EPALE discussion: The role of media literacy in adult learning
Markus
Palmén
As part of our September focus, EPALE is organising a written discussion on the role of media literacy in adult learning.
The discussion will take place on this page on 27 September at 10:00 CEST and will be moderated by EPALE Thematic Coordinator Markus Palmén. Don’t miss the opportunity to share your views and experiences with the EPALE community on any of the following topics:
10:00-12:30 CEST Media literacy as a concept Media literacy is a cross-disciplinary field of research and education, which is commonly understood to encompass accessing media, analysing and evaluating media content, and actively creating media content.
Discussion left open during lunch interval
13:30-16:30 CEST European practices of media literacy education for adults
Share interesting practices and initiatives of media literacy for adults in your country. What is being done, how, to what kind of impact? Share concrete examples. |
** Comments will be open on 24 September so participants can introduce themselves or post their opinions in advance.
Kumment
Integrating media literacy into AE
What I gather from the very many insightful comments is that media literacy -understood as a facet of critical thinking - should be integrated across the board in (adult) education. In digital skills learning and certifications, in humanities and social science topics, in basic skills education, for youth and seniors alike.
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Media Literacy and Social Media
An important aspect of media literacy is still the handling of social media. Social media channels can also help adult education to better reach its target groups. But rarely do adult education organisations and their stakeholders have targeted concepts, the necessary know-how or simply the courage to start implementing them.
In our Berlin project "weiter gelernt" we have created a small practical guide that can still be helpful for beginners and experienced users. (Social-Media-Strategy)
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Capacity questions
Totally agree that social media strategy is not a key priority. It's great there is a resource available for organisations. One issue is also the capacity (and with this I mean time) to deal with developing a social media strategy for many adult education organisations.
Many of them are busy delivering with the scarce resources they have and if they are not delivering they're trying to sort financials and/ or acquire new project funding. It's just not a key priority...
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Capacity questions vs target group orientation
Yes, I'm afraid not. But the question: "How do I reach my target group?" is certainly already a key priority. I think we should reflect more consistently on the formats we use to communicate and invest time in change.
But in addition to the available resources, this is also a question of leadership and mindset. Changes take time. Time to try things out. Time to make mistakes. And an error culture that really allows mistakes.
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Social media as a tool of the trade
Excellent points from Christine and Maximilian, which illustrate well the reality that while a certain level of media literacy is crucial for informed active citizenship, it is also a basic requirement in working life.
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Project management
Absolutely. Some of these could possibly fall into project management tasks as they are about prioritisation. Certainly, this requires media competency and literacy to appropriately plan and prioritise... more to do in supporting the Projects.
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Social media literacy
Hello Maximilian and Christine,
my name is Maruša and I am EPALE coordinator from Slovenia. I've read your discussion and BTW checked on Facebook, how many slovenian organization from public service network (Adult Education Centres from different cities) have their Facebook account.
By quich check I would say that almost all of them, but as you both already mentioned - I see a big gap between creating/having social media account and having effective and well established social media strategy.
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Sure, we have facebook
Hi Marusa,
that's a nice example. Just being there is not enough if you don't know what you want to do at all. "Sure, we have a facebook account. But it's useless," we often hear.
In the meantime, it has become established to have social media accounts, but the question of the goal of use and the type of content derived from it is unfortunately often forgotten.
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Country differences
Great example, Marusa! In this context, we also need to keep in mind that vast differences exist between countries in the use of social media. I think you'd get a very different picture talking to Estonia and Malta, where the understanding and use of social media is very different.
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media literacy skills most needed by European adults in 2018
Getting back to Markus' question: In times of filter bubbles and echo chambers: the concept of "Media literacy" must encompass the notion of critical thinking as a core component. (as has been discussed this morning).
I want to point out to the annual event of the Austrian Conference of Adult Education Institutions (KEBÖ) „Learning environment 4.0. Media. Competences“ last week, that focused on the future of adult education in an increasingly digitized world. (press release) In a discussion on "Sovereign handling of internet content” views on critical media literacy, fake news as well as legal and health aspects in dealing with digital media were exchanged - the co-editor of the Austrian daily “der Standard” gave insight into the acceleration in the media sector, serious (online) journalism racing with volatile, often times unverified social media rumours.
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Media literacy for adults in France
Hy, Thank you for this interresting discussion though eureopean practices.
I am teacher and lecturer in Digital Culture and Media in South West France, in Hendaye, at the border with Spain.
