Comunicar 39-ingles - Revista Comunicar

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12Comunicar, 39, XX, 2012All these authors address issues and areas covered by the UNESCO Curriculum either directly orindirectly, and offer a broad overview of the key issues affecting teaching practices in media and informationliteracy. But before reading these texts, let us briefly present the structure of the UNESCOCurriculum in order to help the reader understand the articles presented in this edition.The «UNESCO MIL Curriculum and Competency Framework» combines two distinct areas:media literacy and information literacy. The term used for this «umbrella» is: A) «Media and InformationLiteracy» (MIL). It aims to integrate the tradition of information literacy, engaged in issues such as informationneeds, access, location, evaluation, organization and the ethical use of information and informationtechnology. Important sources to keep in mind are: The National Forum on Information Literacy(www.infolit.org), The Association of College and Research Libraries (ACRL) (www.ala.org/acd/ -nili/nilihp.html), The American Association of School Librarians (AASL) (www.ala.org/AASL/ip_ -nine.html); B) Media literacy. For a review of the current use of the definition of Media Literacy, Pottertakes the European context to highlight the contribution of Zachetti and Vardakas, traditionally focusedon issues such as understanding the roles of the media, the critical interpretation of media content, individualexpression as a form of democratic participation and the technological skills of media users to producemedia content.The integration of these different traditions is not only a new terminological convention but involvesa qualitative leap forward in what has so far been the evolution of the relationship between communicationand education. To stimulate this leap forward, the UNESCO Curriculum presents three positions:The first of these, which the Curriculum calls «ecological vision», means the acceptance and recognitionof the various media and informational environments related to media literacy. The second, whichwe could call «functional», means configuring the Curriculum’s objectives and purpose. The third, wedescribe as «operational», is concerned with establishing an appropriate framework to guide and promotethe work of students and teachers.From the «ecological» standpoint the UNESCO Curriculum provides a list of areas and resourcesrelated to media and information literacy: film, television, Internet, books, freedom of expression, amongothers. While this list is imperfectly structured, as it is primarily descriptive and refers to various categories,it is valuable for orientating media literacy towards a very broad communication and media horizonby means of a holistic approach which is unrestricted in terms of covering all media types and formatsas well as content and contexts.It should be noted here that it has not always been evident whether media and information literacyrelates to some or all media. Therefore, it is significant that UNESCO recognizes that media and informationliteracy can only be useful today if it accepts multimedia and cultural convergence with its em -phasis on its multicultural dimension. It matches the position adopted by the European CommissionExpert Group which assumes that media literacy relates to all media.From our point of view, the advantages of this convergent and holistic approach would be enhancedif the UNESCO Curriculum recognized the distinct nature of the elements considered within the term«ecology». For this to occur, it would be sufficient to include in the Curriculum’s proposals (and, therefore,in media and information literacy) the following conceptual categorization: 1) The media and support:film, television, Internet, books, computers and media in general; 2) Institutions: libraries; 3) Typesof content: news, advertising, games; 4) Codes and technologies: digital and analogue; 5) Rights relatingto the individual and public sphere, freedom of speech and information.In fact, the justification for these categories is that media (defined as technologies and support) transmitand produce content of various types and formats and, at the same time, relate to formalized socialcontexts or institutions such as libraries, schools or political entities which, consequently, leads to thedevelopment of activities that are protected by laws or rights. It is this global focus on media that endowsmedia literacy with a holistic approach.In any case, with or without an organized structure, the Curriculum is a considerable leap forwardin terms of approaches which, until very recently, had been jealously guarded as separate autonomies.With respect to the operational framework, the UNESCO Curriculum’s various components combinethree themes: 1) Knowledge and understanding of media and information as key to the develop-© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 10-14
13ment of democratic discourse and social participation; 2) the evaluation of media texts and sources ofinformation; 3) The production and use of media and information.Thus, the UNESCO Curriculum coincides with the approaches that Potter recognized as belongingto media literacy: skills, knowledge and social activity or practice.The Curriculum also acknowledges, as a media literacy object, the presence of competence (as definedby the National Communication Association), that is to say, the capacity of the individual to processmedia content, and that aspect related to interaction and group participation through media and communication.From this starting point, the focus of the Curriculum is on the following points: a) Knowledge ofinformation and the media prior to the construction of a democratic discourse. b) Assessment and analysisof media and their content. c) Production and use of media. This can be summarized as two distinctaspects: analytical/critical, and productive/participative.As readers will discover, most of these items figure in the articles of this edition of «Comunicar».Carolyn Wilson (Toronto, Canada) who, along with Alton Grizzle, is one of the original authors of theUNESCO Curriculum, carries out a systematic review and critique of this document. She analyzes indetail the global structure of the Curriculum, its coherence and organization, and considers each sectionto shed light on its pedagogical balance and educational objectives.Mª Amor Pérez and Agueda Delgado (Huelva, Spain) deal with an aspect related to curriculumdevelopment: the approach of competence. They examine the differences between the concept of digitaland audiovisual competence and media competence. They start with the educational curriculum inSpain and then analyze six international studies related to the topic of literacy, both digital and audiovisual,and after their discussion, provide a new framework as a guide to carrying out media educationactivities.Ibrahim Saleh (Capetown, South Africa) studies the case of his country and its needs in the field ofmedia education. Given the socio-educational situation in South Africa, Saleh presents and discusses theinitiatives taken to promote media and information literacy, and points out their weaknesses and the strategiesthat can be adopted to increase efficiency. He concludes that the UNESCO Curriculum couldhelp improve the current state of media and information literacy in South Africa.The experimental study conducted by Susan Moeller (Maryland, USA) across five continents revealsa key fact: today’s youth, regardless of the context in which they live, are highly addicted to media: theylive with them and have real difficulties when trying to disconnect for longer than one day. Moeller’sexperiments have the added value of providing teachers with an exercise that helps to enhance youngpeople’s awareness of their own media practices and, consequently, improve their own media and informationliteracy.The article by Samy Tayie, Manisha Pathak-Shelat and Irma Hirsjarvi (Cairo, Egypt; Wisconsin,USA and Helsinki, Finland) uses qualitative and comparative methodology to underline the fact thatyoung people around the world are appropriating the new media, especially mobile phones and computers,to meet their own needs. And this phenomenon, according to the authors, is a global fact thattranscends borders and countries, highlighted by the differences in media use between rural and urbanareas. The children and youth of the countries studied (Argentina, Finland, Egypt and Kenya) exhibit achange in attitude towards the news media: they are not simply consumers who simply accept mediacontent, but are becoming «prosumers», that is, active users who create content and actively participatein the new networks, according to their own interests. Therefore, the authors advocate advancing mediaeducation, media literacy and teacher training in these areas in order to instill in children and young peoplethis new creative and participative attitude that is conscious, critical and autonomous.Santiago Tejedor and Cristina Pulido (Barcelona, Spain) study how to empower children and youthin the face of possible risks on the Internet. They are especially concerned with «grooming» and cyberbullying.They note that these threats and risks are not uncommon: in Spain according to the data collected,44% of children state that they have felt sexually harassed at some time, measured against 20% ofchildren in the USA. They stress the need to follow the recommendations of the UNESCO Curriculumand insist on the importance of active strategies for prevention.Sherri H. Culver and Thomas Jacobson (Philadelphia USA) see media literacy as a tool to promoteComunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 10-14
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