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Latvia Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Solvita Denisa-Liepniece et al.

Riga: Baltic Centre for Media Excellence (BCME) (2021), 30 pp.

"• A holistic approach is needed. Media literacy goes far beyond media, education and culture. It should become an essential part of everyday life, taking appropriate forms to attract, to connect and to activate responsible decision making. The recent trending issues are digitalisation (before 201 ... 3), focus on disinformation (and mixing it up with “fake news”) after 2016, as well as (dis)trust due to the influence of the Covid-19 pandemic after 2020. Today the focus is on how the issues related to data transparency, new gadgets and wearable technology, are changing the media landscape and media consumption. • Developing internal and external factors, related to media literacy, shows that some changes are here to stay. Adaptability to new agendas, tools, techniques is a must for the area. The challenges and known and emerging threats connected to media literacy emphasise the necessity for a holistic approach within a society. • Strategic strengthening of collaboration should be considered by the stakeholders. There is discord regarding who should do what, as functions in legislation and other regulating documents are very general. Clearly defined responsibilities for formal networking with clear timelines, as well as ad-hoc informal networking should be considered. • Financial sustainability and media literacy focused institutions. The media literacy initiatives are un26 derfunded by the state. It is mainly international donors who are setting the agenda. For instance, newly identified needs such as projects for marginalised parts of society or those tired from the news do not get the appropriate response from the community of media literacy actors. Those actors, who occasionally deliver projects on media literacy, are mostly busy with other projects. • Future-oriented media literacy. Behaviour prediction and redirection of the audience, connected to data collection and events, are topical issues for political and business purposes. The issue is connected to the emerging military technologies of influence (Kania, 2020; Tullis, 2019), means that activities related to increasing resilience and adaptability should continue. There is a need on a national level to encourage capacity building and informing media literacy stakeholders on prospective topics to be included. • While mentioning the external factors, some experts said media education should be considered essential without the need to connect to external actors, and to be part of any informed decision making centric and human centric process, taking it out of the political scope. • Solutions cannot be just Top-Down or Bottom-Up, as the skills and knowledge needed should be interconnected with issues relevant for the society. Motivation and engagement of the fragmented audiences, by promoting media literacy and quality journalism is essential for making a strong, responsible and sustainable country. There will be a growing need for very precise and different types of media literacy initiatives (in scope, format, and nature) in society. • Evidence based media literacy should be appropriately funded. The networking needed for increasing research should be considered a priority for cross-sectoral cooperation." (Concluding remarks, pages 25-26) more

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General Overview and Recommendations. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Riga: Baltic Centre for Media Excellence (BCME) (2021), 12 pp.

"The Missing Strategic Holistic Approach Every selected country is going through a process of securitization of the media literacy as part of national security and defence. These changes were made in response to military and informational aggression from Russia, however, each faces the threat at a d ... ifferent scale. In all countries, there is a need for a holistic strategic approach to media literacy. At the same time, this approach has developed at different rates in each country. Nevertheless, in each country there are attempts or plans to create systemic policy with action plans. The main obstacles, however, can be summed up in the following ways: the lack of a holistic vision and evidence-based approach; missing a joint understanding and definition of the role of media literacy in society; low level institutional coordination and cooperation; a lack of resources; and a lack of political will to define and prioritise selected vulnerable groups, including minorities. Government Institutions: Trust, Transparency and the Required Coordination and Cooperation Different approaches are implemented in designing institutional leadership in each country. In Ukraine and Georgia, there are attempts to establish consolidating bodies (separated or based on Ministries). In Latvia and Moldova, there are no clear publicly available strategies for development. Among the most common institutional implementers in all countries are the Ministries responsible for education, culture and digital technologies and transformation. In each country there are attempts (at different stages of implementation) to create governmental agencies and/or platforms to combine media literacy initiatives and activities. At the same time, a strong connection to the government raises concerns within the NGO community, especially in countries with high levels of corruption. There is a clear need for more trust, based on transparency between state and non-state actors. As a result of a missing strategic approach, there are problems with government related cross-institutional cooperation - among ministries, regulators and governmental agencies in every country. While strategic documents underline the priority of critical media literacy and outline the skills needed to evaluate information for well-informed decision making, the dominant approach in all four countries, is for certain government bodies to focus on digital literacies and technical skills, and not on critical thinking. Non-Governmental and International Organisations: Setting the Agenda This lack of understanding, coordination and cooperation among government structures, accompanied by the dominance and importance of non-governmental actors, creates an imbalance in setting the agenda. NGOs mostly get financial resources from international organisations and foreign actors. Donors and supporters through requesting specific projects, developing calls and competing initiatives are transforming the media literacy environment at the AAA level - by selecting actors, defining audiences and endorsing activities. The current agendas of international supporters and donors are aimed to fill gaps - to support the non-governmental community and to create projects for minorities, also in minority languages. However, international organisations need to evaluate interventions, and they need to come up with projects adapted for local audiences, as well as demonstrate successful examples to other non-governmental partners in other countries." (General findings, pages 4-5) more

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Alfabetización mediática e informacional: Una guía práctica de capacitación
Key Guides

Sylvia Braesel, Thorsten Karg

Bonn: Deutsche Welle DW Akademie, 3rd ed. (2021), 241 pp.