I have done several workshops yet and I animated several formations for professionals (for the Ministry of Culture) and for adults, more like in local social offices. I can say that there is not real program in France to form adults to Media literacy. It depends on your compagny or in the public office you are working for. And this is not an obligation. For the employement people, Pole Emploi can propose you something, but this is not really revelant.
Actually, there is no real rules and no voluntees to teach and to form adults, parents etc; the actions are really occasional and irregular. There is no place where people can get information about the schedule in their city - if their is one.
There is a national plateform call public.net and Internet sans craintes, with many advices and helps for every body, but very few people knows about those plateforms.
Adults hear about fake news, but their don't know what to do with that, and mots of them are lost on the web!
Actully I am preparing young students to the new European program PIX - DIGCOMP, at UCO Nantes University. France. This program PIX is national and should be open at last to every body. It will give a certification that recognize your digital skills. I hope that this program will interrest and be developped. It is in its BETA version, so with my students we will contribute to improve it and to make it evoluate, hope so.
I also hope that we could collaborate with others european countries like Spain.
For the moment, I will also give a leacture to the Free Time University of Saint-Jean-de-Luz in November 7th at 3 pm on "How can we decrypt information today on the web?"
I stay at your disposal for any other questions. Thank you again for invited me at this discussion.
Laure Boyer - Plateform
Teacher and lecturer in Digital literacy, Media and Visual Arts
Hendaye, France
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Practical example: MeQ:ino
We have just published a blog from a German project MeQ:ino which aims at breaking down barriers to engaging with digital media and learning environments, specifically in professional and vocational environments where the pravalence of digital learning is low. Media competency is seen as an essential prerequisite to successfully engage with digital learning environments.
One of the tools they are using are Learnnuggets, which address essential concepts (such as digital safety) in an accessible Format. Then they engage users in low threshold activities to facilitate engagement with digital environments (through for instance an Escape Room).
Have a read here (sorry it's currently only in German - Google translate maybe? The English version will be available shortly: /de/blog/lernnuggets-zur-foerderung-digitalen-lernens
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the power of social networks in Learning
Yesterday in Lisbon participate in a group discussion about education and social networks. Mainly with teachers but also with some policy representatives.
Four observations:
1. Informal learning is being champion and defeating Formal learning. Our students learn more trough social networking (sharing and cooperating even with all dangers and edges). Teachers are not quite understanding this change (and the refuge is lack of training and resources).
2. A huge investment in Technology is required for this new ERA on Learning (and keeping it all the way trough). However the main problem persists on our to get involved (and informed) Parents and Teachers. I say a vision for LifeLong Learning (in its broad sense) in the EU is the answer.
3. The curricula in EU schools tend to be more emphatic in competences (at the end of periods) than in knowledege. A serious revolutions in evaluation is requested to be in place. The triumph of Formative Evaluation based on practical capacities and attitudes. PISA must be changed!
4. Prohibition is not a solution. Never was? We have to improve mechanisms of self regulated learning by learners. Youngers must have a more close dialogue with Parents and Teachers
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Welcome back from the break...
...well, the discussion has not ceased in the meantime, which is great! We are already well underway in the second half of the discussion which is more about sharing practical insights about media literacy.
To start: What do you think are the media literacy skills most needed by European adults in 2018?
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In the age of digitalisation,
In the age of digitalisation, media literacy becomes one of the most important fundamental skills.
It is quite more than the knowledge how to handle a smartphone. Nowadays people need to understand the mechanisms of the internet, the underlying business models and the technical possibilities regarding processing personal data.
In addition it is about the ability to search and qualify information in the internet and to identify hoaxes and fake news.
What we need is a kind of "age of digital Enlightment"
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Youth Agenda Forum
I would also like to mention one important event, namely - the Global Media and Information Literacy (MIL) Week Youth Agenda Forum which will take place on 26 October, 2018, at the University of Latvia, in Riga.
The forum will seek to answer many pressing questions: how young people can act as MIL agents of positive changes in the era of digital algorithms? What can they do as young media, information, and technology professionals, as young researchers, as Internet micro-celebrities and influencers, and as young librarians? Can they influence policy-making on such issues as platform regulation or data protection? Do they feel strong and motivated enough to negotiate with private sector – social networks, advertisers and other internet actors – about their responsibilities to users and wider society? Pivotally, are young people capable and motivated to help their peers and siblings to benefit from the opportunities in digital media and information environments.
