educatemediabook.docx

​Cyber Bullying when using social
Themes:
media.
size: ​a school class – between20 – 25
Group
people
in closed environmentssuch as
works
classrooms.
school
learn about the dynamics of a
To
conversation.
To identify trends in personal
▪
and encourage children to stop bullying each other on social media.
behavior
laptop for each participant which includes open access to the Internet and
A
their Facebook group
specifically
At the end of the school day, you as a teacher announce that there will be a free
1.
trip for the whole class.
school
Students are invited to a closed Facebook group where they can discuss the trip’s
2.
The teacher sets the deadline for a decision to 9AM next morning, and
destination.
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
Cyber Bullying
Time​: 1 hour and 30 minutes.
Objectives:
To understand how cyber bullying
▪
▪
●
●
Pens and paper
Materials:
Preparation:
Find a topic that can encourage a heated discussion and can potentially lead to
●
●
cyberbullying.
Create a Closed Facebook page where the class can lead a discussion.
INSTRUCTIONS:
encourages an active discussion between 8PM and 9PM when everyone will be back

from school. Students are told that the teacher will neither supervise their
home
nor participate in it.
conversation,
During the next day, students are invited to an ICT (Integrated Co-Teaching)class ,
3.
they will be split up into 4-5 groups of 5 students each. They then will be asked
where
read the entire Facebook discussion from the night before and identify behavioral
to
The teacher will ask them if they see any problemsin the conversationand give
trends.
The teacher asks students in the small groups whether they felt offended during the
4.
the previous night. They share their personal experiences and reflect on
conversation
Students are asked to find the specific time bullying started, the reasons why it
5.
and finally list the possible ways they think it could be prevented.
started,
Each group choosesa representativewho stands in front of the whole class and reads
6.
list out loud.
their
by asking a few general questions:
Begin
How did you feel during the group work
-
today?
What did you learn from reflecting on your
-
the activity by asking participants:
Close
What would you changeif you had the chance
-
sure you choose a topic which is likely to provokea heated discussionwithin the
Make
but which also relates to everyone in the class.
class,
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
them 5 minutes to discuss this.
the situation.
DEBRIEFING:
conversation of the school trip?
to go back in time?
TIPS FOR FACILITATORS:

not give any instructionsand do not interferein
Do
discussion.
the
sure that in every group you have at least
Make
potential bully and a potential victim to
one
activity will require at least 4 facilitators to
The
all children feel supported in potentially
ensure
situations, and that they are able to
problematic
themselves in the small groups without
express
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
encourage discussions.
self-censorship.
About the Authors:
Zhuliyana Boyanova, Dmytro Khanenko, Arpad Varga, Oliver Anastasovski

Educated, Responsible Parents
ERPEY:
their Youth
Empower
​To empower parents about
Objectives:
life digital
Start with a motivational speech on the
1.
of digital life and online behavior.
subject
Activity to form groups (5 people in each
2.
(10 min)
group)
Working groups – give each group two
3.
cases to discuss. (30 min)
different
Bring all groups together to discuss topics of
4.
and their results. (30 min)
discussion
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
Group size:​ 20-30 people
Time: ​1h.30min.
●
●
●
show data
and pencils
paper
Materials:
computer
●
●
●
speech
initial
with question
papers
Preparation:
Powerpoint presentation with final message
INSTRUCTIONS:
(10 min)
5. Closing statement and reflections for participants to think about at home. (10 min)

Your son|daughter comes home and tells you he|she wants to create
Example:
account. Do you help him|her with this? How and why?
Facebook
activity was created by European group of teachers, students and psychologists
This
different ages and backgrounds with common passion for non-formal education
with
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
TIPS FOR FACILITATORS:
Be aware of time management
Help the groups stay focused on the topics
Ask someone to be the voice of the group, presenting the results of the
discussion
Try to have 2 facilitators – 1 male and 1 female
HANDOUTS:
About the Authors:
and parenting issues.
Albino Pereira, 50 years old, teacher, Portugal
Carina Gilovan, 23 years old, student, Romania
Joana Pereira, 26 years old, psychologist, Portugal
Manuel Gama, 39 years old, psychologist, Portugal
Simona Yanakieva, 25 years old, student, Bulgaria
Valentina Stefanschi, 18 years old, student, Romania

