Media Literacy
European Experience
A comprehensive view of the media literacy policy in Europe
José Manuel Pérez Tornero
European Media Literacy Expert Group
Málaga, June, 2010
1
European Media Literacy Approach
2
Understanding Media Literacy
3
4
5
Assessing media Literacy levels in
Europe
Media Literacy Policy
Questions and answers
1
European Media Literacy
Approach
Europe: Creating conditions to evaluate Media Literacy
1999
Safer
Internet
2004
Promotingg
digital literacy
2006
Media
Litracy
Program
2007
Study on
media
literacy
trends in
Europe
Media Literacy
for digital
environment
Communication
2009
Audiovisual
Media
Service
Directive
2011-
Media
literacy
Indicators
2007
Communication Commission
A European approach to media literacy in the
digital environment
Focus on:
Media literacy for commercial
communication
Media Literacy for audiovisual works
Media literacy for digital environment
(online)
2007 (1)
Media literacy for commercial communication
Focus on:
A.
Giving young audiences tools to develop a [CRITICAL
APPROACH] to commercial communication, enabling them to
make informed choices
B.
Raising [AWARENESS] and knowledge among all interested
parties about self- and co-regulatory measures and
mechanisms, and about the need of development and
implementation of codes of conduct
C.
Encouraging public/private financing in this area with adequate
transparency
2007 (2)
Media Literacy for audiovisual works
Focus on:

Providing to young European audiences, better [AWARENESS]
and knowledge about our film heritage and increasing
interest in these films and in recent European films


Promoting the acquisition of audiovisual [MEDIA
PRODUCTION] and [CREATIVITY SKILLS]
Understanding the importance of copyright, from the
perspective of both consumers and creators of content
2007 (3)
Media literacy for digital
environment (online)
Communication from the Commission to the European Parliament
A European approach to media literacy in the digital environment
Focus on:
Empowering users with tools to critically assess online content [CRITICAL
APPROACH]
Extending digital creativity and production skills [MEDIA PRODUCTION]
Encouraging [AWARENESS] of copyright issues
Ensuring that the benefits of the information society can be enjoyed by everyone
(e-inclusion)
Raising [AWARENESS] about how search engines work (prioritizations of answers,
etc.) and learning to better use search engines [BETTER USE]
2
Understanding Media
Literacy
UNESCO
Defining Media Education
Grunwald, 1982
Toulouse, 1990
Viena,
Sevilla, 2002
Paris, 2007
Defining Information Literacy
Alexandria Proclamation of 2005, Information Literacy is the
capacity of people to recognise their information needs; locate
and evaluate the quality of information; store and retrieve
information; make effective and ethical use of information, and
apply information to create and communicate knowledge
Information Literacy skills
World Economic Forum
Global Information Technology Report
Readiness Index 2007-2008
The Report covers 127 economies to:
• Determine national ICT strengths and weaknesses, and to
evaluate progress
• Highlights the continuing importance of ICT application and
• development for economic growth
• Measure the degree of preparation of a nation or community to
participate in and benefit from ICT developments
The Networked Readiness Index (NRI) assess:
• The environment for ICT offered by a given country or
community
• The readiness of the economy's key stakeholders - individuals,
business and governments
• The usage of ICT among these stakeholders
The Networked Readiness Index Framework
Structure of the Networked Readiness Framework
used in this research
United Nations
United Nations e-Government Survey 2008
From e-Government to Connected Governance
The e-Participation
The concept of connected
government is derived from the
whole-of-government approach
which is increasingly looking towards
technology as a strategic tool and as
an enabler for public service
innovation and productivity growth.
Technological and
media change
1994
1982
1975
1965
2009
1952/6
1977
2001
1936
1964
2005
1985
1975
1965
1955
1945
1935
1925
19 15
1995
1995
1981
1991
1995
2005
1999
TDT
2001
2009
2004
1982
1998
2003
1994
2010
2008
2006
2004
2002
2000
1998
1996
1994
1992
1990
1988
2006
2006 Media literacy definition
 [CRITICAL APPROACH] “Media literacy may be defined as the ability to access,
analyse and evaluate the power of images, sounds and messages which we are now
confronted with on a daily basis and are an important part of our contemporary culture,
as well as
 [COMMUNICATE] to communicate competently in media available on a personal basis.
 Media literacy relates to all media, including television and film, radio and recorded
music, print media, the internet and other new digital communication technologies.
 [AWARENESS] The aim of media literacy is to increase awareness of the many forms
of media messages encountered in our everyday lives. It should help citizens recognise
how the media filter their perceptions and beliefs, shape popular culture and influence
personal choices. It should empower them with critical thinking and creative problemsolving skills to make them judicious consumers and producers of information.
 [PARTICIPATION] Media education is part of the basic entitlement of every citizen, in
every country in the world, to freedom of expression and the right to information and it is
instrumental in building and sustaining democracy”.
