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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices requires action on three complementary dimensions: the protection of children and youth people, an audiovisual policy and an education policy. According Victoria Camps, Professor of Ethics and vice president of Audiovisual Council of Catalonia “family, school and television are the three most important educators agents, and the problem is not so much how you look, but what and how you look.” If the school tries to instill the value of hard work and perseverance, television offers a view of the world that any wish is possible. Camps commitment to shared responsibility of parents, teachers and broadcasters to cope with excessive and improper use of media by children. In his opinion, the school must educate children to have a "critical eye" front of the small screen and not become "visual illiterates" and appealed to parents to "control the television diet of their children as well controlling the food. " In this sense, Dr. Pauline Castells, child psychiatrist, says that the television, Internet, mobile, video, etc, damage the mind of the children more than the alcohol. These media can turn into hard drugs because they force binge drinking makes them TV addicts, cyberaddicts, mobile addicts... The case of the child with their parents are very happy because it's very homelike and never leaves home, always with your computer ... What parents do not know is what makes your child with the computer, or what you see on TV (Pérez Tornero, 2003). Given this radiograph, media education becomes a basic tool to resolve media and social conflict to the quality of information. 2. Media Education. Background and Context The research project does not start from scratch but is consolidated and it is thanks to previous studies on media literacy in the international, national and regional circles. Different international organizations have endorsed for years the necessity to develop media literacy initiatives, as well as the search for indicators of broad consensus. UNESCO, the Lisbon conference or seminar in Seville in 2002 about the youth education in the media fix the basic parameters for training in media consumption, initiatives that were followed by others that are summarized in the recommendations of the European Parliament States: "Face up the education in the media with the intention of knowing how it manifests in their territories and how to improve it, defending its role as part of the" basic training of every citizen in any country in the world, their expression liberty and their right to information.” (...) "Begins at home, learning to select from the media services available (hence the importance of media literacy for parents, who play a decisive role in the development of the utilization habits of media by children), continues in school and during the training period and it seems stronger by the efforts of the 159
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices national, governmental and regulatory authorities and the task of professionals and institutions in the media." In any case, it has been a long path the tour of European society, and especially the Spanish, for decades. The requirement of education in media and media literacy began to be felt in the 80s, with the advent of mass media, specifically television, and their impact on education. However, only some teachers and experts, with much voluntarism and generally without public support, began a pioneer task in the development of education in the media means that despite being a minority was gradually leaving off. In the late 80's and early 90's, with the Press and School Program of the Ministry of Education (Luis Miguel Martinez), with the implementation of the educational television program of Knowledge Adventure (J.M. Pérez Tornero) —agreement between MEC and RTVE— and with some pioneers programs of Tele Madrid (A. García Matilla), the recognition of the need for an implementation of media education and media literacy was imposed. We should add here the work done at universities: the International Master of Communication and Education at the UAB-with over 20 years of operation, some courses at UNED (Roberto Aparicio), the subjects of communication and education in the study plans of the Autonomous Universities - Mar Fontcuberta and Perez Tornero- from Barcelona, Sevilla and Pompeu Fabra, such as some studies and efforts especially by the Catalan Audiovisual Council (with Victoria Camps at the forefront of the initiatives in collaboration with JM Perez Turner and Joan Ferres, and the Navarra´s one (especially focused on children's programming) In the field of the research, we need to include studies by Paul and Amelia Valcárcel River known as the Pigamalión Project, referring to children population, and the ones developed in the Department of Communication and Education at the UAB. To consider also very relevant as the pioneering work of the Institute of Radio Television Official Spanish (Miguel Angel Ortiz) in this field. In parallel, the joint task of the association and its Andalusian Communicate magazine of the same name (Ignacio Aguaded, Amor Pérez y Enrique Martínez Salanova, among others), the Madrid and Catalan AIR Media Classroom, (Francesc J. Deo and R. Breu) together with the increasing awareness on children's content (cf. the creation of the OCTA and the European Children's Television Centre (Valentín Gómez) end carrying to the associative field what was, firstly one academic demand. To all of this is added the creation in 2005 of the International Association for Media Education, Mentor (Samy Tayie) which much of its activities have been carried out in Spain. At the same time, international road goes a long, productive, contributing to enhance and strengthen the media literacy which would then be the official policy of the European Commission, with obvious influences in our country. The journey to reach this landmark is long and goes back to the pioneer task played by UNESCO (Lluís Artigas and Vladimir Gay) from 1982 [3] and 2000, with a key point in the Seville Seminar on Media Education, 2000 . The initiative has its final European stretch in the work carried out by the Commission and 160
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