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EPALE

En digital mötesplats för vuxenutbildare i Europa

 
 

Diskussion

Critical digital and media literacy

15/08/2019
av EBSN CBS Editor

/sv/file/digital-and-media-literacydigital and media literacy

Digital skills and competences are today increasingly seen as a significant part of basic skills. There are a number of initiatives that aim at conceptualising and defining digital skills and competences. In many cases, however, and especially at policy level, critical thinking and reflection on digital content do not receive the attention that would be necessary to safely guide European citizens through current challenges.

In 2017 the UNESCO Broadband Commission published a report entitled Digital Skills for Life and Work. The report puts forward a set of interconnected skills that make up digital competence, a continuum from basic functional skills to specialist know-how, including critical information literacy, a concept that entails the ability to critically assess information, its purposes and the methods by which it is organised and spread.

In the forthcoming discussion we invite our participants to share their experiences and good practices answering the following questions:

  • To what extent is the use of critical information and media literacy present in the current provision of digital skills in your country?
  • To what extent are policy makers and other basic skills stakeholders aware of the need to develop critical media literacy among adults with low levels of qualifications?
  • What do you think the most important challenges when teaching critical information and media literacy?
  • How would you describe the most important factots that constitute a functional level of media literacy?
  • Can you describe any initiatives in your professional network that address critical information or media literacy in the realm of digital skills and competence development?

The discussion will be moderated by Graciela Sbertoli, Secretary General of the EBSN and will start 28 August (Wednesday) 12:00 CET and will be concluded 29 August (Thursday) 17:00 CET.

 

The Capacity Building Series of EBSN provides free open educational resources (OERs) and massive online courses (MOOCs) through EPALE, to help the implementation of the European Commission recommendations on Upskilling pathways in EU Member States. EPALE is funded by the Erasmus+ programme, as part the European Commission’s ongoing commitment to improving the quality of adult learning provision in Europe. The project is implemented with the support of the Education, Audiovisual and Culture Executive Agency (EACEA).

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Bild för Donald Vogli
Answering to your invitation to share our experiences and good practices related to digital and media literacy, here is the contribution of Donald Vogli, Ambassador of EPALE NSS in Albania.

Thanks to the overall debate on media professionalism, especially ethics, there is a degree of reflection and discussion on media quality. The media professionals and academicians interviewed shared that the public has some knowledge and critical sense on media in Albania, but media literacy education would be very helpful in improving understanding of how media works and how the public should read it. “Citizens are aware that news, attitude and context that the media convey are biased, but it is also clear that the further the citizens are from the elites and the capital, the more difficult it is for them to understand why media is the way it is,” .The emergence of the new and social media is another driver for the introduction of media education in the curricula. “Part of the population, based on experience or intuition can make the difference between the reality constructed by media and the real life. However, this should not be left to chance and media education should be part of the curricula. This is even more urgent with the development of new media and Internet penetration, which has further complicated reading and understanding the massive messaging, in fact we should go from ‘media literacy to `communication literacy’. Apart from some initiatives of the civil society and the NGO sector there is no particular development or attempts to promote the concept of media literacy through events or to assess the needs and media literacy levels with studies and evaluations.
Bild för Graciela Sbertoli
What you describe is so very important... Unfortunately, creating the sort of critical competence that will enable an adult to really distinguish the difference between real life and the reality painted by the media - that is a very complex matter and it takes a lot of time and education. But we can at least attempt to make the learners aware of the pitfalls. And yes, this is a subject that should be present in all curricula, both as an individual competence goal and as a transversal skill!
Bild för Lifelong learning network Macedonia
Hello everybody,
Nice to see that there is a fruitful discussion going on about an important issue like this,digital literacy. I can see that more developed countries which are already members of EU are using digital tools as a part of their work in all the segments of the community. Unfortunately, I cannot say that for my country, in all levels, at this point of time. A great accent on digital literacy is given in these last several years and we are starting to see the benefit of it now and luckily in the following years. Stakeholders are becoming more and more aware that it is becoming a necessity for every working surrounding and that they need to invest more in this area as in equipment as in trainings for the employed. Being a school educator, I am personally directly involved in the process of student's education and am glad that now, the educational system involved digital literacy for all the subjects. Students are more interested during the classes if the material is being learnt in a new,contemporary way,using digital tools. This also makes them prepared and skilled to use digital tools for all of their future education and employment. Unfortunately, not all the schools have the appropriate equipment for it so not all the areas of the country are covered with the same opportunity for the people who live there. Usually, the urban ares are more involved in the digital literacy process while the rural areas are a little bit neglected. Luckily, there are some projects, organized by EU funds, which involve the rural areas, some by giving equipment, some by seminars for the employees, so they can be a part of this process as well. 
Realizing the current situation, all the help we can get is more then welcomed, in a shape of suggestions for improvement or collaboration with some other organization which is more skilled on this issue for a project that can involve even more people from different kinds of backgrounds and communities. 
Thank you for giving us an opportunity to express our opinions and share ideas.
Bild för Graciela Sbertoli
Welcome to the discussion! (Can you please tell us your name?)

