Our Autumn 23′ Wednesday Webinar series is dedicated to Teacher Education in Digital Media Literacy and is organised as part of the TeaMLit project (providing guidance, resources and support for teacher trainers in Europe). These events focus on the experiences of media literacy practitioners and experts and provide opportunities to share best practices, knowledge and quality resources.
This first session focuses on TeaMLit’s Premier Insights: The Media & Information Literacy Landscape
A deep dive into the inaugural report from the project TeaMLit – Teacher education in digital and media literacy: providing guidance, resources and support. We’ve embarked on an 18-month research journey from January 2023 to June 2024 and offer an intricate glance into the Media and Information Literacy (MIL) teacher’s education and training across five countries and regions: Ireland, Portugal, Belgium-Flanders, the German-speaking Community in Belgium, and the Baden-Württemberg Land in Germany, as well as characteristics from an international assessment.
This session took place on 18 October, 2023.
Moderator: Sally Reynolds, Media & Learning Association, Belgium.
📌More information about this session: https://media-and-learning.eu/event/wednesday-webinar-on-teacher-education-in-digital-media-literacy-part-1-18-october-2023/
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[04:50] Ricardo Castellini da Silva, FuJo – Dublin City University, Ireland, Media and Information Literacy Concept; Introduction on findings of Initial Investigations;
[08:00] Lucia Mesquita, FuJo – Dublin City University, Ireland. Methodology; Worldview;
[11:40] Ricardo Castellini da Silva, FuJo – Dublin City University, Ireland, Ireland Context;
[20:00] Lucia Mesquita, FuJo – Dublin City University, Ireland, Portugal Context;
[23:32] Lina Pranaityte, Heidelberg School of Education, Germany, Germany Baden-Wurttemberg Context; Belgium (Flanders; Ostbelgien) Context;
[51:55] Lise de Boeck, Thomas More, Belgium, Primary teacher education programme
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Afternoon and Welcome to our session this afternoon on teamlet all about teacher training in media literacy my name is Sally Reynolds and I’m delighted to welcome you to our session this afternoon which as you can see is entitled Premier insights the median information literacy landscape so just
To take you through the agenda uh give you an idea of what we have planned for the session this afternoon um I’m just going to very briefly introduce the uh project to you teamlet to you which is at the back of this uh session we have this afternoon which is the first of
Three webinars that we’re running on teacher training and education in media literacy um then our colleagues Ricardo Lucia and Lena will explain the work of the first of our work packages work areas on Research into teacher training here in Europe um we’re then going to go into some breakout sessions because we’d
Like to get some feedback and input from all of you who are joining us today um report back then from the breakout sessions which we’ll explain to you a little bit later and then Lisa dbook from the Thomas Moore College here in Belgium is going to share her experience
On pre-service teacher training that is being run in their college so just a couple of quick house rules before we get started if that’s okay um please keep your camera on it’s Lov to see people’s faces and uh but your microphone’s off if you don’t mind we
Will use the chat for picking up questions to our speakers and also for uh facilitating discussion a little bit later on if you could you can still change your um name on Zoom to indicate your name but also the organization and the country that you’re coming from
Which would be very helpful to us here this afternoon to know where everybody’s joining us and um we also want to let you know that we are recording this session so we will be making a copy of of the a recording of the session available afterwards we’re going to try
And make sure we keep it to maximum 75 minutes um if it goes a little bit over okay please forgive us but we’ll try and stick to the 75 minutes we’ve got quite a lot to get through this afternoon so Chloe if you don’t mind I’d like to
Share my quick introduction slide just to explain to you what um teamlet actually is it is a uh European project um All About teacher education and digital media literacy providing guidance resources and support for Teacher trainers in Europe it’s an 18month long European project it’s funded under emth the European media
Information fund so we’re about halfway to the project at the moment um if you don’t mind switch off your mics uh here somebody’s got mic on yeah thank you very much um and the project has got three main pieces of work that it’s doing so really what we trying to tackle
Is the fact that um while teachers are clearly people who need to be helped with regard to media literacy in the classroom very often they don’t have access to appropriate training so we’re really targeting in on teacher training for teachers in the area of media literacy so work package one which is
The one you’re going to hear about today is all about research review and Analysis it’s all about seeing what actually is happening in Europe with regard to teacher training in both in service and pre-service our second work package which we’ll be coming back to in our next uh of these sessions taking
Place in November is all about the network that we’re developing so we’re very keen to develop a community of practice amongst people who are engaged in teacher training in this area and also to identify success scenarios scenarios that can be repeated from one part of Europe to another um and the
Other area of activity that we include that we’re covering is work package for resources and repository which we we will cover in the third of our teamlit webinars taking place in December we’ll give you the times and places that you can register for all of these at the end
Of the session today and in work package four we’re going to create a core set of five modules which can be used in teacher training and also we’re building a repository of materials that would be useful you can see the list of Partners on the screen so media learning
Association is the lead partner for this project but we’re delighted to be joined by Partners in Croatia Germany Belgium Ireland and Finland as well as a host of supporting Partners so without uh too much further Ado uh let me then go to our main presentation introductory presentation for the session today which
Is all about the research that’s being carried out into teacher training in media literacy and for that I’m very happy to hand over to Ricardo thank you very much Sally um luciia is going to share our presentation great so uh can everyone see the presentation well Yep looks
