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With the purpose
to initiate the elaboration of a curriculum there was a meeting of the
international Group of experts of the United Nations for the Education, the
Science and the Culture (UNESCO) in Paris last june, the doctor José Manuel
Pérez Tornero professor of the Universidad Autónoma
de Barcelona presented the base document "Teacher
Training Curricula for Average and Information Literacy", a document
in which are established a series of strategies and theoretical recommendations
for the development of the media literacy subject in schools and the initial
formation for teachers in secondary .
With this
initiative, the General Conference of the UNESCO supports initiatives of media literacy
that permit to all develop competences and abilities to have enough judgments
about the value, truth and ethics of the sources of information and, with it,
to prompt the civic participation from this view.
In this case
the specific initiative supported by the UNESCO refers to an introduction of
media and information in the program of formation of the teachers.
The
professor Pérez Tornero, who is also an advisor of the European Commission (CE)
in matter of education in media and vice president of the International
Association of Media Literacy, (MENTOR), exposed the need to understand the
media teaching literacy as an indispensable factor in a context where all the
aspects in personal and social life – of children and youths with marked
emphasis - are founded and determined by the media.
During the
meeting themes like, the introduction of media literacy as part of national
curricula in the formation of teachers, media literacy initiatives in course,
cases of study, and methods of introduction, besides examples of good practices
were undertaken.
Using a base
document some themes were discussed, as the possibilities of the citizens to
participate in public debates and social actions using the information and
communication technologies (ICT); or the need to imply to all the institutional
actors in this task to adapt to the educational system to the new social
requests.
Finally, the
lines that will guide the curriculum design and the methodology to continue the
basic formation of the teachers in media literacy were established. For such
purposes the UNESCO will appoint 8 experiences to list to the article.
During the
meeting also participated representatives of the UNESCO as Wijayananda
Jayaweera, Director of the Communication and Information Division and Miriam
Nisbet, Director of the Information Society Division; besides Fackson Banda,
UNESCO-SAB Miller, Director of Media and Democracy, of the Rhodes University,
in Grahamstown; Carolyn Wilson, of the Association for Media Literacy of
Toronto, Canada; María Ester Youth, of the Universidad de la República in
Montevideo; Kwame Akyeampong, of the Centre for International
Education of Sussex University of Brighton; C.K. Cheung from the University of Hong Kong;
Evelyne Bevort, of the Centre de liaison de l’enseignement et des moyens
d’information (CLEMI) in Paris; and Martin Hadlow, of the
Centre for Communication and Social Change of the University of Queensland, in
Brisbane; among others.
July, 2008
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