Jordi torrent, UNAOC presentation_China_August 2012
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Media & Information Literacy “Evaluating information sources requires skills and critical thinking.
Separating fact from opinion, evaluating text and image are teachable skills.
Media literacy instruction promotes media awareness and development of Internet literacy to combat misperceptions, prejudices and hate speech”
Report of the UNAOC High-level Group (2006)
UNAOC Media Literacy initiatives
I. An on-line clearinghouse
II. Supporting grass roots projects
III. Publications / Research
IV. UNESCO-UNAOC Chair
V. Youth media – PLURAL+
VI. Promoting creative apps/video games
UNITED NATIONS ALLIANCE OF CIVILIZATIONS
Media and Information Literacy www.mil.unaoc.org
“ if a man were permitted to make all the ballads, he need not care who should make the laws of a nation.“
Andrew Fletcher of Saltoun (1653 -1716)
value / power
“Value is an expression of power, three sources of power:
violence money trust
The most important for the sovereignty is the power over the thoughts that give rise to trust”
Manuel Castells, “Communication Power” (2009)
trust / opinon
Perception
Beliefs
Policy Opinion
Reinforcesstereotypes
Media
UNITED NATIONS ALLIANCE OF CIVILIZATIONS
Media and Information Literacy www.aocmedialiteracy.org
MEDIA AND INFORMATION
LITERACY:Creative, ethical, critical
thinking skills to break the vicious circle
Perception
Beliefs
Policy Opinion
ReinforcesStereotypes
Media
access/understanding
“Modern man believes that he has access to the meaning of the
events by the sole fact of having access to information (…) the tendency to believe that a quantitative increase of information will produce a qualitative mutation in the desire for knowledge, hides a
real evolution, that results in widening the dissimilarities between
those who are naturally inclined, or because their family environment, towards a desire for knowledge, and those who need an attentive educational system that engages and supports in them the desire
for knowledge.”
Philippe Breton, The Utopia of Communication (1992)
Information/Knowledge
Information
without context,
lacking critical analysis,
does not necessarily produces
knowledge.
Information1000110101010000010100010100010100010000101000101010100000000001111110100100001100001000100111110101011000000110001101010100000101000101000101000100001010001010101001000000011111101001000011000010001001111101010110000001111111000001011111100000101000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101000110101010000010100010100010100010000101000101010100000000010010011111101001000011000010001001111101010110000001100011010101000001010001010001010001000010100010101010010000000111111010010000110000100010011111010101100000011111110000010111111000001010001101010100000101000101000101000100001010001010101001000000011111101001000011000010001001111101010110000001111111000001010001101010100000101000101000101000100001010001010101001000000011111101001000011000010001001111101010110000001111111000001010001101010100000101000101000101000100001010001010101001000000011111101001000011000010001001111101010110000001111111000001011100
Knowledge100011010101000001010001010001010001000010100010101010000000000111111010010000110000100010011111010101100000011000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101111110000010100011010101000001010001010001010001000010100010101010010000000111111010010000110000100010011111010101100000011111110000010100011010101000001010001010001010001000010100010101010010000000111111010010000110000100010011111010101100000011111110000010100011010101000001010001010001010001000010100010101010010000000111111010010000110000100010011111010101100000011111110000010100011010101000001010001010001010001000010100010101010000000001001001111110100100001100001000100111110101011000000110001101010100000101000101000101000100001010001010101001000000011111101001000011000010001001111101010110000001111111000001011111100000101000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101000110101010000010100010100010100010000101000101010100100000001111110100100001100001000100111110101011000000111111100000101110011101001000011000010001001111101010110000001111111000001011100
1858 TRANSATLANTIC TELEGRAPH
1871
2012
computer
The computer merely takes a finite amount of data and performs a finite number of operations upon them. Isaac Asimov
Intuition
inside/outside
A contemporary societal phenomenon is thedisappearance of the inner, reflective-in action, world
of the individual in favor of the outside projection, the messages we send to others.