Thanks good so um as s explained so we are part of the work package too uh we are carrying out a research across Europe uh on teacher training um on media literacy uh so uh this presentation is about our first report which was launched last September and is
Available on the media and learning association website so please go there and download and read it through and if you have any comments and um feedback we would really appreciate that um Lucia great so this is our team so our team is composed uh by two institutions
Uh the Dublin City University here in nland and also the hyberg university in Germany so it’s me and Lucio here in Ireland and Lena in Germany um luciao okay so the first thing is that we we we had to came up with you know media literacy uh media information
Literacy concept or definition for our project and as probably you know uh it’s really hard sometimes to to get a definition because it’s such a broad Feud and such a broad concept um and not all the time people are on the same page when they’re talking about media
Information literacy so we discussed uh among our teams what would be the best definition and we try to get uh a concept that was as broad as possible so we could incompass as many activities and best practices as possible in the Target countries so you can see we we
Included many topics such as disinformation critical thinking multimodality new literacies Online safety data literacy conspiracy theories so we try to to include as many topics within the media in information literacy as possible so that would be um I think the reach of our research will be much bigger and much better um yeah
Luccia so uh the main objective of This research project is to do to carry out like a mapping of what’s going on around Europe in terms of teacher training um on media literacy so what kind of training if any our teachers uh both primary and secondary teachers receiving
Uh in Europe both pre-service so the training that they receive be before they become teachers and also in service when they are they become teachers what kind of training they are receiving in the school so we we did this mapping uh in five countries we did in Ireland we
Did in Portugal with did in Belgian Flanders and then the German speaking community in Belgium and also in the b b brenberg part of Germany so that was the first uh uh report and Lucan I is going to talk about the methodology yeah so uh the methodology
Was a qualitative one at uh based in three steps uh the first step was a more academic approach and literature review on media information uh literacy Education and Training to teachers on scopus that is a repository of academic papers and we also did a very thorough uh investigation that is called Al also
Des research research on policies laws institutional websites like University and colleges uh we w we walked through uh syllables models everything that was related somehow to Media information literacy Education and Training to teachers also NGS that are promoting training to um to teachers and finally we finished with a interview with uh
Stakeholders in each country so I also uh GNA go over to some of the results already on the word viiew because we also um Besides oh uh so besides the the country uh each country that we Ricardo already told us said to us that was the the main focus of our first report we also tried to bring a little bit of what was going on worldwi and we found out that me uh
Information education and training into the curriculum and guidance and Educational Systems around the world is also not very common we do have some teacher specific programs in media information literacy uh but they are very scarce especially uh to pre-service teachers of future teachers and there is some materials U and very interesting
Materials for inservice teachers but uh in Unfortunately they are more focused on resources rather and uh training specifically there’s some great and notable um initiatives around the world I put it here some that you can look through uh further in the report but uh again there is a lack of awareness about those
Projects and information in general about these projects um so there is a Lo a glowing in a growing interest in media and information literacy around the world but still there’s a lot of lack in ter terms of training so uh again about uh uh the specific countries sorry I
Passed one more so there’s uh some countries that they have some monetary me uh teaching in the schools that’s the case of the US for instance but is unequally um implemented in different states in in the United States we have also Philippines that is also uh South Korea but again um the the
Training for the teachers that is supposed to teach that is lacking so that’s a huge concern of us and of them as well in Brazil we have a recently um evolution in the in this subject there is a public consultation in a law of media literacy education in schools so
There will be developments uh shortly so just to bring us a little bit of context in terms of global I’m going to hand over to uh hiard again to talk about Ireland okay so now we’re going to dive a little bit uh into the five countries or countries and regions that I I
Mentioned so we’re going to start with Ireland I’m just going to give you uh and again this is just a summary of our find is you can find more information um on the report so um just giving a a brief uh context around what’s going on
In Ireland so uh since 2016 we have a media literacy policy which was a great achievement because since then we had absolutely nothing uh in terms of policies in the country related to media literacy uh and also um because of this policy the followup of this policy was
The creation of a network called media literacy irelands uh which is still in place is and is one of the main achievements that we had in the country uh the network has nowadays over 250 people and institutions and organizations this includes people from Academia uh the media sector and the
Civil Society and they are working together mainly on a voluntary basis to promote media literacy uh in the country we’ recently had a change in terms of policy we have a new commission that’s looking after uh media in the country is called commission am man uh it replaced
The the broadcast authority of Ireland in 2023 uh um we still don’t know exactly how this will affect media literacy in the country they had just uh launched working program where they mention media literacy very briefly uh saying that they’re going to um have some media literacy events in the future but we