The forum will seek to answer many pressing questions: how young people can act as MIL agents of positive changes in the era of digital algorithms? What can they do as young media, information, and technology professionals, as young researchers, as Internet micro-celebrities and influencers, and as young librarians? Can they influence policy-making on such issues as platform regulation or data protection? Do they feel strong and motivated enough to negotiate with private sector – social networks, advertisers and other internet actors – about their responsibilities to users and wider society? Pivotally, are young people capable and motivated to help their peers and siblings to benefit from the opportunities in digital media and information environments.
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Digital skills and seniors vs. youth
The learner group of senior citizens has been mentioned several times as an important target group for media literacy. This group is often also perceived as lacking digital literacy skills, thus hindering their active citizenship. Young generations on the other hand are portrayed as digital natives, at home in the world of social and digital media. I´d like to hear your views and experiences: how would you rate young people's media literacy skills in your country?
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Some results of the study
The above study shows that nearly 40% of young people (aged 15-24) in Latvia tend to share information online without checking it. Only 40% of the respondents are able to recognize trusted information from a fake and fabricated.
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Media literacy is not innate
Many thanks Ilze! I would also tend to think that the ease with which young people use digital media is limited to the technical side - without proper media literacy education.
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Media Literacy among young Irish adults
Younger adults in Ireland typically have the digital skills to access digital media, in line with the portrayal of digital natives that Markus references.
However, many people - young and old - do not necessary have the media literacy skills to assess articles' authenticity.
While there are organisations, such as Broadcasting Authority of Ireland which address media literacy across different age groups, youth organisations, such as Spunout Ireland, also try to address this topic.
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Thank you Laura!
...would love to see a YouTuber or a similar youth icon tackle this topic. Maybe there are examples of this!
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In germany the younger
In germany the younger generation is using digital media in a very naive and unreflected way. They might know about problems reg. data protection and privacy, but there are not able to act accrodingly in their daily live.
Media literacy is a huge topic in the public discussion and in schools and there are lot of initiatives and programs on country and national level.
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Media literacy in Latvia
Media literacy is an important and topical issue today in Latvia. It is gaining more and more attention both in schools and adult education. There are several well-established actors in Latvia who implement purposefully media literacy programmes both for children and adults.
The state policy documents in Latvia have stipulated activities that would essentially change acquisition of media literacy in the state because several media literacy activities have been set out in “The Basic positions of the policy of national identity, civic society and integration”, in “Mass Media Policy Guidelines of Latvia 2016-2020”, in “Plan for Implementation of the Mass Media Policy Guidelines of Latvia 2016 - 2020”.
The Ministry of Culture is responsible for the development and coordination the national media policy to promote freedom of expression in Latvia: https://www.km.gov.lv/en/media-policy. Of course, the Ministry of Education and Science and other institutions also play a major role.
A comprehensive study on media literacy in Latvia was conducted last year https://www.km.gov.lv/uploads/ckeditor/files/mediju_politika/petijumi/M…. The results show that serious work is still needed to educate people on these issues.
We are pleased that EPALE can also contribute to the promotion of adult media literacy. For example, the webinar "Content Trap and How to Avoid It?" organized by EPALE NSS Latvia on 20th September received great response and interest /lv/resource-centre/content/epale-vebinars-par-medijpratibu-satura-lamatas-medijos-un-ka-no-tam.
The state policy documents in Latvia have stipulated activities that would essentially change acquisition of media literacy in the state because several media literacy activities have been set out in “The Basic positions of the policy of national identity, civic society and integration”, in “Mass Media Policy Guidelines of Latvia 2016-2020”, in “Plan for Implementation of the Mass Media Policy Guidelines of Latvia 2016 - 2020”.
The Ministry of Culture is responsible for the development and coordination the national media policy to promote freedom of expression in Latvia: https://www.km.gov.lv/en/media-policy. Of course, the Ministry of Education and Science and other institutions also play a major role.
A comprehensive study on media literacy in Latvia was conducted last year https://www.km.gov.lv/uploads/ckeditor/files/mediju_politika/petijumi/M…. The results show that serious work is still needed to educate people on these issues.
We are pleased that EPALE can also contribute to the promotion of adult media literacy. For example, the webinar "Content Trap and How to Avoid It?" organized by EPALE NSS Latvia on 20th September received great response and interest /lv/resource-centre/content/epale-vebinars-par-medijpratibu-satura-lamatas-medijos-un-ka-no-tam.
