Table of Content

descargar 212.66 Kb.
títuloTable of Content
fecha de publicación19.02.2016
tamaño212.66 Kb.
tipoDocumentos > Economía > Documentos
1   2   3   4   5   6   7   8   9   10

Annex V - Publications and Resources for the meeting

  1. Media Education: A Kit for Teachers, Students, Parents and Professionals

Published in English and French by UNESCO. The kit is partly a product of the MENTOR project initiated by UNESCO and supported by the European Commission.

Questions addressed by the kit - what should media education consist of? Who should provide it? How should it be included in a curriculum? Beyond schools, do families have a say in the matter? Can professionals be involved and how? What strategies can the public adopt to deal with the benefits and the limitations of media?

The kit contains a Proposal for a Modular Curriculum, a “Handbook for Teachers”, a “Handbook for Students”, a “Handbook for Parents”, a “Handbook for Ethical Relations with Professionals” and an “Internet Literacy Handbook”. View link at:

  1. International Meeting on Media Education: Progress, Obstacles, New Trends since Grünwald: Towards New Assessment Criteria?

An international meeting organized in Paris (June 2007) by the French Commission for UNESCO in partnership with UNESCO, and with the support of the French Ministry of Education and the Council of Europe. View link at:

  1. Empowerment through Media Education

Publication produced by NORDICOM, International Clearing House, Göteborg University with support of UNESCO. The book is based on the First International Conference on Media Education held in Riyadh in March 2007, (also supported by UNESCO) and on the International Meeting on Media Education: Progress, Obstacles, New Trends since Grünwald: Towards New Assessment Criteria, held in Paris, June 2007.
When discussing issues regarding democracy and development we often forget that media literate citizens are a precondition. An important prerequisite for the empowerment of citizens is a concerted effort to improve media and information literacy – skills that help to strengthen the critical abilities and communicative skills that enable the individual to use media and communication both as tools and as a way of articulating processes of development and social change, improving everyday lives and empowering people to influence their own lives. Media and information literacy is needed for all citizens, but is of decisive importance to the younger generation – in both their role as citizens and their participation in society, and their learning, cultural expression and personal fulfilment. A fundamental element of efforts to realize a media and information literate society is media education. But when issues such as these are discussed, all too often the frame of reference is the media culture of the Western world. There is an urgent need for the agenda to become open to non-Western thoughts and intercultural approaches to a much higher degree than is the case at present. Internationalization is both enriching and necessary with regard to our common interest in broader, more all-inclusive paradigms. View link at:

  1. Understanding Information Literacy: a Primer

Through this publication, UNESCO’s Information for All Programme (IFAP) defines media literacy in an easy-to-understand and non-technical manner.
The publication targets a very diverse audience, from government officials, intergovernmental civil servants, information professionals and teachers to human resources managers in both profit or not-profit organizations. If you only remember one paragraph from this publication, here is the one we hope it will be:

“Over the course of your life, the more you learn and thereby come to know, but especially the sooner you master and adopt proficient learning skills, habits and attitudes - finding out how, from where, from whom and when to search for and retrieve the information that you need to know, but have not yet learned - the more information literate you thereby become. Your competency in applying and utilizing those skills, habits and attitudes will enable you to make sounder and timelier decisions to cope with your personal and family health and welfare, educational, job-related, citizenship and other challenges.”

View link at:

  1. Towards Information Literacy Indicators

This paper provides a basic conceptual framework for measuring information literacy. The publication includes a definition of information literacy; a model that links information literacy with other adult competences, such as ICT skills; and a description of information literacy standards in education.
Information literacy is part of an integrated set of skills which adults need to be effective in all aspects of their lives. As derived from the Alexandria Proclamation of 2005, information literacy is the capacity of people to:

  • recognize their information needs;

  • locate and evaluate the quality of information;

  • store and retrieve information;

  • make effective and ethical use of information, and

  • apply information to create and communicate knowledge.

