Comunicar 39-ingles - Revista Comunicar

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10Comunicar, 39, XX, 2012IntroductionDOI: 10.3916/C39-2012-02-00Teacher Training in Media Education:Curriculum and International ExperiencesIDr. José Manuel Pérez-TorneroFull Professor at the Autonomous University of Barcelona (Spain)Dr. Samy TayieFull Professor at the University of Cairo (Egypt)n April 2008, Pérez-Tornero received an urgent commission from UNESCO to draft a textbaseto develop a curriculum for teacher training in media and information literacy. Therewere already some precedents in the shape of previous work carried out by Perez-Tornerofor UNESCO. In 2002, in a joint UNESCO and European Commission project, MENTOR,Pérez-Tornero and Tayie led a group of international experts who prepared a media education curriculumfor teachers in the Mediterranean area. In 2004, Pérez-Tornero conducted another study forthe European Commission, promoting Digital Literacy, in which he stated the need to foster a changein media culture and communication skills for which the training of teachers was crucial. This issue hadarisen in another study conducted by the same author, also for the European Commission («Study onCurrent Trends and Approaches to Media Literacy in Europe») in which teacher training and the developmentof a curriculum on media information literacy was deemed essential.But there were other more significant precedents. In fact, since UNESCO began to deal withmedia education on an international level (the Grünwald Declaration in 1982 followed in 1990 byToulouse; Vienna, 1999; Seville, 2002 and Paris, 2007), the need for a media education curriculumand teacher training has gained in urgency, supported by proposals from pioneering studies on the subjectby Masterman, Pugente, Duncan, Balzaguette, Gonnet and others.Why precisely in 2008 did UNESCO launch the idea of developing a global curriculum withregard to the training of teachers? Certainly, the reasons are many but some are truly striking: A) In2008, the Summit of the Information Society of the United Nations (Geneva, 2002 and Tunis, 2005)had already been overtaken by the need to constitute societies of knowledge in which media and informationliteracy was to be decisive; B)At that time almost all education systems worldwide were undertakingcurricular reforms that placed the development of student skills at the center of the system, amongthe most important being the digital skills related to new media; C) It was also unquestionably the timeto integrate the Internet and ICTs in the classroom. For that reason, the renewal of skills and the trainingof teachers became a must; D) Furthermore, the development of Web 2.0 (whose concept emergedin 2004) was rendering obsolete the out-dated distinction between education’s usage of the media,and education and its position with respect to the media, because for the first time media could be usedin a general and creative way in terms of educational systems that was not just responsive. Teachersand students could now become producers, creators and communicators; E) At that time, the globalizationof the media had taken such a giant step forward that upgrading universal education strategies© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 10-14
11IntroductionComunicar, 39, XX, 2012could no longer remain unthinkable.Rather, it was deemed a necessity; F) Inany case, and whatever the reasons, in2008 the development, dissemination andtesting of what is called «The Media andInformation Literacy Curriculum forTeachers», was put into effect for the firsttime globally. And after three years ofhard work, the full text of this curriculum,involving many international experts, waspresented on July 1, 2011 in Fez (Mo -rocco). Since then, more than a dozencountries have been developing theirown adaptations of the curriculum andhave been actively experimenting withtheir various proposals and recommendations.This same forum in which the curriculumwas presented also saw the launchof what would become the platform fordeveloping academic research and development:the «UNITWIN CooperationProgram on Media and InformationLiteracy and Intercultural Dialogue»,which is the result of an agreement be -tween UNESCO and the United NationsAlliance of Civilizations and eight committeduniversities from around the world (those of Sao Paulo, in Latin America, Temple, representingNorth America, the Autonomous University of Barcelona, Europe, Cairo, in Africa, the University of theWest Indies in the Caribbean, the Tsinghua University in Asia, the Queensland University of Technologyin Oceania, and the Sidi Mohamed Ben Abdellah University in the Maghreb). This platform combines themission to foster the development of this Curriculum with UNESCO to promote media and informationliteracy and to improve intercultural dialogue, thereby underlining that teacher training in media and informationliteracy will be a major challenge for the global education system at least for the next decade.This current issue of «Comunicar» seeks to reflect on this universal challenge: the curriculum and teachertraining in media and information literacy focus, although not exclusively, on the UNESCOCurriculum and on diverse experiences within the field of media and information literacy and teacher trainingdevelopment. This edition of the journal includes several texts on various strategies and teachingpractices in media education.The journal editors 1 have sought the assistance of experts and researchers from different latitudes anddisciplinary approaches with a special invitation extended to members of the «UNITWIN: CooperationProgram on Media and Information Literacy and Intercultural Dialogue» as well as to experts involved incurriculum development for UNESCO and other prominent researchers actively working towards itsdevelopment.© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 10-14
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