Media and Information Literacyand Intercultural Dialogue - Nordicom

Jose Reuben Q. Alagaran IIIn developing the curriculum, there must be a balance of learning outcomes forproducers and consumers of media and information content that should be reflectedin the curriculum program learning outcomes. These learning outcomeswill then be specifically identified in the different course subjects to be offered.There is a need, however, to strategize concerning how to offer media andinformation literacy content in different subjects for each year level.Applying the Framework in DevelopingCommunication Curriculum ContentBased on the foregoing discussion, UNESCO’s three thematic areas and theircorresponding learning outcomes as producers and consumers of media andinformation may be integrated into the professional competencies of a communicationgraduate. The following steps are adopted in developing an outcomebasedcommunication curriculum based on MIL learning outcomes:1. Identify the expected learning outcomes of media and information literategraduates of Bachelor of Arts in Communication program;2. Identify the roles in terms of producers and consumers of media messages;3. Develop a general description of expected duties for each role;4. Identify the professional competencies based on MIL learning outcomes;5. Identify specific or clusters of course subjects into which the identifiedprofessional competencies can be integrated;6. Develop the curriculum;7. Identify performance indicators or assessment procedures to measure effectivenessand efficiency of desired learning outcomes;8. Determine the specific administrative, andragogical and instructionalstrategies and/or activities based on indicators; and9. Develop the curriculum program learning outcome/s; and10. Develop the course syllabi and materials.A matrix may also be used to guide the curriculum designer in developing anoutcome-based curriculum as follows:410