Make a distinction between hate speech and
1.
of speech
freedom
Divide the group into 4 teams. Each team will receivea scenarioabout a case of hate
1.
or freedom of speech. Give them 20 minutes to discuss the case and:
speech
Decide who will be the prosecutor (who will argue the case as hate
a.
and the defense lawyer (who will argue the case as freedom of
speech)
speech)
Each team will discuss together and find arguments for both sides (hate
b.
and freedom of speech)
speech
Each team’s lawyers will argue their cases within the maximum of 10
c.
minutes.
Other group members will act as the jury and listen to each case. After each case is
2.
allow them 5 minutes for extra questions related to the case and give teams
presented,
minutes to discuss and reach a verdict (in each group)
2
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
HATE SPEECH COURT
Themes:​ Hate speech and Online medium
Group size: ​15 – 25
Time: ​120 minutes
Objectives:
2. Practice skills of debate and critical thinking
●
●
●
and pens to write down their arguments
Paper
tape for nametags of the 2 roles (prosecutor and defense lawyer)
Paper
Materials:
1 small soft ball (for the debriefing)
Preparation: ​ Print out the 4 scenarios
INSTRUCTIONS:

were the most important things you payed attention to while listening to the
-What
cases?
to the teams that even if they do not agree with
Explain
scenarios they must think of the best possible
the
for both sides (hate speech and freedom of
arguments
speech)
the soft ball during the debriefing as a game to
Use
all participants to take part in the discussion.
encourage
asking the question, throw the ball to a random
After
and ask that person to do the same after they
participant
Did the activity change any of your personal
-
views/beliefs?
How do we usually deal with these situations in
-
life? real
Ana, a well-known TV host, posts an article on her blog accusing gay people for
1.
abnormal and a big shame to the human race. The blog post has thousands of
being
and comments, both supporting and discouragingthe TV star. Defendersof gay
shares
put huge pressure on the media corporation where Ana works, claimingthat she
rights
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
DEBRIEFING:
Begin by asking a few general questions:
-Did the activity reflect reality?
-How did you feel in the role of prosecutor/defense lawyer/jury?
Close the activity by asking participants:
TIPS FOR FACILITATORS:
have answered.
HANDOUTS:
should be fired.

On a personal blog, Steven posts an image of a leader of a nationalsocialistparty of
2​.
USA, calling for genocide and promoting violence against Jewish people. In the
the
he has a swastika symbol. He claims that the symbol is protected by the
image
Law of freedom of expression.
Constitutional
Matej, a mayor from a small city, posts on his personal website a video in which he
3.
that Roma women should be sterilized. Many people are outraged by the video,
says
women take part in a public protest againstthe politicianbut, at the same time, a
Roma
of people share the video and agree with the statements made by Matej.
lot
Maria posts something on her public profile that makes fun of LGBTQ people,
4.
them as not normal.Many of her friends tell her to take down the post, while
portraying
Adriana, Romania
1.
Boyan, Bulgaria
2.
Catalina, Romania
3.
Elizabeta,Macedonia
4.
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
others agree and show support.
About the Authors:

