Media and information literacy model syllabi
The small group discussion exploring frameworks, modules and methodologies suggested a range of topic areas that would need to be included in a programme for trainee teachers.
The Expert Group concluded that a number of key questions would introduce trainee teachers to the curriculum, e.g.:
Why focus on media ? - What makes it important?
What is media?
What is media literacy?
What is information literacy?
Why teach for media and information literacy?
The following subjects (un-prioritised) indicate the content that would need to be mastered to increase trainee teachers’ personal media literacy. An additional section outlines subjects enabling them to teach for MIL. (The component subjects of information literacy were discussed in relation to competencies and are explored later.)
Media and democratic discourses
Freedom of Expression, pluralism and diversity of media – The enabling environment
The level economic playing field and transparency of ownerships
Media as a platform for democratic discourse
Professionalism within media – journalism as a discipline of verification, media ethics
Infrastructural capacity to support media diversity and pluralism
Media and information texts - media analysis, e.g.:
an examination of the construction of texts – how are these texts made or produced?
what are the languages or the “grammar” of the media? – What codes and conventions are used? What is the structure?
representation – issues of identity and stereotypes
narrative - voice, issues of inclusion, exclusion
Understanding of the functions of the media, its potential and limitations, e.g.:
purposes underling media communications - verification, discourse, persuasion, propaganda, education, entertainment
evaluating sources, authority and accuracy of information given
Media audiences - spheres of influence, e.g.:
target audiences
active audiences – negotiation, interpretation of media texts (based on audience characteristics), evaluation, access, use
Media and production 1 - Strengthening the capacities, rights and responsibilities of individuals vis à vis the media.
ownership, industry, control - how the media sector operates
access, participation, creation, citizenship, rights and responsibilities
informed selection of media
freedom of expression
Media and production 2 - creating media and promoting autonomy in the use of media
creating and communicating one’s own messages
using information and communication technologies
ethics and values, personal autonomy, participation in a public sphere
promoting intercultural dialogue
Media and production 3 - media information technologies
using Information and Communication Technologies in education
To facilitate teaching of MIL, the framework should also include:
Instructional design for MIL
developing curricular activities appropriate to media and information education
adopting/adapting and developing school MIL resources and media
creating and developing communication and cooperative work settings through information and communication technologies
using authentic problem-solving and inquiry teaching methods
developing appropriate assessment activities
Changes in the education sector resulting from media
the changing role of teachers
curriculum implementation and change management
creating school environments that support development of MIL
This instructional design section of the curriculum is likely to be particularly important where institutional change from teacher-centred to student-centred perspectives are required, with the concomitant changes in a teacher’s authority and acceptance of many right answers to real-world problems.
Syllabi developed from this outline would depend on educational and institutional constraints and technology available - i.e. they would be tailored to regional and local needs.
Media and information literacy competencies required by trainee teachers
The small group that focused on competencies necessary to media and information literacy concluded that, as indicated in the previous section, teachers need personal MIL competencies as audiences/receivers and producers of media as well as competencies to facilitate MIL in others.
However, several questions regarding essential competencies were raised that remain unanswered at this point:
What competencies are unique to MIL and thus distinguish the teaching of media and information literate teachers from that of others?
Which non-media specific competencies are afforded rehearsal and consolidation because of the nature of MIL, i.e. what value do the discipline and learning activities of MIL add?
Are some MIL competencies best developed at the level of teacher training and others more appropriately developed in school-based professional development?
At what level of performance does a skill become a competency?
The identification of competencies unique to MIL and those supported by other elements of teacher training would locate, associate and integrate this new subject in educational thinking and planning as well as allowing curriculum developers to focus on specific requirements of teaching for MIL. Answers to the third question have implications beyond the scope of this project. For instance, developing capabilities in meeting the needs of students with variable experience of technologies, or coping with those whose knowledge is greater than that of trainee teachers, may be a function of the development of communities of MIL understanding in schools. The fourth question raises assessment issues for teacher training institutions and accreditation agencies.
The break out group that began work on identification of competencies focused largely on information literacy as its component skills are a foundation for competency in media literacy. Its competencies include the orchestration of specific knowledge and individual processes in complex problem solving. For the moment, the content subjects, skills and competencies are listed together with additions from the wider group of participants.
Learning to learn / Know
Knowledge of available communication and information resources
Knowledge of media, communication, and information chain/structure/construction
Knowledge of basic principles such as freedom of expression and information
Ability to reflect on learning, metacognition
Ability to inquire and engage in research skills and processes
Learning to do / Use / Skills
Ability to:
Recognise and articulate a need for information
Locate sources
Retrieve sources from a variety of information systems
Evaluate / analyze / relate/interpret sources, messages and information
Select appropriate sources
Abstract, synthesise, and organise ideas
Use / apply / create / distribute
Communicate and participate
Read critically
Solve problems
Manage projects, especially in relation to inquiry and media production
Learning to be / Attitudes / Behaviour
Critical thinking
Pluralism of ideas / Respect of others opinions
Tolerance
Respect of authorship
Social responsibility
Wise use of information
In discussion, two further points were made. Firstly, there are some difficulties inherent in translating a competency framework to a training framework. These would need to be addressed in trialling the curriculum and its associated materials. Secondly, there is an opportunity to focus on competencies around analysis and communications of the strengths of one’s own community, thus strengthening identity and aligning with efforts to preserve indigenous knowledge.
Competencies in information and media literacy can be demonstrated with print-based media, such as newspapers, advertising flyers and billboards, as well as the ‘older’ technologies such as radio. Thus MIL is not the preserve of those with access to advanced technologies. Consequently, this project aims to introduce an MIL curriculum in developing countries where experience of educational use of technologies may be limited. The technological competencies required will be dependent upon the technologies available in the teacher training institutions and the schools they serve. The syllabi developed for the technological aspects of this initiative should build on the competencies identified in the UNESCO publication ICT Competency standards for teachers, by focusing on those specific to MIL (see Annex V for details).
Learning outcomes for trainee teachers
While a curriculum specifies what is to be learned and competencies detail essential abilities, teaching performance is assessed in terms of how these are orchestrated and the level at which they can be demonstrated. It was suggested that a broad set of learning outcomes be developed to describe the MIL content, processes, instructional design and pedagogical understandings trained teachers should ideally attain. The following outcomes are a first attempt to do this.
The trained teachers will demonstrate, at a level appropriate to the educational needs of their future students (8 to 18 year olds), critical understandings of:
the need for and purposes of media and information literacy education
key media literacy concepts including e.g. production, text (language is part of this broader category) and audience as applied to currently available and emerging media and technologies
instructional design (systematically planning, trialling, producing and evaluating instructional material) based on the tools of analysis for media and information literacy
instructional design based on the learning processes underlying development of media literacy (planning and teaching to ensure that students gain autonomy in applying effective learning processes)
information literacy and its implications for developing personal inquiry and problem solving abilities
the cognitive and metacognitive demands that underlie purposeful interactions with information
key concepts relating to ethical responsibilities with and within the media professions
a variety of assessment tools used in media assessment systems
And they will
adopt, adapt and/or create teaching strategies that will enable their students to develop thinking and inquiry abilities specific to media literacy
from evidence-based practice, develop a range of learning assessment tools appropriate to media and information literacy and related ethics-based learning activities
This list is deliberately open to interpretation in light of the different educational contexts in which it might be applied and the depth of knowledge deemed appropriate. For example, awareness of MIL would require demonstration of different depths of knowledge to having an operational knowledge of teaching with MIL or being able to transform teaching through MIL. Core and optional subjects and competencies would also vary accordingly.
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