Title: Declaration on Media and Information Literacy adopted by Fez International Forum
Source: UNESCO
Date (published): 01/07/2011
Date (accessed): 21/09/2011
Type of information: political document
Language: English
On-line access: yes (HTML)
Abstract:
"The First International Forum on Media and Information Literacy (MIL) was organized through partnership among UNESCO, the Sidi Mohamed Ben Abdellah University (Morocco), the Islamic Education, Scientific and Cultural Organisation (ISESCO), the Arab Bureau of Education for the Golf States (ABEGS) and the United Nations Alliance of Civilizations (UNAOC) and other partners. It was held from 15 to 17 June 2011 in Fez, Morocco, under the auspices of His Majesty King Mohammed the Sixth.
This Forum was the first of its kind at the international level to examine media and information literacy as a combined set of competencies (knowledge, skills and attitudes). Issues relating to importance of media, Internet and other information providers and their impact on learning, cultures and public opinion, as well as the empowering effect of MIL practices and global Internet governance were among the main topics discussed at the Forum.

Over 200 participants representing all regions of the world, including educators, information and media experts, civil society actors and social scientists, gathered to discuss MIL and share experience and knowledge. In the Fez Declaration, the participants of the Forum “fully endorse the far-reaching vision that today’s digital age and convergence of communication technologies necessitate the combination of media literacy and information literacy in order to achieve sustainable human development, build participatory civic societies, and contribute to the consolidation of sustainable world peace, freedom, democracy, good governance and the fostering of constructive intercultural knowledge, dialogue and mutual understanding”. They call on all stakeholders to reaffirm their commitment to initiatives relating to MIL."

Download the Declaration (pdf)

via http://information-literacy.blogspot.com/

Title: UNESCO Media & Information Literacy: Report 1
Author: Sheila Webber
Source: Information Literacy Weblog
Date (published): 11/08/2011
Date (accessed): 12/08/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"On Thursday (11th August) I participated in the meeting organised by the IFLA (International Federation of Library Associations and Institutions) Information Literacy Section and UNESCO IFAP (United Nations Educational, Scientific and Cultural Organization Information For All Program) on Media and Information Literacy Indicators and Government Action Recommendations. It was held at the Universidad Politécnica de Puerto Rico, in San Juan, Puerto Rico. I will do several separate blog posts about it.

The day started with a presentation via video link from Mr Janis Karklins, Assistant Director-General for Communication and Information at UNESCO. The picture above shows the video feed. He identified reasons why UNESCO is working on literacy issues. Namely, in order to succeed in fast changing societies, and tackle the challenges of the knowledge economy, people needed various literacies. These literacies should support diverse people to succeed. Information Literacy was still seen as part of people’s basic human right which helped people achieve their personal and professional goals.

UNESCO felt that they needed to look at a combination of literacies, and felt that it would be “interesting from a conceptual point of view” to link the two essential literacies: media literacy and information literacy. "

See also:
UNESCO Media & Information Literacy: Report 2

Title: Future of mobiles for change
Author: Mark Belinsky
Source: 6 to cut, 4 to sharpen

Date (published): 02/04/2010
Date (accessed): 05/04/2010
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
On Wednesday I sent out a tweet asking “What can Nokia do to support & empower people around the world.” I was at an event put on by Nokia, Abundancy Partners and Lovely Day, to discuss ICT for good. To give the event some additional structure, some of us reinterpreted the question.

Nokia is one of the worlds largest manufacturers of many items we know and hold dear: flashlights, calendars, calculators.. All in a little mobile box. They consider them essential applications. Now that Symbian has gone open source, people are even more free to develop apps, and mobile companies to use its software.

What are the new “essential apps” became a focus of mine throughout the day, as well as how can marginalized communities best gain access to more valuable aspects of phones that would require a facilitated, yet open exchange.

Title: Media Literacy: Empowering Youth Worldwide
Author: Paul Mihailidis
Pages: 34 pp.
Publisher: Center for International Media Assistance (CIMA)
Date (published): 01/11/2009
Date (accessed): 27/11/2009
Type of information: report
Language: English
On-line access: yes (pdf)
Abstract:
This report explores support and development of media literacy education and curriculum initiatives for youth in the developing world.
It has two aims:
1. To describe existing media literacy education programming for youth and young adults and support for it;
2. To highlight for policymakers the essential need for media literacy education for youth and young adults as the next generation of citizens.

Title: Commission sets new information society challenge: Becoming literate in new media
Publisher: European Union
Date (published): 20/08/2009
Date (accessed): 25/08/2009
Type of information: press release
Language: English
On-line access: yes (HTML)
Abstract:
The way we use media is changing, the volume of information enormous, demanding more of us than being able to read, write or use a computer. The European Commission today warned that Europeans young and old could miss out on the benefits of today's high-tech information society unless more is done to make them 'media literate' enough to access, analyse and evaluate images, sounds and texts and use traditional and new media to communicate and create media content. The Commission said EU countries and the media industry need to increase awareness of the many media messages people encounter, be they advertisements, movies or online content.

Title: Audit of learning-related media literacy policy development
Pages: 82 pp.
Publisher: Ofcom and the Department for Children, Schools and Families (DCSF)
Date published: June 2009
Date accessed: 22/07/2009
Type of information: government report
Language: English
On-line access: yes (pdf)
Abstract:
Ofcom and the Department for Children, Schools and Families (DCSF) commissioned this audit to map learning-related public policy development across the United Kingdom that impacts on the promotion of media literacy...

Media literacy is a learning outcome, conceived in public policy terms by Ofcom as a set of inter-related competencies that enable people to access, understand and create communications in a variety of contexts. These competencies can be learned and developed throughout a persons life, and they are relevant to young and old...

Many of the basic competencies associated with media literacy develop in the course of everyday life without the need for directed learning. Nonetheless, media literacy can be further developed and enhanced through channels under-pinned by public policy, including compulsory and post-16 education, vocational training and skills development, and informal learning and participation.

This locates the promotion of media literacy within a broad and dynamic policy context, which is further extended by policy drivers to tackle social exclusion and the risks posed by the internet, including identity theft, online fraud and child exploitation...

The interim report calls for a further step change in approach to media literacy promotion, through development of a National Media Literacy Plan that takes account of changes in the availability and use of digital technology since 2003...

Because media literacy is a learning outcome it has obvious relevance to policy agendas dealing with the delivery of education, skills development and informal learning.