Still don’t know how this is going to play out in the coming months so uh this is something that we still need to do I mean they are still responsible for the media literacy Ireland which is great but we we of course we hoping that we have more uh initiatives in the future
In terms of Education in Ireland I mean just like most of other countries in Europe Ireland doesn’t have uh media literacy as a separate subject in the curriculum however you can find some elements of media literacy spread across the curriculum both in primary and secondary um education so you you have
For example we have a a topic here called uh social personal health education across uh the the the education years so it starts with primary and goes up to the secondary education so you have some elements of media literacy there there’s actually a component called media education um we
Have uh also um the digital media literacy short course uh which is not compulsory um but this is uh available for schools that want to implement some kind of media literacy in secondary education in what the part that we call Junior cycle which covers from 12 to 15
Years of age um however we still have very little information about how teachers actually use the resources available how they actually teach this topic in the schools this is something that we still need to learn more there’s very uh esars information about that so uh we we still don’t know exactly how
This happens in the schools um and especially how actually teachers deliver these kind of topics in schools Luci now more specifically on teacher training uh they have there have been some improvements in both pre-service and inservice training on media literacy in the country but it’s still very very
Limited so for example in pre-service we have here in Ireland 13 um uh universities that provide education for teachers but if you look at their curriculum and we did an analysis of the curriculum in each of these institutions to try to find elements of media literacy so you can find again you can
Find some elements in some of the courses especially courses related to technology uh such as for example digital learning or ICT in education so you can find some elements of media literacy there uh but it’s just like very very little uh there’s no subject called media and information literacy or
Media literacy or even information literacy uh in in in the curriculum uh and even another finding that we have uh um is that even the teachers who are teaching these modules they don’t feel confident to say that they are experts IM media literacy so even when we we
Were trying to get more information from them or when we were trying to arrange interviews with them it was very common for them to say oh but I’m not an an expert in media literacy I’m just teaching some you know some topics that related media literacy but I’m not an
Expert on that and this is because usually they come from a background of Education or communication studies or sometimes uh digital technology so they don’t feel confident or comfortable enough to say that they are experts in IM media literacy this of course shows that we are uh still at the the very
Beginning of a you know long process of first having the training for the people who are training the teachers and then so that teachers can actually deliver something you know some kind of content in schools in relation to inservice training we have a few more opportunities but it’s still it’s quite
Limited um there are opportunities from the government such as the pdst which stands for the professional development service for teachers here in Ireland so there are some um institutions within this department like webwise or artist in junior cycle that provide some training uh on me media literacy or at
Least some topics of media literacy especially like summer courses online summer courses where they discuss topics such as digital learning or digital citizenship uh or Online safety so there are some some things for about that for specifically for teachers so even though you can find in school some
Organizations here that will provides um media literacy training for students but for teachers it’s still very very limited and the problem is not resources which is I I think this is not a problem in Ireland it’s it’s worldwide as Luccia was saying that we don’t have actually shortage of resources on media literacy
Especially in English so if you are in an English speaking country you have plenty of resources on media literacy the problem is actually training so when we talk to teachers one of the main complaints were okay I you know the resources are very interesting but I
Don’t know how to use them because I don’t have um the the knowledge and the skills that I need to deliver this content so I don’t feel comfortable or I don’t feel confident enough to actually deliver um this content uh Lucio uh yeah just finally so in terms
Of challenges and opportunities I think there we lack a kind of a national strategy around that you know uh there’s a lot of fragmentation in in the education system so basically there are some departments looking after resources and then others looking after training and then others looking after the
Teachers themselves so basically what we need we need to combine all of them in one you know big strategy so that we can see all the gaps that we have so for example we can see that even though we have resources but we don’t have training so we need to provide this
Training how we can do this in pre-service uh uh education so then we need to talk to universities and see how they can incorporate this and of course we know it’s very difficult because the curriculum is already very very busy it’s very crowded so it’s not easy to
Include a new topic and then in in service again we have issues such as for example the fact that teachers already have a huge workload uh they don’t have time you know for new things and for new training uh there’s problems with funding so there are many things that we
Discuss in in the in the report about that in terms of challenges and opportunities so that’s for Ireland Luc is going to talk about Portugal now yeah so in the terms in terms of Portugal we also found a very interesting uh context uh even though media and information literacy has been
Taught in schools uh very for a long time but mostly focused on media production like with have a newspapers in schools and the involvement of journalists also in in many of the initiatives on media information literacy in schools has been uh historically important in Portugal but uh just more recently they have a
Development in this uh in more strategized ways of approaching the subject in schools and also in the broader uh community and um the broader population so one of the most important uh aspects is that the regulatory Authority for media uh in Portugal assumed this um this uh problem and uh
