Comunicar 39-ingles - Revista Comunicar

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76Comunicar, 39, XX, 2012country and school. Project Director, Dr. RonnieLowenstein shares, «the project was designed to cultivateyouth not only as analytical thinkers and criticalconsumers of media, but also as media leaders andcreative producers of media who can construct effectivemulti-media messages that can then be sharedwith peers and adults around the world».Each school set up an NGY Ambassador Club torecruit students and provide a framework for their activities.Students were required to meet weekly to participatein the media and information literacy discussionsand online forums. But those required meetingssoon blossomed into more frequent student gatheringsas the students made deeper connections with theirpeers across the globe. Jane Nakasama, an Africanteen, posted this comment to her blog in June 2011,«All these messages that inform, entertain and sell to usevery day…how do we look at them, do we easilyconsume them, condemn them, compliment them? Italso comes to our part when we are the ones creatingblogs and messages anywhere, what are our aims,sources, courses...do we analyse the crowd we areappealing to?». Jane’s post shows her reflecting on herability to analyze news and information provided toher by the media, as well as her own power as a voicein the media. She is engaging her critical thinking skillsto consider how and why the media makes the choicesit does regarding public interest, accountability, andquestioning what is relevant news. As Lowenstein states,«We want them to be committed to civic life on aglobal stage».Certainly programs linking students from differentparts of the world have existed for years. But this project’suse of media and information literacy as its coreconnecting concept sets it apart. Lowenstein seesmedia and information literacy as the most importantand most unique aspect of the project. «People in theworld are shaped by and shape the media in their culture.If we don’t address the skills and understandingsthat help us to be literate with the media, we cannotengage with one another effectively. It’s fundamentalto the age in which we’re living».Each location was provided a basic curriculumand access to the NING collaborative online site, butimplementation of the program at each location wasdetermined by that individual team of educators andstudents. This constructivist approach was intentionalso that each school team could develop the programthat would best fit its students and educators needs.Lowenstein occasionally acted as facilitator in onlinediscussions, gently pushing students to go beyondsimply sharing basic thoughts about their community orschool to questions requiring analysis and deeper criticalthinking. She encouraged them to consider how aparticular situation might impact them as media leadersof the future. By selecting specific moments to encouragestudents to consider their broader role on theworld stage, Lowenstein was able to keep the missionof the project clear in the student’s minds and not beperceived as merely an intervening adult voice.Alignment with core elements of Participatory ActionResearch helped to assure that voices from the team,including educators and students, received as muchattention as those of the project leaders and professionaladvisors. Core elements of the UNESCO Mediaand Information Literacy Curriculum for Teachersmodule on citizenship, freedom of expression, andaccess to information are integrated into the variousactivities. Students were consistently asked to reflecton their access to information and how to best evaluatethe information they uncovered. By sharing newsreports across borders students were able to comparenews stories easily and discern how news media shapesthe message differently depending on the author.Frequently, blog posts and discussions explored theimpact of editorial independence. Access to the fullmedia literacy discussions may be found (http://ngygce.ning.com/forum/categories/media-literacy-education/listForCategory).Project website (https://sites. -goo gle. com/ site/ngygceafrica).2.2. Salzburg Academy on Media and GlobalChangeSometimes a classroom is bound by four walls anda blackboard. Other times a space becomes a classroombased on need. Such was the case for the SalzburgAcademy on Media and Global Change. Each summersince 2007, a small group of college students andfaculty have been gathering at a historically significantcastle in Austria to explore and create new methods ofcivic engagement using media. The Salzburg Academyon Media and Global Change is a program of theSalzburg Global Seminar, an international program fordialogue and understanding.The Salzburg Academy poses the questions,«How can students be empowered through medialiteracy to be global citizens across borders and acrossdivides? How can students use media to have voice?» Students and faculty from nearly ten countries acrossthe globe attend the Academy for three weeks in July.According to Program Director, Paul Mihailidis, studentsare drawn to the program for a variety of reasons;learning about students beyond their own borders,an interest in media and information, and often a© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 73-80
