Media and information literacy curriculum for teachers.pdf - Yo! BaNa

THE CURRICULUM
FRAMEWORK
Based on the recommendations of the UNESCO expert group on MIL 3 and the modules
developed in the curriculum to accompany the framework, three key interrelated thematic
areas have been delineated as the broad curriculum areas under which the MIL curriculum
for teachers is framed. They are:
1. Knowledge and understanding of media and information for democratic discourses
and social participation.
2. Evaluation of media texts and information sources.
3. Production and use of media and information.
These have been linked with six key areas of general education and teacher development to
depict their progressive relationship and create a curriculum framework for the UNESCO
MIL Curriculum Framework for Teachers (see Table 1).
22
The MIL curriculum framework and accompanying curriculum modules are nonprescriptive
so as to facilitate their adaptation to global, regional and national strategies.
(See the Adaptation Process and Integration Strategies sections of the Introduction to
Part 2 of the MIL Curriculum for more information.) They should be flexible enough to
be adapted to fit different educational and institutional systems and tailored to local
needs. However, UNESCO considers that any useful exposure of teachers to MIL should
necessarily include elements which emphasize the fundamental freedoms as outlined
in Article 19 of the Universal Declaration of Human Rights. In whatever adapted form,
the MIL curriculum should help develop teachers’ understanding of the importance of
these fundamental freedoms and rights as an integral part of civic education, first in the
classroom environment and also in the local and global environments.
The MIL curriculum is relevant in print and audiovisual environments including newspapers,
books, broadcast media such as radio and television, and in online news media and other
information providers. Thus, the training of MIL teachers should not be seen as reserved
only for those with access to advanced technologies. It is equally applicable in contexts
where use of advanced technologies is limited.
3 This document draws on the recommendations of the UNESCO International Expert Group on Teacher Training Curricula
for Media and Information Literacy, 2008.