It’s giving um interesting um uh projects it’s leading uh projects and groups to discuss the uh the formation or the development of media information literacy in the country even they have uh conferences every year where they uh put the people together to discuss uh the development of of media information
Literacy in Portugal but in terms of curriculum uh for nowadays the the curriculum that the part of the curriculum that is part the media information is part of is the citizenship and development subject that is a mandatory uh curriculum um ofer D schools so that’s that’s pretty much uh the part of the
Cul sorry there’s some okay um and then I still about Portugal go in terms of teacher training they are very scarce especially for pre-service teaching uh teachers and uh interestingly enough most of the the things that we found and most of the education that we found are actually based on the
Departments of communication rather than the Department of Education that’s also due to the historical involvement of journalists in the in the U developing these discussions in the public so uh again is a fragmented new initiatives but there is also a very great opportunities especially because in service teaching in service teachers uh
Education and Training is also mandatory in Portugal so there’s a great opportunities to introduce uh media information literacy training to in service teachers through this program of uh contined development education to inservice teachers and also we put some good practices there but you can go through in the report again so I’m gonna
Uh stop sharing now and I’m gonna ask our colleague Lena to uh start her presentation hello everyone I’m greeting you from the Hur School of Education in Germany and I’m very happy to take over from my colleagues Ricardo and Lucia and I will go through in the remaining of our
Presentations through three countries and I will start with the most populous one in Europe and that is Germany uh it has over 83 million inhabitants and of whom approximately 8.6 million people are currently studying in schools they have less than 800,000 teachers as of last Academic Year and about 7% of
Currently studying students are planning to become teachers currently Germany is facing re crisis of teacher shortage teacher training in Germany is complex it is differentiated between school types levels subjects and federal lands so teacher training until recently has been called institutionally homeless because until about 9 years ago it did
Not have specific institutional structures within universities that could provide a contact point for Teacher students this organizational fragmentation has been countered with a number of schools and education of Education as well as centers for Teacher education being created in a number of universities across Germany after university studies preservice practical part follows for
Future teachers which is organized not by University but separate institution and all in all in Germany there are 122 universities where future teachers can acquire their education continuing professional development on the other hand depends of the federal lands and their requirements put on teachers which in laws they call
It as a must or a can happen during teacher non-teaching time in practice we saw that often it is indeed a personal investment of teachers time for continuous professional development education in Germany falls under the administrative and political responsibility of each individual federal state of which There are 16 in
Total and results in structural and content related differences in teacher education between those lenda standards and require requirements are provided by the conference of ministers and in this project I have researched mainly the third biggest land called Biden BB which has 26 universities and universities of Education in 206 the conference of Education
Ministers has defined media education as one of six guiding perspectives to be applied in all schools at all levels and throughout the curricular and in an integrated manner across all subjects such policy of media and information literacy as a guiding principle brings of course its challenges so for one academic studies
As well as my interviews have showed that a lot actually depends on teacher Educators and their interest as well as invest investment in this topic other challenges have been revealed by the recent pandemic and distance learning U which exposed that there is a lack of technical equipment in schools and there is a
Digital divide in even such a wealthy society as Germany also um an insufficient preparation or of or the support for teachers is also there however on a very plus side very quickly after this realization we saw a sharp rise in peer-to-peer exchange among teachers and Educators for example on special Twitter
Accounts or various app groups as well as numerous offered workshops and since the end of last year there has been a lot of discussion in Germany in various educational sectors about the changes that generative AI will bring to the Notions and practices of teaching and learning as good practices in media and
Information literacy education in Germany I could mention that less than a decade happening institutional change within your universities which created schools of education and centers for Teacher education with a purpose to support future teachers has been successful among one things that the highback school of education for example
Is doing in this role is um to offer additional qualifications for Teacher students on the topics that are not necessarily touched in their study programs but which are needed in their later professions which in our case is critical media literacy another good example could be the suggested lesson plans which facilitate
Media literacy competences and sometimes very unexpected subjects so for example in a sixth grade Latin language class uh where pupils are asked to conduct internet research on Old Romans um but they are given specific information literacy supporting steps of how to do it mentoring pro programs could also be
Mentioned uh and they are happening either from older pupils in schools to younger ones or even from parent to parent as well as um the booking of specific certified pedagogues from a Statewide network of media centers uh who come to schools for a specific Medi
Related topic and it seems to be a well functioning practice at least in B with that in Germany media literacy is approached from a simultaneous effort angle where three main groups are addressed with media literacy topics and that is Teachers youth children and parents and grandparents also German Scholars
