Translitteraciesas 21st centuryskills= operational, critical, editorial and organizational skills • Definition of curriculum + pedagogical continuity from primary school to university • End of diffuse responsibility for MIL: a coordinating body • Improvement of teacher training, funding and assessment • Support of GAPMIL with digital tools for modelisation (scope, serious game) and exchange via MIL-specific social networks • Inclusion of MIL in Internet Governance, especially in relation to UNESCO’s Universality principle for Internet (ROAM= human rights based, openness, accessibility for all and multistakeholder participation WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  34. V. What suggestions for public policy? MIL MOTTOs MIL to civilize and tame the digital! MIL as best tool to solve tensions between the interest of human rights (freedom of expression, privacy, neutrality…) and the state and private sector interests (traceability, surveillance…) No Internet of Objectswithout Internet of Subjects MIL as support for new sociability models (networked individualism) as well as new rights and participation model (digital citizenship) and new agency of individuals as media creators, producers and not only consumers. No codingwithoutdecoding No dilution of MIL in new skills and competences ass MIL is essential especially as digital convergence becomes ambient and naturalized, with media, education and other life-supporting necessities operating their mutation online, where critical thinking and creativity remain key for coding and decoding issues and making sense of our environment. WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

  35. Thankyou for your attention! www.iamcr.org www.translit.fr (researchresults, Augmented MIL Declaration and recommendations) Mail: divina.meigs@orange.fr Website: www.divina-frau-meigs.fr Blog: mediasmatrices.net Twitter: @divinameigs WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

More Related