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THE UN WILL LAUNCH A TEACHING LITERACY INCORPORATION STRATEGY IN MEDIA (MEDIA LITERACY) FOR THE INIT |
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Página 1 de 2 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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