{"id":61765,"date":"2022-02-23T04:18:23","date_gmt":"2022-02-23T09:18:23","guid":{"rendered":"https:\/\/world.edu\/?p=61765"},"modified":"2022-02-23T04:18:23","modified_gmt":"2022-02-23T09:18:23","slug":"media-and-information-literacy-generalization-and-after","status":"publish","type":"post","link":"https:\/\/world.edu\/media-and-information-literacy-generalization-and-after\/","title":{"rendered":"Media and information literacy: generalization, and after?"},"content":{"rendered":"

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\nSince 2018, the education of young people and adults in digital media and information in general has been the subject of a remarkable revival of interest, due to the urgency of the fight against fake news and the circulation of discourse. of hate.\u00a0This resulted in a salvo of official texts.<\/span><\/p>\n

Having become an obligation for Member States in the Audiovisual Media Services Directive (ASMD), “Media and Information Literacy”, or “MIL”, outside and in school, is mentioned as one of the pillars of the\u00a0European Union\u00a0<\/span>Action Plan against Disinformation . <\/span><\/a>NATO has made this the object of its\u00a0<\/span>\u201ccultural diplomacy\u201d<\/span><\/a>\u00a0.<\/span><\/p>\n

In France, some reports mention the EMI in their final recommendations, such as that of the\u00a0<\/span>Estates General of Digital<\/span><\/a>\u00a0for Education in 2020 or the report\u00a0<\/span>“Lights in the digital age”<\/span><\/a>\u00a0in 2022. Others make it their center of main interest: this is the case with the\u00a0<\/span>Economic, Social and Environmental Council<\/span><\/a>\u00a0in 2019, with\u00a0<\/span>CLEMI<\/span><\/a>\u00a0(the center responsible for media education in National Education) in 2021, and, the same year, with\u00a0<\/span>ARCOM (ex-CSA)<\/span><\/a>\u00a0(the public regulatory authority for audiovisual communication).<\/span><\/p>\n

This frenzy of reports culminates in 2022, with the publication in the Official Bulletin of National Education of a circular relating to the\u00a0<\/span>“generalization” of Media and Information<\/span><\/a>\u00a0Education within the education system.\u00a0This text confirms the importance of MIL and its transversal role in the disciplines.\u00a0It appoints in each academy a referent, at the discretion of the rectors, (which already exists via the CLEMI), and distributes a\u00a0<\/span>Vademecum of reference<\/span><\/a>\u00a0in EMI which operates a slight update, by integrating the\u00a0<\/span>question of personal data<\/span><\/a>\u00a0and their use, finally!<\/span><\/p>\n

The question of means<\/strong><\/h4>\n

This generalization has the value of definitively anchoring the term\u00a0<\/span>MIL<\/span><\/a>\u00a0, “media and information education” instead of the expression “media education”, to align itself with Unesco and\u00a0<\/span>its recommendations<\/span><\/a>\u00a0, formulated in the Paris Agenda in 2007, as well as the\u00a0<\/span>recommendations of researchers<\/span><\/a>\u00a0, who invite the notion of information to be well integrated into the digital strategy.<\/span><\/p>\n

Thus are realized the wishes of the historical proponents of MIL in favor of a transversal approach, and the validation of certain values \u200b\u200bdear to this education, in connection with citizenship and democracy.\u00a0This widespread recognition is a real step forward and marks France’s ambition, placing it among the leading countries in Europe in this area.<\/span><\/p>\n

Still, the means of ambition are not specified in the circular.\u00a0Nor is there a clear framework for the EMI, which would go through a dedicated timetable in each school cycle.\u00a0The existing one is confirmed, in particular\u00a0<\/span>the insertion in other disciplines<\/span><\/a>\u00a0.\u00a0Additions are made on the margins, such as the deployment of web radios in colleges.\u00a0Oversights are evident at the center, such as the role of the professors-librarians, whose\u00a0<\/span>primary mission<\/span><\/a>\u00a0has been the EMI\u2026 since 2013. They\u00a0<\/span>also protested<\/span><\/a>\u00a0to the supervising minister, in the wake of the circular.<\/span><\/p>\n

Despite all the attention and all the recommendations, MIL remains an “education for” and not a teaching, unlike the recently created cross-curricular teachings of EMC (Moral and Civic Education) and SNT (Digital Sciences and Technology) .\u00a0Without this status, how can we give teachers the motivation to train in it and the evaluation bodies to put it among the skills measured?<\/span><\/p>\n

Issues of digital citizenship\u2026 and employability<\/strong><\/h4>\n

The risk is that the EMI is diluted in the disciplines and that we cannot really measure its effectiveness.\u00a0It is also due to the lack of clarification in relation to the current blurring between EMC and EMI, moral and civic education (EMC) taking up a certain number of themes of media and information education (freedom of expression dear to Samuel Paty for example).<\/span><\/p>\n

However, the EMI does not advocate morality but ethics: media ethics as well as the ethics of AI and algorithms.\u00a0That is to say, it allows the implementation of digital citizenship through uses and practices, to rediscover democratic values \u200b\u200band principles through them.\u00a0Finally, the risk lies in the lack of research and development on this subject, for lack of an overhanging space where it can be thought of as a discipline, with its concepts, its scope, its methodologies, its controversies…<\/span><\/p>\n

The most flagrant missed opportunity is that of the opening up of National Education to other players in the MIL, in particular those coming under the Ministry of Culture.\u00a0This has been mobilized since 2018, with a\u00a0<\/span>support plan<\/span><\/a>\u00a0financing all kinds of initiatives.\u00a0A large number of actors have mobilized, such as journalists, librarians, DRACs… not to mention civil society actors, such as\u00a0<\/span>C\u00e9m\u00e9a<\/span><\/a>\u00a0and the\u00a0<\/span>Ligue de l’enseignement<\/span><\/a>\u00a0, or the independent authorities\u00a0<\/span>ARCOM<\/span><\/a>\u00a0and the\u00a0<\/span>CNIL<\/span><\/a>\u00a0.<\/span><\/p>\n

All these actors of the EMI are a chance of renewal of the school, some being called to intervene in school environment.\u00a0They make the multi-actor approach, interdisciplinarity, complementarity of skills easily understandable… They also promote an MIL throughout and across life, to cope with the rapid evolution of digital media and allow to reach adults in need of requalification or simply of digital culture.<\/span><\/p>\n

Information in all its states<\/strong><\/h4>\n

Several diffraction factors combine, to use the metaphor of wave scattering, to explain the loss of density of the shock wave and the drop in impact.\u00a0A number of obstacles and interferences hinder some of the spread of NDE as a teaching:<\/span><\/p>\n