5 May 2020
Media and Information Literacy (MIL) fostering the rights, opportunities and people's participation in the public development. That is why the UNESCO Almaty Communication and Information programme has combined the available MIL resources for wide access for everyone.
UNESCO MIL DIGITAL TOOLKIT
- Open Access: UNESCO and AU's Media and Information Literacy Course (English)
- Online Multimedia MIL Teaching Resources Tool (English)
Pedagogies of Media and Information Literacies (in Russian)
UNESCO has been actively involved in developing foundations for media and information literacy to assist Member States in pursuing the achievement of the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) related to MIL.
The UNESCO Institute for Information Technologies in Education commissioned this Handbook, which is intended to become a useful tool that would equip teacher training institutions and facilitate teaching media and information literacy in teacher training, to the Finnish Society on Media Education. This Handbook should help teachers to enhance their media and information literacy and encourage them to take up media education in the classroom. The main target group is teachers of secondary schools who are either in training or in service. The Handbook provides teachers with basic knowledge on media and information literacy, and the way these skills can be taught.
Media and information literacy curriculum for teachers
This Media and Information Literacy Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL.
It is pioneering for two reasons. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner. Second, it is specifically designed with teachers in mind and for integration into the formal teacher education system, thus launching a catalytic process which should reach and build capacities of millions of young people.
UNESCO has left no stone unturned in ensuring that a systematic and comprehensive approach be employed in the preparation of this MIL Curriculum for Teachers. The process included drafting, reviewing and validating by experts from a wide range of domains such as media, information, ICTs, education, and curriculum development.
This publication is divided into two parts. Part 1 provides the MIL Curriculum and Competency Framework, which gives an overview of the curriculum rationale, design and main themes. It is complementary to the UNESCO ICTs Competency Framework for Teachers (2008). Part 2 includes the detailed Core and Non-Core Modules of the curriculum. The MIL Curriculum for Teachers will be translated into Arabic, French, Russian, Spanish and, eventually, other languages.
Training materials on media and information literacy
Training Module on Media and Information Literacy (MIL) is designed for villagers of Kyzylorda region of the Republic of Kazakhstan and includes the basics of the MIL in visual form including media literacy, librarian literacy, news, computer, digital literacy, freedoms of access and expression, Internet literacy, cinema and television, advertising, and computer games.
"The manual material represents basics of media and information literacy in a popular visual form by using UNESCO MIL courses for teachers and other materials of the organization," Mr. Sergey Lazarev, Director of the UNESCO Almaty Cluster Office, said in the introduction part to the manual.
Media and information literacy: policy and strategy guidelines
This comprehensive MIL Policy and Strategy Guidelines resource is the first of its kind to treat MIL as a composite concept, unifying information literacy and media literacy as well as considering the right to freedom of expression and access to information through ICTs.
These guidelines offer a harmonized approach, which in turn enables all actors to articulate more sustained national MIL policies and strategies, describing both the process and content to be considered.
In the evolving knowledge societies of today, some people are overloaded with information, others are starved for information. Everywhere, people are yearning to freely express themselves, to actively participate in governance processes and cultural exchanges. Media and information literacy (MIL) provides all citizens with critical competencies to survive in the 21st Century.
Recognizing that to achieve MIL for all will require national policies, UNESCO has published Media and Informational Literacy Policy and Strategy Guidelines.
As Professor Ulla Carlsson, Director of the Nordic Information Centre of Media and Communication Research, notes in her Preface, “this publication is of vital importance toward improving efforts to promote MIL on national and regional levels”.
The Guidelines is divided in two parts. Part 1, MIL Policy Brief, is designed for policy or decision makers and can serve as a summary of the publication. Part 2 is divided into several comprehensive chapters discusses: 1) how to enlist MIL as development tool; 2) conceptual frameworks for MIL policies and strategies; and 3) model MIL policy and strategies that can be adapted by countries globally.
Towards Media and Information Literacy Indicators
It is fundamental to ensure that all people have the competencies – knowledge, skills, and attitudes – to succeed throughout all stages of the life cycle of both ‘information’ and ‘media,’ and to help people meet their needs, thrive, and improve the quality of their lives.
Within the global, multicultural context, the complete set of competencies needed for all stages of the life cycle comprise MIL, including other relevant literacies.
This background document provides a framework for the development of concepts (variables) and their corresponding measurements (indicators) to assess MIL competencies within a global context.
Youth and Violent Extremism - On Social Media
Publication on Youth and Violent Extremism - On Social Media: Mapping the Research is available online. The publication is supported by the Information for All Programme (IFAP).
