engleski

Chapter 7: Good Practices and Emerging Trends in Media and Information Literacy

This chapter starts with a discussion on good practices definitions from the fields of education, media studies and Media Education (ME) articulating Benavente and Panchaud (2009), Frau-Meigs and Torrent (2009), Operti (2009) and Parola and Ranieri’s (2011) theoretical and empirical approaches. Such conceptualizations of good practices have in common the agreement that good practices should not be seen as easy international success models to transfer to other contexts and that good practices should be documented and evaluated (Benavente & Panchaud 2009 ; Frau- Meigs & Torrent 2009 ; Operti 2009 ; Parola & Ranieri 2011 ; Drotner 2014) so that they can have the status of visibility and contextualised shareability that benefits all society. As a departure point, the definition relies on the criteria proposed by the TRANSLIT/COST project: a good practice can be defined as having a certain amount of duration over time ; a certain amount of national recognition ; a certain amount of online existence and a connection to teacher or student training in a formal or non-formal setting (see Appendix 2, Template). The section Good practices presents and discusses the results of a content analysis performed on the good practices mentioned by the experts in the 28 national reports. A coding guide was created, extending the above criteria to include main actors in realizing and funding good practices as well Media Information Literacy (MIL) skills. In the section Emerging trends, the analysis started within trends in the 28 national reports but has included external sources bringing to the discussion the uptake of Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs) and their implications for teacher’s training as well as coding at elementary school or game-based- learning in a student-centric perspective.

media and information literacy ; MIL ; good practices ; emerging trends

nije evidentirano