Comunicar 39-ingles - Revista Comunicar

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16Comunicar, 39, XX, 20121. IntroductionIn 2007, UNESCO’s General Conference at its34th session invited the Director-General to explorenew initiatives to further support media and informationliteracy (MIL), with the overall objective of providingthe opportunity for users to make informed judgmentsabout media and information sources and broadencivic participation in the media. In 2011, UNES-CO took a significant step in this direction: an MILcurriculum for teachers was introduced which wouldenable teachers to develop a greater understanding ofthe role of media, and information technology, in theirown lives and in the lives of their students.The MIL curriculum defines media and informationliteracy as «the essential competencies (knowledge,skills and attitudes) that allow citizens to engagewith media and other information providers effectively,and develop critical thinking and life-long learning skillsfor socializing and becoming active citizens». MIL isconcerned with the process of understanding andusing media and other information providers, as wellas information and communication technologies. It isconcerned with helping teachers and students developan informed and critical understanding of how variousmedia and technologies operate, how they can beused, how they organize information and create meaning,and how to evaluate the information they present.MIL also involves the ethical use of media, informationand technology, as well as participation indemocratic and intercultural dialogue. MIL is both acontent area and way of teaching and learning; it is notonly about the acquisition of technical skills, but thedevelopment of a critical framework and approaches.It is clear that in this information age, we need toembrace an expanded definition of literacy, one thatincludes print, screen-based and electronic media andinformation. MIL enables students, in the words ofFreire and Macedo (1987), to «read the word and theworld»: to understand the word on the page and theimage on the screen, and to be able to analyze andassess the information and representations about ourworld that are conveyed to us through the media. Formany educators, access to media and information literacyis a justice issue, as they recognize that printbasedliteracy will no longer provide students with thecompetencies needed for life and work today. Manyeducators recognize that without access to training inMIL, teachers and students will be significantly disadvantagedand disempowered. In the words of oneeducator from Namibia «We don’t want our teachersand students to be left behind».Several factors support the need for a critical andcoherent study of media and information literacy aspart of teacher education. These factors include:• The proliferation of global telecommunicationsas well as a concentration of media ownership andcontrol (Karppinen, 2009).• Studies completed in many industrialized countriesthat indicate young people spend more time involvedwith the media than they do any with other activityexcept sleeping (Roberts & Foehr, 2008).• The need to create a level playing field be -tween those who manufacture information in theirown interests, and those who consume it innocently asnews or entertainment.(Livingstone, 2002).• The need to know how young people are inter -acting and creating projects through media to adaptMIL to their currents needs (Dezuanni & Monroy,2012).• A consequent exponential increase in mediatexts and messages (of varying authority, purpose,currency and accuracy) (Wilson & al., 2011).• The controls (overt and/or subtle) exerted overaccess to, and availability of, those texts and messagesto citizens (Wilson & al., 2011).• The recognition of communication rights as athird generation of human rights, which include rightsto access and exchange of information, as well asaccess to those skills and discourses which will enablecitizens to interpret, express and produce their ownmessages and communication (Abbott & Masterman,1997).The UNESCO curriculum on Media and Infor -mation Literacy is designed to support teachers in thedevelopment of critical questions and approaches relatedto the design, implementation and evaluation ofMedia and Information Literacy programs for secondarystudents. The curriculum offers an introductoryand flexible syllabus for use in teacher education, onewhich offers various components of a media and informationliteracy program that can be selected, deve -loped and adapted to meet the needs and capacities ofeach individual situation. The curriculum modulesfocus on such topics as New and Traditional Media,Representation, Media Languages, Audience, NewsMedia and Information Ethics, Advertising, andInformation Literacy and Library Skills. Within eachmodule, teachers are provided with learning objec -tives, pedagogical approaches, and sample activitiesfor working with secondary students.The curriculum focuses on the theory and practiceunderpinning media and information literacy andoffers a variety of entry points for teachers and students.The curriculum also outlines a number of MIL© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 15-22
17goals and related teacher competencies in the areas of:policy development; curriculum and assessment;pedagogy; and teacher professional development.Several key competencies related to pedagogy andcurriculum development include:• Teachers must understand how media andinformation literacy might be utilized in the schoolcurriculum.• They must be able to critically assess mediatexts and information sources in light of the functionsattributed to media and other information providers.• They must acquire the pedagogical skills neededto teach media and information literacy to students.• They must acquire knowledge about studentinteractions with, and response to, media as a first stepin supporting their media-andinformation-literacy learning.• Teachers must under -stand central concepts, tools ofenquiry and structures of thediscipline to create learningexperiences that make thesemeaningful for students andprepare them for their role ascitizens (Wilson, Grizzle & al.,2011: 29).These competenciesunder pin the modules, unitsand themes in the curriculum,as well the suggested pedagogicalapproaches and activitiesfound within each module.2. Core competencies and the curriculumThe acquisition of MIL competencies for teachersis tied to the knowledge and understanding of severalkey program areas which are worth exploring in detail.These include: an organizing or conceptual framework;possible approaches for curriculum adaptation;pedagogical approaches for the classroom; recommendationsfor program planning and success. These keyareas are described below.2.1. Organizational frameworkIn utilizing the MIL curriculum, teacher competenciesand curriculum development can be organizedaround 3 broad program areas which, in effect, represent3 sides of a MIL «triangle». This MIL triangle (theorigins of which can be traced to Eddie Dick and theScottish Film council) includes the areas ofProduction, Text and Audience. This triangle can provideteachers with a framework for the developmentof curriculum planning (identifying what can betaught) and pedagogical approaches (how it can betaught).2.1.1. Production and use of media and informationThis program area encompasses the ways inwhich media and information texts are produced, andthe political, economic and social contexts of this production.It includes the ways in which media andinformation technologies can be used, and the rolesand responsibilities of media and information providers.MIL competencies enable individuals to access,organize, and evaluate information, and to produceMIL also involves the ethical use of media, information andtechnology, as well as participation in democratic andintercultural dialogue. MIL is both a content area and wayof teaching and learning; it is not only about the acquisitionof technical skills, but the development of a critical frameworkand approaches.media and information texts. When we consider howtexts are produced, we recognize that each medium orinformation source creates meaning differently usingcertain «vocabulary», techniques and styles, or codesand conventions. Developing MIL skills enable us notonly to decode and understand media texts, but also toappreciate their unique aesthetic qualities, and tounderstand that each medium, or form, can influenceand shape the content and information provided.Examining the political, economic and social contextsinvolves an exploration of media ownership andcontrol, as well as the role and functions of media andinformation providers in democratic societies. MILalso involves an awareness of the right to access information,as well as the importance of using informationand technology ethically and responsibly to communicatewith others. Today, technology enables individualsto participate in intercultural dialogue as membersof a «global village». Within this «village», possibilitiesfor global citizenship can be explored, as res-Comunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 15-22
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