(De)construction – an exercise
Media
for the second or third day of a
suitable
content analysis, organization and
Media
of information, nature of
presentation
and data, sources of information
information
data, language and meaning
and
​Participants are expected to gain a better understanding of content
Objectives:
in print and online media (structure/organization of articles, topic,
production
perspective(s), logic and clarity of presentation, type of information and
focus,
sources of information and data, language, etc.)
data,
8-10 news stories of about 1,000-1,200 words on current affairs/topics
Find
to a broader audience and bring two copies of each story to the
relevant
An introduction to the topic and short group discussion (based on the
1.
specified on the next page) – to last for about 20 minutes
questions
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
training program such as Educate (Me)dia
Themes:
Group size:​ 4-6 members
Time:​ ​1h 30 min
Materials:
News stories on current affairs/topics relevant to a broader audience of
●
similar length and format (each group works on a different story)
Preparation:
workshop
INSTRUCTIONS:
2. Divide participants into groups of 4-6 members

Each group receives two copies of a news story (identical length and format
3.
different topic)
but
Each group has 30 minutes to deconstruct the article and note down their
4.
findings, conclusions, and remarks as to what they find
key
etc. and why.
interesting/curious/puzzling/confusing/inappropriate,
Each group then presents the story they have been working on and their
5.
other useful comments to the rest of the
findings/conclusions/any
participants.
The final 10 minutes of the exercise are to be devoted to a group discussion
6.
sum-up in which the participants, with the support of the facilitators,
and
what knowledge and skills they think they have acquired through this
share
and how they plan to use them in the future (in everyday life, in
exercise
What media do you use and for what
-
purposes?
How, if at all, has your media consumption
-
over time?
changed
To what extent do you think the media you use
-
your opinions and behavior, and in
influences
the activity by advising participants
Close
that:
Media consumers should keep in mind the
-
ways in which the different types of media operate.
different
Media consumers should pay attention to how information is organized and
-
presented
Media consumers need to be aware of the potential biases present in any kind of
-
content they have access to (views presented, information that is
media
vs. information that is omitted/obscured/suppressed,trustworthiness
emphasized
the sources cited in an article, etc.)
of
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
their studies, work, voluntary projects, etc.)
DEBRIEFING:
Begin by asking a few general questions:
- What is your overall attitude to media?
what ways?

articles on current affairs or
C​hoose
that are likely to
topics/issues/events
extensive interest among various
attract
groups
sure you do your homework by
Make
and deconstructing all the
reading
yourself before the workshop so
articles
you can facilitate the group work and
that
subsequent discussion more
the
effectively
group work: check once or twice
During
the groups understand what they are
if
to do and whether they are making good progress in relation to the
supposed
they have left
time
group work: be available for any questions and need for
During
clarifications/guidelines
are to present a list of guiding questions to each group so that they can
Facilitators
an overall framework within which to conduct their media content analysis.
have
What is the article about?
-
What does the title of the article suggest regarding the topic, angle,
-
etc.?
language,
How is the article organized and presented? (consider number and length
-
paragraphs, the connections between them, subheadings, transitions,
of
etc.)
images/graphs,
What kind of information and data does the article present? How
-
do the sources of this information and data appear to be?
trustworthy
How balanced is the presentation of this particular topic/issue/event?Does
-
author focus on just one perspective or does (s)he present the points of
the
of diverse stakeholders?
view
How would you evaluate the language of the article? (think about reporting
-
commentary/opinion, formal versus informal language, use of
vs.
language/jargon, explanation of specialized or less popular
specialized
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
TIPS FOR FACILITATORS:
HANDOUTS:
The questions are as follows:
concepts and vocabulary, tone, etc.)

document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
About the Authors:
Daniel Penev (Bulgaria)
Monika Grbavica (Croatia)
Stavros Tsolis (Greece)
Aizhan Sembayeva (Poland/Kazakhstan)

​The importance of different media
Themes:
categories.
​Exchange ideas and uses of
Objectives:
types of media.
different
30 participants into 5 groups of 6 members each and assign each
Preparation:​Divide
a specific category related to the media of the group.
member
Every group represents different types of media. In every media there are six
1.
categories. Because of certain reasons given by the facilitator, the groups
different
Each person needs to defend and argue why his/her category shouldn’t be
2.
what is his/her role in that category,comparehimself/herselfwith the others
excluded,
However, one of them has to leave the media. They have to repeat the process until
3.
one category in each media remains.
only
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
MEDIA SURVIVAL
Group size:​ 30 people
Time: ​1,5 h
Materials:
Pieces of paper.
●
INSTRUCTIONS:
need to decide to exclude one category from their media.
and survive the round.