Conceptual relations
[PARTICIPATION]
[COMMUNICATE]
[Sustaining Democracy]
[On line content]
[Informed choices]
[CREATIVITY]
[Copyrights use]
[MEDIA PRODUCTION]
[Film heritage European films]
[AWARENESS]
[Digital and audiovisual media]
[CRITICAL APPROACH]
[All media]
[Search engines]
[BASIC USE/ BETTER USE]
[self and co-regulatory systems]
[Transparency]
Intercultural
dialogue
Teaching
ethics and
values
Family
education
Formal
education
Right of information
Interaction with the
media
Informal
education
Participation in the
public sphere
Professionals
Values
Participation and active citizenship
Media Literacy
Reading and writing literacy
Audiovisual literacy.
Personal
autonomy
Critical
thinking
Critical and creative abilities
and skills
Creative and
production skills
Access
Analysis
Evaluation
Freedom of expression
Regulatory
authorities
Media education
Solving
problems
Democracy
Informed
selection
Semiotic and cultural
skills
Technical skills
Communicative
skills
Digital literacy
Media and
Environmental
factors
TDT
Global society
School
City
Media
Familly and pairs
Work
3
Assessing media Literacy
levels in Europe
Objective
To evaluate the European progress on
media literacy
The Audiovisual Media Services Directive (2008)
sets out a reporting obligation for the European
Comission to measure levels of Media Literacy in
European Union Member States
+
It stablishes a report on assessment on media
literacy levels by 2011
Criteria (κριτήριον)
Indicators and Tool
Assesment
Facts
(Evaluation)
Opinions
Conduct
Dimensions
• Technical operations
• Understanding
• Creatives/ Expressives
• Comunicationals/ relatinals
Empirical
Mental
[COMMUNICATE] [AVALAIBILITY]
[BASIC USE/BETTER USE]
TDT
Use
Critical understanding
[CRITICAL APPROACH]
[AWARENESS]
Communication and active participation
[MEDIA PRODUCTION]
[COMMUNICATE]
[SUSTAINING DEMORACY]
[PARTICIPATION]
Framework
Communicate
Critical
understanding
Use
Media avalaibility
Environmental factors
Dimension 1: Personal Skills
Components
Factors
Computer and
Internet skills
USE. Technical skills
Balanced and active
use of media
Enhanced Internet
use
Indicators
Computer skills (card)
Internet skills
Internet Use
Newspaper circulation (card)
Going to the Cinema
Reading Books
Mobile phone subscriptions (card)
Buying by Internet
Reading News by Internet
Internet Banking (card)
E-government
Indicator card
Indicator card
Indicator card
Indicator card
Dimension 1: Personal Skills
Components
Factors
Understanding Media
content and its
functioning
CRITICAL
UNDERSTANDING
Cognitive and critical
skills
Knowledge about
media and media
regulation
User behavior
Indicators
•Reading text (card)
•Classifying written and audiovisual texts
•Distinguishing media content (all media)
•Elements to which the user attaches importance to
rely on the information
•Classifying websites
•Classifying media platforms and interaction
systems
•Media concentration (card)
•Knowledge and opinion regarding the media
regulation subject
•Do you know which institution sanctions possible
violations of the law operated by TV stations?
•Do you know the authorized institution to turn to
when you noticed something insulting, injurious or
offending on TV, radio or Internet? If the answer is
yes, named it)?
•Rules and rights is applicable to media content
•Perceptions of the watershed (card)
•Knowledge about regulation on internet
•Author / Use right
•Exploring information and critical search of
information
•Checks made when visiting new websites (card)
•Judgments made about a website before entering
personal details
Indicator (to be developed) card
Indicator (to be developed) card
Indicator (to be developed) card
Dimension 1: Personal Skills
Components
Factors
Social relations
COMMUNICATE.
Communicative
and participative
skills
Participation
Content creation
Indicators
•User-created content (post
messages)
•Networking website (card)
•Internet for cooperation
•“User centricity” on online
public services
•Citizen participation activities
ever done
•E-government
usage
by
individuals
•Media production skills
•Experience of creativity media
(card)
•User-created content (create web
pages)
Indicator card
Indicator card
DIMENSION 2: ENVIRONMENTAL FACTORS
Components
Factors
Mobil phone
Internet
Television
Indicators
Mobil phones per 100 inhabitants
(card)
Broadband penetration rate
Population and household equipment
AVAILABILITY
Radio
Newspapers
Cinema
Radio sets per 1000 inhabitants
(card)
Newspapers circulation
Screens per country
Indicator card
Indicator card
DIMENSION 2: ENVIRONMENTAL FACTORS
Components
Factors
Media education
(card)
MEDIA LITERACY
CONTEX
Regulation authorities
(card)
Media industry role
Civil society role
Indicators
•ML presence in the curriculum
•Modality on ML in the curriculum
•ML teachers training
•ML educational activities
•ML didactic resources
•Existence of regulatory authorities
•Importance of the authorities. Legal
mission
•Activities of Regulators on Media Literacy
•Newspapers
•Television channels
•Cinema Festivals
•Telephone companies
•Internet providers
•Others organizations)
•Organisations which are active in
ML
•Activities of ML developed by civil
associations
•Coordination/cooperation between
civil associations
Indicator card
Factor card
Indicators structure