Research and teacher education also argue that more research in teacher education was only positive because it adds visibility and recognition to the topic on various institutional levels and it supports cooperation on institutional as well as International levels so let us turn out to Germany’s neighboring country Belgium with over 11 million inhabitants
Belgium is a federal constitutional monarchy with a parliamentary system where decision-making powers are federal governments there are three language-based communities slemish French and German speaking and three regions Landers Brussels and Bonia language communities are responsible for education in Belgium the Flemish speaking Community which was uh our my research um interest
For this report um forms more than a half of the Belgian population in 2021 there were 22 universities and colleges with approximately 24,000 students in teacher training and educational institutions in Flanders are highly competitive School governing boards decide on their teaching methods curricular timetable staff appointments and the like in
201920 reform has transferred teacher education training to universities and colleges in Flanders in all there are six types of teacher training programs uh that are aimed at a specific group of future teachers pres service teacher education includes a practical Parts in schools as well and teacher training programs developed their own curricular in
Relation to governmental guidelines one other significant policy change was a 2012 accepted media literacy concept paper defining a transversal approach to media literacy implementation in a interdisciplinary and cross-curricular manner th there is no compulsory M education in Belgium or M curriculum in Belgium but it is educational plans as a
Guideline for learning outcomes schools and school networks are addressing those guidelines locally because as education in general Mill is a language Community matter in Belgium such approach approaches mean that there is a multiplicity of ways that media literacy is practiced which might be a challenge but also a very powerful
Opportunity what adds more complexity to the field is the financial uncertainty of teacher training organizations of Belgium continuing professional development funding limits within schools some scholars in Belgium have argued that the policy challenges have increased the significance of media and education literacy on associal level but that a didactical level will still need
To be addressed properly also in German in Belgium Co pandemic had has caused the so-called digital jump when technology was acquired for every school child from the age of 10 Belgium is really rich in good practice examples in the field of media literacy as one one could mention the
Growing curve practice uh which divides the acquisition of skills and competences into phases spread across primary and secondary education one other good practice is the local ized approach towards school’s needs and co-created school policy between School principles teachers pupils and parents as in Germany U Belgium also practices their simultaneous efforts to
Raise m in society addressing teachers students and parents with a group tailored information media coach program for example from media ways Fosters such good practice examples as informal peer-to-peer exchange through such events um as media coffee media pup or soups and apps which stem from the needs of the team and encourage expertise
Sharing with a fun Factor where teachers exchange their knowledge class summon database and Ed box would also be mentioned this brings me to the last region that I will be covering today and um this is the eastern part of Belgium the German speaking Community U with approximately 79,000 people 10 secondary and 57
Primary schools and this community collaborates closely with a french- speaking community in Belgium as well as German and luor countries as in all of Belgium education in the German speaking Community is subject to the principle of freedom of education teacher training happens in one Higher Education institution which offers courses um for educational
Sciences in kindergarten and primary school teacher uh studies this University of education is also responsible for the inservice teacher training of teachers who are obliged to participate in regular further professional development training each school can decide on three to four days of instruction dedicated to the collective continuing professional development of all
Stuff so the Ministry of Education provides guidelines for media literacy education in this part of Belgium and is a list of learning objectives for each stage of Education as well as Learning Materials as in the rest of Belgium the emphasis rests on learning competences systematically and across all subjects
From the first year to the completion of the secondary school and the recent events of hate speech in germane speaking Community showed that media literacy education becomes more important when one tries to somehow mitigate the harm rather than prevent it thus it is uh rather reactive rather than proactive
Approach the spark of Belgium shows that good practices must involve the multiplicity of stakeholders including teachers media pedagogues social workers Library workers School principles parents and children among others since 2020 uh 2020 speakup Association has been formed in this part of Belgium under the roof of the Institute of democracy Andy at the
University of education and its aim is to connect people organizations and institutions which have Mill in their focus within this part the annual conference also serves as a multiplier event and uh suggest pred out tools and is labeled as well as teacher qualification event I have covered now all of those
Three part uh countries and I will turn now to the conclusions so the main aim of our work package was to map and analyze current practices barriers and opportunities in initial and inservice teacher training uh in media literacy what our research has revealed is that globally there is a growing support in
Um in service teachers and their materials on media literacy that Mill Frameworks are diverse and Vary from country to Country and institution from to institution and that media literacy is approached as an interdisciplinary and cross-sectional competence to be acquired throughout the curricula of all subjects and throughout the All Phases of
Education and that the pre-service programs are often Tech focused and often missing the critical perspective and critical in our view is here um one should note as an understanding that critical thinking skills and inquisitive questioning are important we also found that good practices involve in combination of governmental institutional and local