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Practical Examples
Hello, my name is Elke Schildberger from Linz, Austria. My organisation BILL-Institut für Bildungsentwicklung Linz hosts a Service Hotline "Alfatelefon 0800 244 000" and a website www.alphabetisierung.at. There we provide services for adult learners seeking courses in the field of literacy/basic education in Austria and for adult educators/trainers working in the field of literacy and basic education. If AE register for our website they get access to teaching materials on varios topics, among it ICT and media literacy.
https://www.alphabetisierung.at/kurse-leiten/lernmaterialien/
One of the materials is for example a quite extensive manual on fake news, providing background information and learning materials to be used in literacy courses on various levels. The topic media literacy is tackled from different perspectives - the more technical one meaning teaching and practicing the use of electronic media and social media, but also critical media literacy applying to traditional media just as well as electronic and social media. All this is an integral part of basic education programmes in Austria and therefore relevant materials are much appreciated by AE in this field.
One aspect that was mentioned before in the discussion is training AE themselves. I agree with the point that AE often do not feel well versed in the field of ICT and new media and may therefore hesitate to make use of materials, OERS or learning APPs. That is why these topics are a major part in our Train-the-Trainer Programmes in Austria, which I personally consider very important.
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lowering the threshold
fascinating example Elke, thank you. I like the low-threshold examples you and Laima (previous post) provide on how to reach the learner: comics, a telephone hotline!
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Comics for media literacy skills
Hello, I am
librarian and EPALE ambassador from Lithuania. I want to share an example from our
country. Communication faculty of
Vilnius University, together with three Lithuanian public libraries in Vilnius,
Utena and Šiauliai implemented a media literacy project “KomiksLab”. The task
was to strengthen media literacy skills of different groups of people (seniors,
hearing-impaired people) through reading comics on tablets. Special media
literacy program has been prepared and people participated in comics creation
and reading workshops in all three libraries.
Why comics? This unique media has been chosen as it helps to understand
information through images and causes a strong emotional impact. Due to this reason,
comics are broadly used across libraries in Lithuania. Siauliai public library
has even established a centre for comics: https://www.facebook.com/pg/komiksucentras/posts/
Important data was collected during this training program. Vilnius University
will summarize this data in the study with a purpose to identify the potential
of comics in media literacy training and reduction of digital divide. Soon the
results of the research will be available online and we will share the link through
EPALE.
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Great idea
Yes this is the approach that mostly appeals to younger generation. Great idea.
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Media literacy and older people
Well, I would like to discuss the issue of media literacy in groups from the edge of society. Being older often means being out of the social mainstream and generally the ability to analyse social phenomena and to produce highly evaluative thinking diminishes. There is an urgent need, however, that we discussed with older people the pervasive influence of
television; viewing habits; effects of media illiteracy; media education,
including teaching critical viewing skills etc. I.e. my own older students, all university educated, declared that people over 80 should be deprived of their citizens' rights... since somebody raised this issue in the media... They thought this was a valid idea because some political parties sent their members to nurseries and as a result older people voted for them... It was in the times of local elections... My students demonstrated a complete lack of judgmental thinking forgetting who has the power to subordinate the media, that the news.... from unknown sources may end up as facts... that the more bombastic a piece of new is, the better it is spread, etc. I tried to give them an example saying that some of our ex university teachers, they admire, should be deprived of their citizens' rights on the basis of their advanced age. I would like to add that my students attend a program in critical geragogy! which proves that a programme on media literacy should urgently be developed at third age universities.
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Mindset not Age
In my experience, age does not have to be an obstacle. I know 70 year olds who are digitally highly competent. It's more about being open and interested. "Digital native" does not necessarily mean that you are digitally competent. The mindset is a decisive factor. We all have to practice and try something new.
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Some good pracitices in Hungary
We have in Hungary this field some good and successful practices which are worth sharing: First off all, the network of the community venues in Hungary are teaching digital skills and media litteracy since 2006 to senior citizens, in the frames off a program and called "Goes on-line, Grandpa!". The program was launched by the Budapest Cultural Center, and was later spread in other cities as well. The curriculum contains not only the technical skills off the digital participation, but also a know-how off self-awareness, and off a reserved attitude towards the content available on the web. This insitution made in the last decade several reseach touching tis topic: http://www.bmknet.hu/en/publications
An other good example is the activity off the We wish a Better World project, carried out by the Regional Telecottages Public Association, through the creation of digital and media litteracy curriculum for seniors, open for every European citizens, which can be taught by volunters.http://wwbw.telehaz-del-alfold.hu/
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Critical thinking
I am Elena Trepule from Lithuania - I am an adult education researcher at Vytautas Magnus university and EPALE representative in my region.
I agree to the already mentioned thought that the issue of critical thinking is very crucial for assessment of media content/news. As well as digital skills. In this case I would say that adults, especially middle-aged to senior-aged have a very crucial need for critical thinking (especially in post-occupied countries) and media skills. More than young people who have media education as part of their syllabus.