Does social media lead vulnerable individuals to resort to violence? Many people believe it does. And they respond with online censorship, surveillance and counter-speech. But what do we really know about the Internet as a cause, and what do we know about the impact of these reactions? All over the world, governments and Internet companies are making decisions on the basis of assumptions about the causes and remedies to violent attacks.
The challenge is to have analysis and responses firmly grounded. The need is for a policy that is constructed on the basis of facts and evidence, and not founded on hunches – or driven by panic and fearmongering.
It is in this context that UNESCO has commissioned the study titled Youth and Violent Extremism on Social Media – Mapping the Research. This work provides a global mapping of research (mainly during 2012-16) about the assumed roles played by social media in violent radicalization processes, especially when they affect youth and women. The research responds to the belief that the Internet at large is an active vector for violent radicalization that facilitates the proliferation of violent extremist ideologies.
Indeed, much research shows that protagonists are indeed heavily spread throughout the Internet. There is a growing body of knowledge about how terrorists use cyberspace. Less clear, however, is the impact of this use, and even more opaque is the extent to which counter measures are helping to promote peaceful alternatives. While Internet may play a facilitating role, it is not established that there is a causative link between it and radicalization towards extremism, violent radicalization, or the commission of actual acts of extremist violence.
Overview of information literacy resources worldwide
This collection of Information Literacy (IL) Resources from around the world is divided into 42 language lists and includes selected resources – from websites, books, journals and other kinds of publications – that were provided by contributors from different countries and institutions and compiled by Dr Forest Woody Horton Jr.
In order to provide an inclusive and multilingual approach, this publication brings together contributions from IL experts from all over the world. By listing resources in several widely spoken languages, it enables professionals, researchers and individuals from various backgrounds and nationalities to access relevant information in their native languages.
The author’s objective is that school teachers and school librarians, at the appropriate primary and secondary grade levels, team together to prepare lesson plans and tutorials to introduce information literacy training into the classroom, by using the extensive native language resources. In addition, it is also expected that Library and Information Science faculty at higher education institutions, independent practicing IL consultants, and private sector training companies will collaborate closely to design, organize workshops to train native language IL trainers.
Media and information literacy in journalism: a handbook for journalists and journalism educators
Without language, there is no humanity. Without journalism, there is no democracy. Without Media and Information Literacy (MIL), there is no democratic human conversation.
The manual is based on the principle of integrating the education and practice of journalism. The guideline represents a tool for improving the quality of journalism, and for promoting the enhancement of MIL.
Based on the general concept of media and information literacy (MIL) and the work of journalists with information sources, this Guide also deals with fact-checking, in particular, it provides tools that enable users to check the facts for authenticity, choose the most acceptable formats of fact-checking, and the possibilities of using open data for comparison and verification of facts.
The Guide also provides examples of best practices, suggested exercises, readings, and assignments that help to enhance understanding and assist in the reporting of “misinformation and disinformation”. It is designed as an additional training
material for the training module for journalists, journalism trainers, and teachers, and is intended for use in news organisations, media development courses, and in journalism schools. The collected theoretical and practical material will be useful to media experts in writing news and analytical materials, as well as conducting investigative journalism.
This publication is published with financial assistance from the British Embassy in Tashkent.
Produced by UNESCO Tashkent, Baktria press, 2019. — 128 p.
Download the full text in (English), (Russian) languages.
Media and Information Literacy for Building Culture of Open Government
Publication supported by Information for All Programme (IFAP)
Media and Information Literacy for Building Culture of Open Government. Proceedings of the International Conference (Khanty-Mansiysk, Russian Federation, 7–10 June 2016). –Moscow, Interregional Library Cooperation Centre, 2017, – 208 p.
The book includes papers by the participants of the international conference on Media and Information Literacy for Building Culture of Open Government (Khanty-Mansiysk, Russian Federation, 7–10 June 2016), which has heralded a new important shift towards using media and information literacy to solve the problems of building open governments and establishing feedback mechanisms between governments and the society.
Media and Information Literacy for Knowledge Societies
The book includes communications by the participants and other materials of the International Conference on Media and Information Literacy for Knowledge Societies (Moscow, Russian Federation, 24–28 June, 2012), that offered a unique opportunity to identify the key existing challenges in the field, to outline policies and professional strategies for the advocacy of media and information literacy (MIL), to promote best practices and strengthen international cooperation among various stakeholders. It also contains the Media and Information Literacy Competencies Catalogue prepared by The Modern Poland Foundation (Warsaw, Poland).
Media and Information Literacy for the Sustainable Development Goals
A collaboration between UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, and the International Clearinghouse on Children, Youth and Media at Nordicom, University of Gothenburg