Approaches and that the challenges are to No One surprise the lack of Financial Resources usually the lack of exchange between inservice and pre-service teacher education underestimating the multiplicity of stakeholders and um the challenges that may be the pandemic’s digital jump and generative AI might bring to those
Processes important we find is the fac facilitation of transdisciplinary and cross Regional research corporations and networks um as well as because we think that research adds higher and more sustainable quality to teacher education and critical approaches are needed in a dynamic media landscape finally a couple of self-reflective uh
Considerations um the challenges that appeared in our research were the following usually um not possibility to access most of the curriculum maybe also accessing the um or approaching concrete people on the ground professors and teachers confusion about the milk concept as was mentioned in the beginning of this presentation language
Problem and accessing information limitations as well as the scopus program that was used for for comparison is Western and English language based and our work in this work package is also not full-time so we ask for your kind response if something was not right we thank you all for your
Attention and we are looking for forward to the discussion and groups with you thank you very much Lena and of course Lucia and Ricardo as well for a great overview of the research work so far which I hope everybody has found interesting uh as you saw from Chloe in
The chat the um they will move on they’re moving on to a further set of countries for this current six months and then the final set of countries for investigation from January through until June however we don’t just want to share this information with you we also want
To have an opportunity to hear what’s going on in your countries and in your regions with regard to teacher education so we’re going to go into breakout rooms in a moment um we’re going to allocate 12 minutes to the breakout sessions um we are putting approximately eight people into each of the breakout
Sessions so stay with us for the breakouts if you don’t mind um between ourselves between Luccia Ricardo Leno and myself we will be um and Lisa we will be moderating the different uh session questions and we will be asking for feedback so if everybody’s okay thanks for everybody putting information
Into the chat as well too that’s really useful and we will have time for an open discussion I hope at the end so we’re going to do the breakouts now so Chloe is going to put us all into separate communities separate breakout sessions where we each have a separate question
To guide our discussion with regard to teacher Education and Training in digital and media literacy as everybody was mid-sentence when the uh when we all got moved okay um you know with these kind of sessions we just want to make sure we have an opportunity to have some
Dialogue with everybody who’s joining us so I hope even though it would have been a short opportunity I hope it was useful for you and we’re up against a bit of a time pressure now so I’m going to do a quick round of our five groups if I
Could um and because it’s the group that I was in I’m going to start with yurun who’s very kindly going to report back on the group which was answering the question who are the key stakeholders in inservice training you run can you have a go with that for
Me yes I will try to wrap up what we said um Katherine from Estonia said that universities were mostly responsible um to be leading the educational media ly uh also for inservice uh teachers uh but because they’re a small country um there’re only like five to 10 uh persons who are
Working on uh teaching and media literacy so um that’s quite of a challenge M um then we had Zoe from uh the Netherlands but she focused on Germany um one overarching uh organization or project I’m not sure is uh phobus um but I don’t have anything
Else on phobus so if you could put something in the chats that would be nice and also media Scouts uh who are working in one of the regions in Germany um working mostly on a peer-to-peer work with uh students who take the pressure of uh teachers but there is also the
Struggle that Lena said um because of the different state um um yeah that the states are responsible for their media literacy policy um and then we have um Belgium where media coach uh is responsible for in service uh teachers uh teachers can enroll in the one as I as I
I didn’t I said in the in the breakout room I can enroll in onee course um to learn about various um topics about media literacy and um that was most of it that I captured thank you urun great capture Ricardo what about in your group who’s reporting back your mic’s
Off your mic’s still off Ricardo I will report sorry was saying that Tam Tam was there luckily and I was the lucky one yeah so in our group uh in our group we had members uh participants from Belgium Germany uh Croatia and Ireland and uh we discuss on
Topics uh to be addressed on media literacy um education for teachers and it was really interesting that we started with the uh with the information that um it would be important to teach teachers how to deal with the fact that students are more advanced according digital literacy so how to build
Teachers confident on media literacy education and actually this topic uh comes as a question on many conferences and teachers discussions so uh everyone agree on this yeah then we uh yeah then we continue and uh we came to the conclusion that um about um using um media literacy and dig digital literacy
As a uh as a form of um education and um in Germany for example uh it is more focus on digital literacy and the skills that you get through the digital literacy and um um then we come to the point that teachers start to um start with media literacy or the projects
According to what children uh search on the internet so we had a person from Croatia who started on one European project working with teachers because uh children search for the information on influencers and they find all kind of different disinformation and that that’s why teachers start to learn on these
Topics on influencers this information because children use this kind of media I’m going to stop you there Tamara I’m going to suggest that all our reporters give us a short summary that we’ll put into the wrapup afterwards as well that actually elaborates a little bit further because I know these are
Quite short reports Lena who is reporting back from your group it will be suan yes um our group were um from Indonesia uh two from Greece and one from South Korea and uh all the countries that we discussed had no National curriculum or guide guidelines from the country so the question was