In my country we still have anonymous comments allowed in some of the major national news media portals and that opens unlimited space for trolling (sometimes professionally generated) and bullying. Therefore, an idea of a "code of conduct" as well as legislation is, I think a feature of a mature democratic society.
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Myself-produced contents as a bridge to Media Literacy
Also in the debate on Literacy for the media, the starting point is very important. I believe that the approach should be bottom-up and not the other way around. That is, what content each person and each organization produces and develops in their daily lives and what informative and critical value is attributed to themselves and others. The truth is that in social media there is a very diversified content production, with a very relative value, but this is the current basis of relations with the media. We should not fool ourselves by considering only a superstructure approach on the subject. If we really want to influence Literacy for the Media, there is nothing like setting the dialogue on the basis of real self-produced content. A European initiative that we could develop could be the "study/research" of these bridges: the contents produced and what it reveals to us about the relations that each one has with the other media.
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keys for life
There´s an interesting example in Coimbra - Portugal. Dina Soeiro a Coordinator of this program - Letter for Life " has sent to me a testimony about participation in communication tasks by participants, elderly people in alphabetization project in rural areas
"To self-evaluate their achievements and express their thoughts on the programme, learners develop various activities: they write captions for photographs from their sessions; describe their experiences in written words; evaluate workshops and share their testimonies in a video. As part of this workshop, journalism students and journalists interview LFL learners for newspaper, radio and national TV. In this way, not only voices of adult learners, who are neglected by mainstream adult literacy and education interventions, are raised to the public, but also an advocacy purpose for literacy programme such as LFL that creates a learning opportunity for marginalized citizens is achieved. Along with practical activities, learners discuss security and ethical issues regarding the use of social media and the Internet"
So we can find mediators (in this case students en Communication area) to achieve this important goal of participation and self-production of contents.
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Practical examples
Dear colleagues: I would think that the most important part of this discussion is the sharing of practices on European media literacy education in the AE field (Question 2). We´ve already heard from some very good examples. Simultaneously we have a meta-discussion going on on the definition(s) of media literacy (Question 1 ).
I´d be very happy to continue with both discussions and towards the afternoon devote the whole discussion on the practical side. However, I´d still welcome more comments on the conceptual side of media literacy: are there different types of media literacy applicable to different types of media?
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Shaping the digital Space
When we talk about digital literacy in general and about the role of adult education in times of digital transformation, we cannot avoid talking about digital literacy, digital citizenship and personality development.
All citizens need digital literacy in order to be able to exercise their civil rights and duties as digitally responsible persons in the digital space. And in the future, everyone will play an even greater role in shaping this digital space. I think that the task of adult education is also to enable people to do this in a conscious and reflected way.
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RE: Shaping the digital Space
For all of you who are interested in a detailed curricular examination of the topic of digital literacy, I would like to recommend the publication of Prof. Sabine Seufert of the University of St. Gallen. In particular, her thoughts on Digital Literacy, Digital Citizenship and Personality Development in a digital Society are inspiring. (Paper: Digital Competences)
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Personality Development
Thanks for sharing the resource. I find the link to personality development quite interesting. Shall have a read.
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Digital Tools in adult education
Hello everybody, I am Heike, writing from Vienna and would like to introduce the outputs and achievements of an Erasmus+ Project D4Adults, which ran from 2015 to 2017 on BFI Vienna in cooperation with several international partners. The objective of this project was to enhance the digital competence of trainers and their access to methods of teaching digital competence and also to increase the digital competence of our students. The project developed a range of methods
adapted to adult learning, easily accessible for everybody on our Blog http://www.digi4adults.se/. There you will find various digital tools, mostly low-threshold, easily implementable within your teaching lessons. By means of these digital tools, you can create an exciting learning environment, increasing digital competence of your students and making content easier accessible and understandable.
The novelty of Digi4Adults is the adoption of a wider definition of digital competence which
comprises the five areas of information, communication, content creation, safety, and
problem solving. With regard of the suggested definition of media literacy, I think it is very important to include all the named pillars equally to guarantee a comprehensive understanding of what digital literacy should embrace. And I also agree with Simon, that media literacy should include a critical reflection on the role, production and use of media, in whatever form.
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Flemmish centre
What I really like about your activities is that you stimulate your students to react as active citizens. Being literate in our societies creates obligation and requires action at least in selected areas and with regard to selected issues.
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Some concluding thoughts -but keep going!