The point is to discuss and critically argue the importance and role of each category
4.
each type of media.
in
Which categorywas chosenfirst to leave the group and
-
why?
and respective categories (feel
Media
to modify accordingly)
free
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
DEBRIEFING:
Begin by asking a few general questions:
- Which category was last and why?
- What were the criteria for your decisions?
Close the activity by asking participants:
- Was it difficult to defend your category in particular media, why?
- Were the decisions made unanimously or were there divided opinions?
TIPS FOR FACILITATORS:
1: TV
Media
Educational Channel
●
●
●
●
●
●
Music Channel
News Channel
National TV Channel
Private TV Channel
Kids TV Channel

document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
2 :RADIO
Media
Music Channel
●
●
●
Religion Channel
3 : INTERNET
Media
Political Blog
●
●
●
Facebook
●
●
News Channel
Youtube
●
●
Talk Channel
Twitter
Human Rights Blog
●
●
Sport Channel
Fashion Blog
Cultural Channel
4: NEWSPAPER/MAGAZINES
Media
Political Newspaper
●
●
●
Health Magazine
5: ALTERNATIVE MEDIA
Media
Cartoon
●
●
●
Comic
●
●
Sport Magazine
Books
●
●
Teenage Magazine
Games
Music
●
●
Yellow Press
Geography/History Magazine
Street
About the Authors:
Evi
Fany
Marija

Themes:
course for seniors that aims to:
Training
Entire duration of the course: 7 days
•
Each day contains 4 sessions of 90 minutes
•
Objectives:
Provide the theoretical introduction to using email and Google
•
1 computer per 2 participants
•
1 computer and projector for the instructor
•
Internet access
•
Flipcharts and markers
•
Review cards
•
Small ball
•
Research the topics beforehand
•
Ensure that all computers are in good working conditions
•
Prepare a presentation about the proper usage of email and Google.
•
Prepare statements about the benefits and dangers of using Google.
•
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
Old People + New Media = New People
Increase their literacy of new media
◦
Explain the usage of common
◦
internet platforms
◦ Offer them them a possibility to put
the skills learned into practice
Group size:​ 16 – 20 participants, 60+
Time:
• 2 coffee breaks of 30 min and a lunch break of 90 minutes
• Offer participants to put this knowledge into practice
Materials:
Preparation:
• Prepare review cards.

JUMP in JUMP out
a)
More than 6 players are needed to play this game with 1 host.
•
Ask all players to make circle and hold hands
•
Players must say what the host says and do what host does. E.g. if the host says
•
in” then all the players jump into the circle. If the host says “jump out”
“jump
all player jump out of the circle. The host can say “jump in , jump out , jump
then
, jump right”.
left
For the next level, all players do exactly the opposite of what the host says and
•
TAG-KNEE TAG
b)
Ask your group to form pairs.
•
Standing with their feet about shoulder-width apart, each person faces their
•
and places their hands on their own knees.
partner
Each person attempts to touch the unguarded knee of their partner as often as
•
to score a point.
possible
After 30 seconds, the person with the most points wins.
•
Start a new round, swap partners, or try a variation.
•
EMAIL a)
2 groups of 8 people brainstorm the
•
and the DANGERS of using EMAIL
BENEFITS
write them down on flipcharts - 30 min.
and
Each group presents their results – 20
•
min.
Instructions on safe usage of email. 30
•
min.
GOOGLE
b)
2 groups of 8 people brainstorm the
•
and the DANGERS of using GOOGLE
BENEFITS
write them down on statement cards - 30
and
min.
Implement the YES/NO Camp activity
•
PRACTICAL SECTIONS – 60 min:
3.
The facilitator provides a step-by-step guideline for using both EMAIL and
•
GOOGLE.
Participants work in pairs on a single computer. They follow the facilitator’s
•
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
INSTRUCTIONS:
1. ENERGIZERS - 10 min.:
does. E.g. if host says “jump left” then players do and say “jump right”.
BRAINSTORMING SECTIONS – 80 min. ​:
2.
with the statement cards – 50 min.
guidelines and ask questions (if necessary).