What good practice in media literacy education for pre-service teachers um we could suggest um so cilia from Indonesia uh suggested bringing the awareness would be the first step because it’s not in the National curriculum so that would be the first step and um sis no Anastasia from RE and Dora mentioned
That um building Community for example they mentioned the club activity for after work um by building Community would be uh the first step also and also in South Korea there’s no National curriculum so I suggested that um teacher the pre-service teachers could work with insurace teachers because
There is this um system that they are connected oneon-one every year so if they can build the community within inservice and pre-service teachers it would be a good start thanks Swan thank you very much uh Lucia who was your reporter actually it was me no nobody wanted to
To and uh so I I got a very interesting group um Croatia Romania and Portugal so uh to synthetize uh we got uh lack of I just to remind you guys my question was what are the main challenges and opportunities for teacher training so um the response was
Basically there is a lack of comprehensive comprehensive approach a national level even to understand the concept of media information literacy uh so there is some approaches offered by entities as UNESCO that is very helpful but there a lack of uh National guidelines uh supported by the government supported by local entities
And uh one thing that that was pointed out as a recommendation to solve some of these problems especially in regards to training and education is to form National hubs uh that can provide financial support to the development of uh initiatives and also teaching uh models uh tutorials and this kind of
Things so there is uh so summarizing it’s the lack of approach the lack of a systemic uh approach to Media information literacy that is felt among those countries it’s very common isn’t this right the way across we see the same thing coming back last but no but
Not least I think you’re also reporting yourself uh just a second uh yes it’s hard to do both the same time yes I’ll be reporting because I forgot to ask before and even though it was my own ID so but yeah so our question was uh who are the teachers in the enough
Training so uh I think first we all agreed that at the moment in most of the countries in the big Min majority uh media literacy was a transversal goal a transversal competencies and I think in my group so we had uh people coming from um Switzerland Brazil Romania Belgium and
France uh everyone agreed that it should stay like this it should be a transversal uh competence uh that should um all teachers should be trained now um it uh would be interesting so first I think um someone brought it up to uh oh my God to um train everyone on this uh
If I understood well uh initial training like this it covers really uh every um field I would say uh yes and then moving on to kind of specialize like this uh it is not mandatory for all teachers and not too heavy but they can then choose but really at the first
Initial training it should be covering every field uh now there was a question R it’s that the reality is different because we know that it’s some fields are more likely to teach media literacy for example language ethics Civics history and so on should we focus on
Those ones or not um and then there was also um someone pointing out that uh for example University professors were not uh targeting and we should maybe Target them kindergarten teachers maybe also um yes and all of that but overall uh I think we all that media Trey was um a
Long-term competences that need to be built up over years and uh yeah just thanks not one of course just one of course thank you thank you very much Chloe and thank you all for our reporters back so we want to fit one more presentation in before the end and
We are delighted to welcome Lisa Lisa tobook from uh Thomas Moore College here in Belgium because we wanted to make sure we had a good input about pre-service So Lisa over to you to introduce the work you’re doing in pre-service teacher education I see your slides
Fine but my sound wasn’t so I think you can hear me now fine okay so I’m going to tell you something more about the implementation of media and information literacy in our curriculum of the primary teacher education program um in um Belgium more precisely in meelan Belgium uh we
Have an um normal and a short version of our teacher education program which is three years or two years um according if you already have a bachelor degree or not and when you have our degree you can teach um every topic uh to children from
Six to 12 years in primary schools um I did uh the media coach training Yun told us about a few years ago and I did a mapping of our uh program to see uh in which courses media literacy was already present I also developed a new course about media literacy for our students
And I um tried to integrate media literacy in other courses so the transversal approach approach Chloe talked about earlier um the mapping was um not that difficult because a lot of colleagues already did a few things about media literacy but sometimes it was deliberately and some times it was
Um by accident um because they didn’t recognize it or called it like that um the integration of media literacy in other courses was more um difficult because uh colleagues told me they lack experience or confidence or they wanted just to focus on their own main subjects
In their own course so the new course which focused on um media literacy as one uh topic um was an optional course for our 30 year students which last the whole year and you uh got nine credits of no 180 credits um in total so I’m going to
Focus on that now and tell you something more about um the content of this expert class about media literacy so first they have an input on their own level and a translation on how to use or to do it in their own future classroom so we talk about teaching
Methods uh materials that are developed by external Partners uh good practices you could use uh you could do in your own classroom and here you can see a few examples of topics um we address uh from sexting to advertising games digital balance balance at
Etc uh on their own level we also uh did kind of um a book club so they read a book about um media literacy topic they made a vlog about it and we also discussed afterwards the findings and um things they learned while reading the book they
Chose a second part um is that they did a project with an external partner uh outside of the school context which uh was quite an eye opener for a lot of students because what else could they do with their degree and expertise um so it was very interesting um to create new