The development of indicators of information literacy through which achievements can be demonstrated and future efforts can be better focused is a priority at both national and international levels. Information literacy underpins many of the Millennium Development Goals, for instance, combating diseases and enhancing employment opportunities. Indicators of information literacy can help countries to identify the effect of policies to foster information literacy development and to know the extent to which their citizens are able to participate in a knowledge society.

View link at


  1. ICT Competency Standards for Teachers

Recognizing the need to provide standards to help the education sector leverage ICT, UNESCO teamed up with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE) and the Virginia Polytechnic Institute and State University (Virginia Tech), to set up the 'ICT Competency Standards for Teachers' (CST) project.
The goal of the CST project is to provide guidance on how to improve teachers' practice through ICT and giving a new dimension to their skills, regardless of where the classroom is located - resulting in better education and highly skilled students.
The ICT Competency Standards for Teachers comprise a set of three booklets including:

  1. A Policy Framework explaining the rationale, structure and approach of the ICT-CST project;

  2. A Competency Standards Modules' Structure which crosses the components of educational reform with various policy approaches to generate a matrix of skill sets for teachers;

  3. Implementation Guidelines providing a detailed syllabus of the specific skills to be acquired by teachers within each skill set/module.


Annex VI - Further reading and web-links a sample of those identified during the meeting

British Library and JISC (2008). Information behaviour of the researcher of the future: a ciber briefing paper. University College London.

View link at:
Media Literacy Education Clearinghouse, Alliance of Civilizations

View link at:
Promoting Digital Literacy: Understanding digital literacy. Final report
European Network on Information Literacy
UNESCO Curriculum Development Community of Practice Initiative.

View link at
IFLA/UNESCO information literacy resources directory

View link at:

Annex VII - UNESCO initiatives - synergies with teacher training curriculum development in media and information literacy.

Media literacy and information literacy have been peripheral concerns of UNESCO for more than 26 years, as evidenced by the Grünwald Declaration on Media Education (1982) and a host of subsequent meetings and publications including:

  • “New Directions in Media Education” Toulouse (1990)

  • Vienna Conference “Educating for the Media and the Digital Age” (1999)

  • Seville Seminar (2002)

  • Mentor Project (2004-2006)

  • International Action Plan for Implementing Resolution 56/116 of the Dakar Framework for Action. United Nations Literacy Decade

  • The Prague Declaration on information literacy (November 2002)

  • The Alexandria Proclamation (on information literacy) (November 2005)

  • The First International Media Education Conference, Riyadh, 2007

  • The Paris Agenda: 12 Recommendations for media education (June 2007)

  • The Media Education in the Pacific: A Guide for Secondary School Teachers; UNESCO, 2003

  • Media Education: A kit for teachers,students, parents and professionals, Frau-Meigs, Divina, 2006;UNESCO

  • Understanding Information Literacy: A Primer, Forest Woody Horton, Jr. (2008 )

  • Empowerment through Media Education: An Intercultural Dialogue, Carlsson, Ulla; Tayie, Samy; Jacquinot, Geneviève; Pérez Tornero, José Manuel, with UNESCO’s support, (2008)

  • Media Development Indicators: A Framework for Assessing Media Development. Paris, UNESCO (2008)

1 The paper is being revised and will be distributed later.

2Including: Article 19, Universal Declaration for Human Rights, (undated); Islam (2002); Global Forum for Media Development (2006); Norris and Zinnbauer (2002); UNESCO-CPHS (2006).

1   2   3   4   5   6   7   8   9   10


Table of Content iconUbicacion: sociedadprotectoradeanimales org/index php?option=com...

Table of Content iconSupplemental Table 2

Table of Content iconTable language sources

Table of Content iconDescriptions of the Samples Listed in Table 1

Table of Content iconSupplementary Table fish analysis for 22 patients with informative cytogenetics

Table of Content iconSupplementary Table S1: Descriptive and diversity parameters of each simulated dataset. Page 2

Table of Content iconTable chromosomal position, primer sequences, MgCl2 concentration,...

Table of Content iconTable S2 Species names, voucher information, localities of origin,...

Table of Content iconTable 1s: Fst values between sampling sites based on mitochondrial...

Todos los derechos reservados. Copyright © 2019