I do not quite understand all the laws, but like you, I understand that the fifth law includes digital citizenship. This seems to be a topic in recent articles! UNESCO has entered the fight for digital literacy by publishing five laws on media and information literacy. While they do not use the term “digital literacy,” it is clear that they address the concerns of this area. Source: www.unesco.org/new/en/communication-and-information/media-development/media-literacy/five-laws-of-mil/ At the heart of what they call the “Five Laws of Media and Information Literacy,” summarized in this helpful infographic: We have a media study of 10 and 20 notes. but I`m not sure what they`re focusing on. In our 9. In the classroom, the focus was on digital citizenship and beyond that, it is at the discretion of the teacher to implement all the work that revolves around these laws. I`m pretty sure Alec and Katia were part of a digital citizenship guide for SK that will be implemented soon. Therefore, in the future, it will be common for all educators to practice the core of these laws. Well, is that what UNESCO is thinking about? I can`t say, and they haven`t responded yet. Why I said forcefully: 1) The focus on freedom of expression is a big problem, especially for a UN body. Let us recall that the UN has, at best, a mixed representative on freedom of expression. And we live in a global age where this civil law is diminishing (cf.
Freedom House Research). 2) Users as producers are *still* a big problem. In our NMC research, we found that a clear majority of respondents said this did not happen. And at least one critic of our work mocked users as producers, found the report “predictably excited,” and argued that this approach bordered on racism and sexism. I disagree, of course, but this view exists, at least in the United States, and can develop. 3) Respecting “all peoples as holders of knowledge with the ability to express it” is still a radical pedagogy in many parts of the world. I`m glad you said this about your website, which seems (rightly) very bureaucratic. Tell me about GAPMIL?. Great article. There`s a media studies course – I don`t really know what that has to do with it.
I think as teachers, we have our students who use a lot of media and don`t really teach them about it. We somehow assume that we have to teach reading and writing – but somehow our children are equipped with an understanding of how media works. I`m shocked by the number of kids who don`t realize they need to have media on the site, or who don`t realize the bias of anything online. They think Facebook posts are the truth of the gospel — and don`t compare any other information about the issues. I love this image and I will surely share it with our teachers to use with their students. This site uses Akismet to reduce spam. Find out how your comment data is processed. Thanks for all the information! I`ve learned that I don`t recognize fake news very well, so it`s best to be careful what I read. What`s the best way to review a story? Is there a website that does this for you (or did I overlook that part in your post)? And I was surprised to see how the journalist was treated in China! I can`t believe how far they went to prevent him from talking to the owner. I can`t imagine it! I would like to hear from all participants as well as members of the digital/media/informational education world.
But I don`t know if I`m next. What`s wrong with it being an umbrella, aside from the difficulty of determining its material support? Excellent article Danielle, I appreciate your points regarding the importance for students to learn media and information literacy. With the plethora of fake news on the internet, as well as Trump denigrating the real media, this really reinforces the importance of literacy for our students as informed global citizens. Another element I connect with in your article is the importance of helping our students critically assess how perspective or worldview is not represented in the flood of media. As citizens, we must ensure that all points of view are considered, not just those who are dominated or over-represented by those who have access to them. Do you think Law No. 4 is related to this? Perhaps we, as citizens, need to ensure that those who do not have access to it can always make their voices or views heard? IE: If a person doesn`t have access to digital, does they even know that there are Wi-Fi access problems in their country, especially in terms of human rights? Kara makes a great point by illustrating a few examples associated with it (with Facebook`s non-engaged), so I`m not going to go any further. Anyway, great post. Very easy to read and you certainly collect excellent points. Law 5 argues that digital – sorry, media and information literacy – is an important program, and even provides a definition: “access, evaluation/evaluation, use, production and communication of news, media and technology content” with the associated “knowledge, skills and attitudes”. Law 2 identifies users – all users – as perpetrators, not just consumers, and emphasizes gender equality.
Thank you for reading. It is interesting to see an “international program” or a species. Bill 1 deals with several platforms and places of information that they consider “equivalent”. People should use these channels for “critical civic engagement and sustainable development.” I would also compare it to my father and his refusal to join Facebook. Although he says he doesn`t want to have access to the platform`s information, images, and features, I`ll often find that he asks me questions about this or that parent that I can “verify” by looking at their Facebook profile. Although he sees the advantage, he refuses to join. The involvement of users as producers is also to be welcomed. That is my understanding. Socratic/Freudian? Not familiar with this fusion.
Can you explain that to us? (thanks for sharing this, and thanks to Vanessa for tagging me) This literacy (they call it “MIL”) is based on and synthesizes several liters, including, but also beyond, information and media literacy: information, communication, libraries, media, technology, the Internet, as well as other forms of information providers are aimed at critical civic engagement and sustainable development. Law 4 fascinates me, almost like a koan. What does it mean to recognize that people are consumers of information, producers and learners when they may not know they are? Is this an argument for compulsory schooling or for some kind of Socratic/Freudian pedagogy, isn`t it…? Note that it separates “information literacy” from “media literacy.” Also, be sure to recognize the importance of freedom of expression, which has been transformed into “freedom of information literacy.” .