Didactic materials and filling gaps um in the domain um when they did it they had to present their results by using an advertisements so also uh media literacy related here you can see a few examples um that our students did they made an escape room um they made games uh
Exercises a website about the library in the neighborhood um so a lot of different things the third part uh in in this expert class was an internship in primary schools so um they uh were teaching lessons to uh children from 6 to 12 years old um about a lot of
Different topics you can see a few about cyber security about how to use emojis uh when uh chat chatting with someone um how to add uh audio um effects on uh videos and also about um food advertising and so on so few of the results here in the classroom uh you can
See they made posts about passwords um they talked about abbreviations um in language um they talked about emojis and uh so on the last part about the internship was also on a miso uh level so they also helped the school with a media literacy related question uh for example how can
We lower the barrier for teachers to use different online tools in the classroom or how can we as a school in inform parents about the media literacy of their child so they can be involved in their Digital World um so a lot of different questions and the students um
Together with the teachers and the head of the school try to find an answer on um this kind of question so the result could be um a discussion with the teachers or a website as you can see here or posters that they spread around uh the schoolyard to inform the parents
Um now we have a new curriculum that’s will be enrolled um starting February um and there are a few changes made so uh for instance it’s not um optional anymore so every student will have a media literacy course in their curriculum um a few changes it is media
Literacy combined with stem also only one semester and three credits um and the input part of the expert class Remains the touching Fields stem and media literacy uh I will do in co- teing with my colleague um of stem so it will be very interesting I think um and also
In our short program there will be uh free service teachers as well as inservice teachers together in one classroom so I’m looking forward to the discussions that that will bring um another small adjustment but an important one I think is that when our thir students do a their long internship
Um in their school they also have a focus and they can choose me the literacy as a focus um so it’s very hands on how to integrate the topics in the classroom in the school and together with a mentor it’s a teacher at a school
They can um co- te they do lessons about uh the topics in their classroom so it’s not uh already started so I’m looking forward to this um and will be continued thank you um for listening please thank you so much thank you very much for the uh input um this
Is as you know the first of three of these sessions running between now and Christmas so I hope you’ll all be back to join us for the next two as well but before we come to an end I want to check if there’s any questions first of all F
Anybody got any questions they’d like to put to her about the course this is it is it too early to know what the enrollment is going to be in terms of the how many students you yeah uh we have uh 30 um student no no it’s second year student now um we will
We have 60 uh primary teacher um pre-service primary teachers in our course yes okay so we’re not that big university college so it’s quite a a big group for us yes okay and you’d be willing sorry shoot yeah yeah just a quick question what what were the main
What was the main thing you had to take out of the course I’m sorry two what was the main thing you had to take out of the course the internship is uh not more uh not anymore in the course so it’s was from nine credits to three credits so we
Focused on the input and how to translate the input to the level of the primary uh school but the actual um internship will not uh be in the course anymore so it will be in the long internship everyone has in their third thank you thanks AR anybody else any questions for
These just switch on your mic okay uh as we mentioned of course along with the other presentations and the summar is of discussions we will share these uh afterwards with everybody uh so thank you all very much for joining it was a bit of a rush today
We’ll try and make sure we have more time for the next uh next get together that we have in a month’s time uh when we’ll also be bringing together the same similar group we’ll be talking about our second work package so Chloe maybe we can remind people about dates if you
Could just share the slides for me that’ be great uh so we can tell people what the dates are if they’re not already registered thank you it’s getting there there we are um so the next one on teacher education this the teamlet will be the one on the on the networking that
We mentioned work package to so we really hope you’ll be able to join us again we’ll take time out to do some breakouts we’ll give a bit more time to it the next time around and report back and then our final of the uh teamlet sessions then is taking place in the
13th of December when it will be led by our colleagues from media was uh from Bert and yurun and they will be talking about the resources that are being created and the modules that are being created as part of the project um we also want to let you know that on the
15th of December we’ll have a session specifically on standards and best practices in media literacy in Europe it’s a halfday event you can register for the same way as you registered for today’s event and also just to let you know to save the date um there is a conference taking place media literacy
Matters as part of the European digital media literacy conference week and as part of the E the Belgian presidency of the European um Union uh so you can sign up for that and I think on our next and final slide is probably some of our links so uh but you’ll find everything
There we also have special interest groups as part of the media learning Association for our members one of which on digital media literacy another on OEM war and you can see the list that’s also given on the screen at the moment again more information you’ll find on our site
So the only thing I have left to do I think this afternoon is to thank you very much for joining us today and also to thank my colleagues my colleague Chloe for running the session for us this afternoon and we look forward to seeing you in a couple of weeks time for
The next team lit session thank you all bye bye and see you again soon