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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Media Literacy: The cultural Heritage of our time José Manuel Pérez Tornero Director Milid Week 2012 Media literacy is a symbolic capacity on the one hand and a pragmatic one on the other. It involves languages and practice therein which implies at least two disciplines: semiotics and pragmatic media – shall we say, communication theory 1 . However, as will be seen in this book, media literacy goes far beyond its conventional definition. Media literacy is about education and pedagogy and, ultimately, is all about education in media. It is also associated with cognitive psychology and psychology in general. It is related to media studies and all its derivative disciplines and touches on sociology and “social engineering;” it is connected with educational and social policies, but also with the theory of software and programming. Media literacy has a lot to do with the humanities, social science and cultural anthropology. Consequently, media literacy deals with the study of cultures and looks at the problems relating to hybridization, interconnection and cross-cultural issues between societies and peoples. In other words, media literacy is all about intercultural dialogue. This books deals with all of the above issues either directly or indirectly but all the articles have a precise recurring theme. Apart from being rooted in specific disciplines and theoretical approaches, each text deals directly with the practice of media literacy and with how knowledge based on scientific method is applied to specific empirical studies pursuing specific ends. So we have subtitled the book: Strategies, Debates and Good Practices. We are interested in identifying the aspirations, concerns, problems and examples of action that arise in today's world of media literacy from an international perspective. Therefore, we present several approaches and various cultural contexts which highlight the essence of media literacy in all its manifestations. The book contains a selection of texts discussed at conferences, seminars, debates and meetings held by the Department of Communication and Education within the UNESCO-UNAOC Global UNITWIN Chair on Media and Information Literacy and Intercultural Dialogue (especially during MILID WEEK in 2012 and 2013, but also at events and discussions that have taken place between 2012-2014). The texts reveal the breadth, diversity and richness of a field that is constantly expanding and changing media and educational practice; a field which is at the threshold of the new knowledge societies and forms part of the cultural heritage of our time. 1 Obviously, pragmatics is a dimension of semiotics, but when we say "pragmatic media" we refer to language in the physical situation, in contact with instruments that allow interconnection and give support to the "significant". 5
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Developing the Audiovisual Competence in the new Catalan educational programme Alba Ambròs Pallarès Department of Education in Language and Literature Universitat of Barcelona EduMèdia aambros@ub.edu Abstract For a long time, two opposite points of view have centred a debate: whether Media Literacy should be a subject within the curriculum or whether Media Literacy contents should be dealt with across curriculum. Nowadays, new educational guidelines coming from the European Reference Framework on Key Competences for Lifelong Learning call for a new debate as the key competences have been incorporated into the currículum. My contribution deals with the formal Spanish and Catalan curricula for primary and secondary and the way they have incorporated them on curricular subjects. In 2007, a new educational programme, Ley de Ordenación Educativa (LOE, Real Decreto 1513/2006), was designed by both the MEC and the Autonomous Catalan Government. Media Literacy had a more explicit presence as it became integrated within the eight key competences, specifically on the Audiovisual and Linguistic communicative competence one. However, as previous attempts to integrate Media Literacy in the curricula had proved deficient and the new competences have not yet either been fully developed, it becomes necessary to put forward the specific contents for the Audiovisual competence. Consequently, in 2009, the Catalan government requested the design of a syllabus for each of the eight key competences which were not related to a specific subject. A trial detailed syllabus was developed for the Audiovisual competence so as to incorporate it into the previous educational programme. I was asked to collaborate in the development and organisation of the main objectives and contents for primary and secondary. In particular, I was asked to arrange the sequencing by stages and levels of this parallel educational programme. The theoretical framework to develop the Audiovisual competence came from the “European Reference Framework on Key Competences for Lifelong Learning” (2007), Ferrés (2006, 2012), “A European approach to Media Literacy in the digital environment” (2007) and Bernabeu et alter (2012). Key words: Media Literacy, media competences, educational programmes, European policies for Media Literacy, key competences, media education. 6
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