The facilitator moves on to the next step only after all participants have
•
the previous step.
completed
DEBRIEFING SECTIONS – 30 min:
4.
EMAIL a)
Pair and share
•
GOOGLE
b)
Use a reflection ball
•
Disseminate reminder cards
•
FOR FACILITATORS:
TIPS
Be patient when working with seniors.
•
Prepare well before each session.
•
Make sure the equipment is fully-functional.
•
Ensure that each participant successfully
•
each step.
completes
Listen to everyone and encourage
•
to speak.
everyone
HANDOUTS:
Handouts outlining the instructions of using EMAIL and GOOGLE
•
Joanna Lesniakowska – POLAND
•
Dushko Talevski – MACEDONIA
•
Maroš Rovný – SLOVAKIA
•
Giwrgos Sklavounos - GREECE
•
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
About the Authors:
• ”We are awesome”

of Information From Different
Perception
Channels
Media
To recognize the different methods of transmission of information among different
-
media
Divide participants into groups
1.
Explain to participants that they have to create a theater play according to the
2.
they receive. Groups need to prepare scripts.
theme
Distribute the themes. Each group finds a space to prepare the script.
3.
During the next session: divide the audience into 2 groups: audience and
4.
Then divide the audience into 3 groups. The first group goes to
players.
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
Themes:
Types of media, perception of news
Group size: ​3-4 (up to 10)
Time:
- 2 sessions
- 2x 1.5h
Objectives :
- To show that each media has its own benefits
●
●
●
●
●
for each team
Topics
Pens
for covering eyes of each participant
Scarves
plugs for each participant
Ear
Materials:
Ample space for activities
Preparation:
Prepare a schedule of activities.
INSTRUCTIONS:
another room and receives the script of the team that is playing. The ​second

covers their eyes with scarves so as not to see the play, just listen. And
group
third group puts plugs in their ears in order to not be able to hear the play,
the
watch.
just
At the end of the session, each group writes down the information they
5.
and the things they perceived as the most important.
remember
After all the plays are finished, participants exchange information they have
6.
do you usually get information from (TV,
Where
radio)?
Internet,
you seen any differences in perceiving
Have
during each play?
information
the most important information they have
Compare
from each play.
acquired
sure that the scripts are simple, interesting
Make
short. and
can provide 3 different genres (ex. comedy,
You
fantasy, etc.)
crime,
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
written down.
DEBRIEFING:
Begin by asking a few general questions:
Close the activity by asking participants:
To discuss different approaches of each media.
To discuss the benefits of each media.
TIPS FOR FACILITATORS:
Provide enough space and time for participants.
Set the time/length limit for the plays.

document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
About the Authors:
Josipa Zubak
Jana Mariakova
Angelika Cincarova
Małgorzata Kiełtyka

for a day (reception of an international
Reporter
at a school).
group
months prior to the arrival of an international group of students and language
3
brainstorm ideas and questions for the interviews.
teachers
First session: Students guide the international group aroundthe school to (3 students
1.
1 teacher)
for
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
Themes:
Group size:
Less than 5 teachers
Less than 15 students between the ages of 14-16
Time:
3 sessions (2 hours each)
Objectives:
To improve and develop communication skills
To improve social and cultural skills
To understand how media works
To be inspired towards a future job.
●
●
Notebooks
Materials:
Camera/microphone/mobile
Preparation:
INSTRUCTIONS:

Second session: Studentsinterviewthe teacher(5 groupsof 3 studentsand 1 teacher,
2.
student has one task->one student prepares for the newspaper report, one
each
Third session: Students join together to gather information they’ve collected. In this
3.
session:
sure the students have prepared the activities
Make
the group’s arrival.
before
sure that you divide the groups equally
Make
to their skills.
according
⎯ Make sure that they are familiar with the
a guide and role play it with the students (rehearse every week before the
Create
arrival).
group’s
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
prepares the radio report and the other one prepares a TV report )
- 5 students write the news for the newspaper (school magazine and local newspaper)
- 5 students prepare a radio report (school radio)
- 5 students make a TV report (school and local TV)
DEBRIEFING:
Begin by asking a few general questions:
- Am I prepared to do my task?
- Do I have materials for the task ?
- Do I have the right questions?
-Am I able to do extra work if needs be?
- Are there any doubts concerning the tasks?
⎯
⎯
⎯
resources for the students.
Provide
sure students understand their tasks.
Make
TIPS FOR FACILITATORS:
vocabulary.
HANDOUTS:

document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
About the Authors:
Leonor Marques ( Portugal)
Małgorzata Wityk ( Poland)
Toni Crnica (Croatia)

​Online security, social media
Themes:
misuse of personal information
experience,
size: ​Same language group up to 6
Group
(between the ages of 15-26)
people
​It´s the first day of trainingand participantsdon´t know each other well yet
Objectives:
awareness of how much personal information I provide on media/ internet
raising
Divide participants into groups of max. 6 people according to their language
1.
It is preferable to put group participants from the same country so that
skills.
Each participant writes down the list of information that she/he believes can be
2.
on internet about her/himself.
found
Each participant then gives the list to another person within the group who is
3.
to research about her/him on the internet.
going
Inform participants about possible sources of information online (ex.: Google,
5.
Instagram, Twitter, some national sources, …)
FB,
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
MEDIA LITERACY EDUCATION
ACTIVITY DESCRIPTION
Title:
Security in Media
Time: ​1.5 hour
realizing the consequences of intentional and unintentional actions
Materials: ​ Internet access, some device, paper, pen, sheet of paper
●
●
Each person needs device with internet access and a sheet of paper and a pen
Preparation:
Enough space to place groups far from each other
INSTRUCTIONS :
they are better able to understand each other.
4. Each participant has to try to find out some information that is not on the list.

After each participant has read the information found on the internet about
8.
ask them to share their impressions.
themselves,
Are you surprised about the information that was
-
found?
Was it difficult to find information about the other
-
person?
Do you remember when and where or why did you
-
this information?
share
Would you hire yourself according to the information available about you on
-
internet?
can propose facilitators to talk more about their
We
experience.
there is any possibility to invite a security expert to
If
more about the topic it would be useful.
explain
some videos of social experiments, such as the
Show
below.
example
document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
6. After the finishing research, take both lists and put them together
7. The researchers returns the result of the search to the owner of the list.
DEBRIEFING:
Begin by asking a few general questions:
- Would you like to share this information with others?
Close the activity by asking participants:
- If you could would you delete some of this information?
- Do you know any bad example of oversharing? ( Child abuse, kidnapping, …)
- Have you found any funny information about you?
- Do you think that sharing information will help you in the future? (like getting job)
TIPS FOR FACILITATORS:
Share positive and funny examples about the topic.
HANDOUTS:

document was created during the project „Educate Me(dia)”
Following
by Erasmus Plus programme. The training course took place
financed
Rzeszów (Poland) between 24-30 October 2016 and it was
in
by Stowarzyszenie Projektów Mi ​ę​dzynarodowych “INPRO”
coordinated
Media Literacy Education: Activities for Educators and Youth Workers
Video of a social experiment :
https://www.youtube.com/watch?v=5P_0s1TYpJU
About the Authors:
Angelika Činčárová
Jana Mariaková
Josipa Zubak
Malgorzata Kieltyka