From: “I think, therefore I am” (René Descartes)To: “I communicate, therefore I am” (Social Media)
THE MEDIUM
IS THE MESSAGE
UNESCO World Report:Investing in Cultural Diversity and
Intercultural Dialogue (2009)
“Media literacy can foster critical
capacities and promote multiple perspectives, thus protectingvulnerable cultures from what some experts have called the ‘colonization of minds’, such as when modes of consumption and ways of living from the ‘centre’ are uncritically
adopted by communities or cultures in the ‘periphery’”
Media and Information Literacy Curriculum for Teachers
Teachers are the gateway to literate societies. This model Media and Information Literacy (MIL) Curriculum for Teachers is intend as a tool that will provide educators of all background with the main competencies (knowledge, skills, and attitude) on MIL. It focuses on pedagogical approaches necessary to enable teacher to integrate MIL in their classrooms. By focusing on teachers, UNESCO and UNAOC hope to capitalize on the potential multiplier effect.
Media and Information Literacy Clearinghouse
• Over 250,000 unique visits since 2008.
• Multi-language resource.
The UNAOC-UNESCO MIL
clearinghouse is a Web 2.0
multilingual, user-generated, global
repository of information aiming at
facilitating fast access to available
MIL resources and relevant
information.
Visit: mil.unaoc.org
Direct support to:
II. Supporting grass roots projects
• A joint project of Cairo University and Barcelona Autonomous University for the development of MLE content in Arabic.
• The development of a Global Media Literacy Curriculum, in partnership with over 20 universities from around the world
Direct support to: Media Literacy for Global Understanding. A joint project of Temple University, Kuwait University and the Roberts Elementary School, Philadelphia.
Universal Forum of CulturesValparaiso, Chile.Television & Intercultural Dialogue
IIIa. Media Literacy Publication
A publication produced in collaboration with UNESCO, the European Union and Grupo Comunicar.
Eighteen Media Literacy experts from around the world provide in-depth analysis on specific media education projects and initiatives.
The book is being widely distributed and has become a source of information to experts, educators, researchers and policy makers across the planet.
IIIb. Media & Information Literacy Research Study
How did the world’s news media cover the “Ground Zero Mosque” controversy?Today, media provide up-to-date news essentially while events are occurring. But although many people watch, listen or read breaking news, very few have the knowledge or take the time to assess how events are framed. That means that sensationalized coverage of breaking events can have a disproportionate impact on how audiences understand key stories in the news.
IV. Media & Information Literacy UNESCO Global Chair
UNESCO UNITWIN UNAOC
on Media and Information Literacy and Intercultural Dialogue
The initial network of 8 universities include:• Universidad Autonoma de Barcelona, Spain• Universidade de Sao Paulo, Brazil• Temple University, Philadelphia, USA• Tsinghua University, Beijing, China• Cairo University, Egypt• West Indies University, Kingston, Jamaica• Queensland University, Australia• Mohamed Ben Abdellah University, Morocco
This UNITWIN-Chair will focus in developing research, curricula and in-the-field programs where MIL is used as a platform for intercultural dialogue and social cohesion, with local and global scope. link
PLURAL + Youth Video Festival
PLURAL+ a Youth Video Festival on migration, diversity and social inclusion.
Recognizing youth as powerful agents of social change in a world often characterized by intolerance, and cultural and religious divisions, PLURAL+ is aimed at involving youth in addressing the key issues in their community related to migrant integration, inclusiveness, identity, diversity, human rights and social cohesiveness.
The UNAOC is developing PLURAL + in partnership with the International Organization for Migration in collaboration with many international partners.
www.pluralplus.unaoc.org
The development of an app on INTERCULTURAL DIALOGUE
Organized in collaboration with MIT, Learning Games Network
and the support of, among others,
Doha Center for Media Freedom,
GlobalVoices online,
Fondazione Mondo Digitale
and ict for Peace Foundation
How can you contribute? How can you benefit?
We would like to encourage you to contact us regarding Media and Information Literacy, Journalism Education
and Youth Media initiatives from your country and region.
The UNAOC aims at further expanding these fields by energizing, supporting, as well as connecting existing initiatives and creating
truly global and multicultural networks and communities of knowledge.
Jordi Torrent / [email protected]