Yes, I understand you may feel you still lack the infrastructure needed to work efficiently with the issue we are discussing - but there is a lot that can be done using simply smart phones...

The EBSN is very interested in cooperating with your country within this field. If you have a look at our membership list, you will see we already have two member institutions in your country. Maybe you can contact them with a view to establishing an international project about this issue?
Bild för Lifelong learning network Macedonia
My name is Snezana,
Thanks for the info about the two institutions suggested, we will gladly contact them and check for further collaboration. The idea for the smartphones is really good but people who work in the public institutions are still not used to use the smartphones during their work. There is still this barrier present in our country towards technology and appropriate applications and trainings for the employees are really necessary. Luckily, things are improving, slowly, but surely we are going forward. Lifelong learning network was part of the Digital Literacy project in the frames of the Braking Barriers project and we had a chance to learn and experience a lot, especially in the practical part. There was a dissemination of the training in our offices but also in several schools in different communities in our country. Hopefully, this will still go on and we will spread the theoretical and practical knowledge as much as we can. 
We will be in touch further on for any useful info we have
Thank you
Bild för Graciela Sbertoli
And very nice to hear that you were part of the Breaking Barriers project! That was a project that included several EBSN member institutions, and I think the results were extremely interesting! Do keep in touch! I am sure we will find ways of cooperating!
Bild för Ana Isa Figueira
Answering to your invitation to share our experiences and good practices related to digital and media literacy, here is the contribution of ANQEP, National Agency for Qualification and VET in Portugal.


1 – To what extent is the use of critical information and media literacy present in the current provision of digital skills in your country? 

In 2017 Portugal Government developed a national initiative to ensure digital competences for all till 2030. This initiative has several axes, such as inclusion, education, qualification, specialization and research, and one of its goals is to generalize digital literacy to guarantee a full exercise of citizenship and inclusion in a society with increasingly dematerialized practices and mediated by electronic devices. Therefore, the initiative has some milestones. Considering population qualification in digital skills, Portugal should have 55% of people with digital basic skills or more in 2020, 65% in 2025 and finally 80% in 2030. In 2016 Portuguese people rate that never used internet was 26%. For this initiative to be effective there is a strong focus on the qualification of the population, providing them with the necessary knowledge for their integration in the labour market strongly dependent on digital skills. This is done mainly through training solutions developed under the Qualifica program, both in VET and CVET, and are especially focused in info-exclusion and cyber security. 

 2 – To what extend are policy makers and other basic skills stakeholders aware of the need to develop critical media literacy among adults with low levels of qualifications? 

Portuguese policy makers and stakeholders have been developing work in the field of media Literacy, especially through the creation of the Informal Group on Media Literacy (which comprises several public institutions working in media and education). This group is mainly focused on youth. More recently, Portugal has been developing a National Plan for the Literacy of Adults that includes digital literacy. We are also in the process of restructuring the key-competence framework for adult education (basic level), where digital literacy will also be addressed and reinforced. 

 4 – How would you describe the most important factors that constitute a functional level of media literacy? 

It is important for people to be aware that today they are not merely recipients of information. All of us are contents producers and run a network of broadcasters that we choose for our group. Thus, the information we accept and choose to receive may not be the most reliable if it comes from less credible sources. In addition, we must be aware that as contents producers all of us can be influencers and manipulators of information even unconsciously. Therefore, it is desirable for each of us to be responsible as a producer and carrier of information. If we believe in common values and social inclusion then we all have to be responsible in our use of the social media. 


 5 – Can you describe any initiatives in your professional network that address critical information or media literacy in the realm of digital skills and competence development? 

In January this year, the Portuguese Ministry of Education signed a protocol with the Journalists Union to prepare media teachers to train informed citizens, conscious and participatory towards a collective future.