77yearning for international travel. Students know theexperience will center on media literacy and civic participation,but they are not necessarily well versed inthese topics before they arrive. To help this diversegroup of participants arrive at the program with a similarframework on these topics, foundational readingsin media literacy and citizenship are assigned as prereadings.Participants are also asked to gather dataabout their country and its media and information useso that data can be synthesized across all participantcountries and a global snapshot may be obtained.Previous pre-research topics gathered data on personalmedia use, a day without media, popular websitesamong college students, and trends in social mediause. Once the participants are together the on-sitelearning begins. Early discussions center on the basicsof media literacy and how understanding (or misunderstanding)of an issue is developed through mediarepresentations.The conversations are not always easy. Parti -cipants often come to the program with strongly heldbeliefs about the «other» and how media has or hasnot influenced their views. In a personal interviewwith Program Director, Paul Mihailidis he shares,«We try to get them to understand that everything youdon’t see or experience first-hand, your understandingand reality is built through the media.We want them to be empowered to understandthis concept and to produce media without borders; toproduce media that extends beyond their own homemedia outlets so that issues can be seen and discussedacross borders». The informal setting helps encouragefree-flowing conversation and leads to a different kindof dialogue than would be possible in a formal classroom.For many students, it’s their first opportunity to askquestions about world issues with people that haveexperienced a particular current event personally andnot just as a story on the TV news. Understandinghow war looks and feels to a person who has seen itin their community provides a vitally different point-ofviewfor the student who has only ever learned of aparticular topic through reports in the media. The residentialfeeling of the setting and sheer number ofhours the students spend together helps to create anenvironment conducive to candid discussion. Studentsengage in a self-reflective experience in which theyexplore and question their own cultural frames andthen consider how media has shaped those frames.Throughout the weeks students work together infaculty-led teams to create learning modules on topicssuch as covering conflict, agenda setting, and freedomof the press. The mini-semester concludes with presentationsof student-developed comprehensive curriculumfor specific modules. Curriculum typically includesan overview of the topic, recommended readings,exercises, assignments, and multi-media elements.Through the Academy website these elements aremade available to educators and others without charge.Pedagogical approaches outlined in the UNESCOAOC curriculum on civic participation are integratedinto the Academy’s approach. Activities clearly buildon concepts of truthfulness, public interest, proportionaland relevant news, and independence. Many studentdiscussions center on how to balance an engagedcitizenry’s need to publicly criticize the media (andmany times, by extension, the government) with agovernment’s stand on privacy. Examples of learningmodules are available (www.salzburg.umd.edu/salzburg/new/news/news).The program takes a unique approach to the topicof global citizenry and media and information literacy.Meeting in person and working, learning and playingtogether means that participants must engage with ansignificant level of honesty and vulnerability.Mihaillidis says, «Nothing really replaces having a physicalspace where people are forced to let their guarddown and engage». If the conversations become lessrespectful or tolerant he gently prods students to considertheir role and responsibility in attending theAcademy. He tells the students «you have been taskedwith coming here to be change agents, to be exposedto different ideas. If we have trouble discussing topicsin this neutral space, what will happen when we getback home? Can you get to a point where you can discussthese issues with others who feel differently?».But it’s the media and information literacy threadthat truly sets the program apart. Students are not justlearning how to use technology to tell a story or shareinformation; they are learning to think critically aboutthe media. Their discussions and learning modulesintegrate core media and information literacy conceptsabout authorship, access, ownership, and values.They are considering how one’s culture impacts one’sinterpretation of the news. And they are consideringhow this information impacts one’s decision to be amore engaged citizen.2.3. Powerful voices for kidsThe programs discussed in this paper thus far haveexplored a media and information literacy program forcollege students and a program for high school students.Is it possible to develop a program with a focuson civic participation for even younger students? ThatComunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 73-80
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