Comunicar 39-ingles - Revista Comunicar

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14Comunicar, 39, XX, 2012civic participation. They analyze experiences in three different contexts: a) Powerful Voices for Kids, anexperience of the Media Education Lab at Temple University; b) the Salzburg Academy of Commu -nication and Social Change, c) a World Link project entitled «Cultivating the Net Generation of Youthas Global Citizens and Media Literate Leaders in a Digital Age». In all these cases, the central conceptsof the UNESCO Curriculum are seen to be highly effective.Vitor Reia-Baptista has been involved in several European experiences in media education with filmat its core. In so doing, he acknowledges the possibilities of the use of film in the improvement and deepeningof the media and information literacy part of the UNESCO Curriculum.Sara Pereira and Manuel Pinto (Porto, Portugal) present the results of a project entitled «Resourcesfor media literacy», research that was developed at the Centre for Communication Studies and Societyand funded by the Evens Foundation (Belgium). This is an intervention project that proposes pedagogicalpractices of reflection and learning about television, video games and the internet. The resultsdemonstrate the importance of considering the different elements that can enrich students’ critical competence.Finally, Morella Alvarado (Caracas, Venezuela) proposes rules for developing critical reading of themedia in schools. The objective is to develop in students a spirit of good citizenship, independence andautonomy to be able to understand the political and institutional contexts of the messages.Notes1 We acknowledge the efforts and collaboration of José Ignacio Aguaded, Editor of «Comunicar» and his team, and CristinaPulido, of the Autonomous University of Barcelona, whose unstinting efforts have enabled this edition of the journal to see the lightof day.© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 10-14
D O S S I E Rl Carolyn WilsonToronto (Canada)Recibido: 17-02-2012 / Reviewed: 18-03-2012Accepted: 28-03-2012 / Published: 01-10-2012DOI: 10.3916/C39-2012-02-01Media and Information Literacy:Pedagogy and PossibilitiesAlfabetización mediática e informacional: proyecciones didácticasABSTRACTThis paper will present an overview of UNESCO’s Media and Information Literacy (MIL) Curriculum forTeachers. This overview includes an exploration of key program areas for trainers in order to teach key issues relatedto MIL and the competences needed for developing programs. These program areas include: a conceptual andorganizational framework; production and use of information; media texts and information sources; evaluation andanalysis; media audiences; democratic discourse and social participation; approaches for curriculum adaptation, andpedagogical approaches for the classroom (textual analysis, contextual analysis, case study, translation, simulationand production). After introducing these key areas of the program, the paper will conclude by offering recommendationsfor the successful development, adaptation and implementation of MIL Programs. Main recommendationsare: curriculums leaders have to be available for training, support and consultation, promotion of teachers networkwho are implementing MIL initiatives, inclusion in official papers of educational curriculums, analyzing needs of thestudents before implementing modules of the curriculum, facilitating online resources for teachers, professionalizingMIL teachers, promoting collaboration between community members (family, teachers, students, other stakeholders),and finally research to identify best practices and new trends to be developed.RESUMENEste artículo presenta una visión general del Currículum UNESCO de Alfabetización Mediática e Informacional(MIL) para profesores, mostrando las áreas clave y temas relevantes del programa, así como las competencias necesariaspara desarrollar estrategias didácticas de alfabetización mediática. Las áreas incluyen: un marco conceptual yorganizativo; producción y uso de la información; textos mediáticos y fuentes de información; su evaluación y análisis;audiencias mediáticas; debate y participación social; los modelos de adaptación del currículum, y los modelospedagógicos a utilizar en el aula (análisis de texto, análisis del contexto, estudios de caso, traducción, simulación yproducción). Una vez presentadas las áreas clave del programa, se presenta una serie de recomendaciones para eldesarrollo, adaptación e implementación del Currículum UNESCO con éxito. Así se destaca que la importancia dela formación de los líderes; la importancia de los soportes y el asesoramiento; la promoción de redes de profesoresimplicados; inclusión de la alfabetización en los documentos oficiales educativos; el análisis de las necesidades de losestudiantes antes de la implementación de los módulos en el currículum; la urgencia de facilitar recursos on-line alprofesorado; de profesionalizar el profesorado; de promover la colaboración entre los miembros de la comunidad(familias, profesorado, estudiantes, y otros agentes), y finalmente promover la investigación en alfabetización mediáticapara identificar las mejores prácticas y las nuevas tendencias en el campo de estudio.KEYWORDS / PALABRAS CLAVEMedia literacy, information, pedagogy, democracy, technology, critical, curriculum.Alfabetización mediática, información, pedagogía, democracia, tecnología, crítico, currículum.v Carolyn Wilson is Past President of the Association for Media Literacy in Canada and an Instructor at the OntarioInstitute for Studies in Education at the University of Toronto (Canada) (carolyn.wilson@utoronto.ca).Comunicar, n. 39, v. XX, 2012, Scientific Journal of Media Education; ISSN: 1134-3478; pages 15-22www.comunicarjournal.com
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