"Hay una variedad de estrategias y enfoques que se pueden aplicar para enseñar a la Alfabetización mediática e informacional (AMI), los cuales se centran en el conocimiento, la actitud y las habilidades. Por supuesto, las y los capacitadores están en la libertad de modificar las metodologías pr ... more

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Media and Information Literacy: A Bibliography

Chennupati K. Ramaiah, Raoi M. Saraswati

Desidoc Journal of Library Technology, volume 41, issue 4 (2021), pp. 316-336

"Information literacy emphasizes to the access, evaluation and use of information. Media literacy emphasizes the ability to understand, evaluate and use media as a leading source and producer of information. Thus, UNESCO considered information literacy and media literacy together as Media Informatio ... more

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Media and Information Literacy: A Practical Guidebook for Trainers
Key Guides

Sylvia Braesel, Thorsten Karg

Bonn: Deutsche Welle DW Akademie, 3rd ed. (2021), 237 pp.

"The authors have updated, expanded and partly completely rewritten the texts. They attached particular importance to presenting the contents in a way that is as easy to understand as possible. For this purpose, they were able to draw on their experiences and observations in many Media and Informati ... more

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Postdigital: Medienkritik im 21. Jahrhundert

Peter Schmitt

Hamburg: Meiner (2021), 175 pp.

"Die völlige Computerisierung der Lebenswelt entwickelt eine geradezu mahlstromartige Dynamik. Massenhaft sind die Köpfe über die Bildschirme gesenkt und starren auf vereinheitlichten Geräten auf die überall gleichen Apps. Von informationeller Autonomie kann keine Rede sein, dafür umso mehr vo ... more

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News and How to Use It: What to Believe in a Fake News World

Alan Rusbridger

Edinburgh: Canongate Books (2021), 316 pp.

"People everywhere feel ever more alienated from - and mistrustful of - news and those who make it. We no longer seem to know who or what to believe. We are living through a crisis of "information chaos". 'News: And How to Use It' is a glossary for this bewildering age. From AI to bots, from climate ... more

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Mediennutzung in der Familie: Orientierung und Ideen für den digitalen Alltag

Düsseldorf: Landesanstalt für Medien NRW (2021), 38 pp.

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ICT Use for Teaching Media Literacy: A Closer Look at the Relationships Between Teaching with and Teaching about Media

Priscila Berger

Media Literacy and Academic Research, volume 4, issue 2 (2021), pp. 6-24

"Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of ... more

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Practicing critical media literacy education with/for young migrants: Lessons learned from a participatory action research project

Hemmo Bruinenberg, Sanne Sprenger, Sanne Omerovic, Koen Leurs

International Communication Gazette, volume 83, issue 1 (2021), pp. 26-47

"To what extent can critical media literacy education acknowledge and strengthen young migrants’ resilience? In this article, we evaluate the Netherlands-based participatory action research project Critical media literacy through making media. Gathered empirical data include participant observatio ... more

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Promoting Media Literacy Among Older People: A Systematic Review

Päivi Rasi, Hanna Vuojärvi, Susanna Rivinen

Adult Education Quarterly, volume 71, issue 1 (2021), pp. 37-54

"The aim of this study was to advance understanding of how to foster media literacy among older people. A systematic review was conducted of 40 empirical studies published between January 2005 and April 2019. The literature review provided information and practical implications for researchers, desi ... more

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The Handbook of Media Education Research

Divina Frau-Meigs, Sirkku Kotilainen, Manisha Pathak-Shelat, Michael Hoechsmann, Stuart R. Poyntz (eds.)

Newark: Wiley (2021), 529 pp.

"Featuring contributions from a diverse range of internationally-recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offe ... more

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Media Literacy Education to Counter Truth Decay: An Implementation and Evaluation Framework

Alice Huguet, John F. Pane, Garrett Baker et al.

Santa Monica: RAND Corporation (2021), xi, 84 pp.

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2019 Media Consumption and Media and Information Literacy Survey in the Countries of Central Asia (Kazakhstan, Tajikistan, Uzbekistan)

Internews; USAID (2021), 38 pp.

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WorldCat (84)

Currículum Alfamed de formación de profesores en educación mediática: MIL (Media and Information Literacy) en la era pos-COVID-19

Ignacio Aguaded, Daniela Jaramillo-Dent, Águeda Delgado-Ponce (coords.)

Barcelona: Octaedro; Alfamed (2021), 196 pp.

"Este currículum sigue y actualiza la estela del Currículum para profesores sobre alfabetización mediática e informacional de la Unesco (2011). Se trata de un compendio centrado en el profesorado y concretado para la integración en el sistema formal, llegando finalmente estas enseñanzas, de un ... more

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Medienguru: Meinungsfreiheit spielerisch vermitteln. Spiele und Übungen für Trainerinnen, Pädagogen und Jugendliche ab 14 Jahren

Elena Zondler, Simon Didszuweit

Bonn: Deutsche Welle DW Akademie (2021), 115 pp.

"Wie steht es um die Meinungsfreiheit in der Welt? Wie wirkt sich Zensur auf die Medienlandschaft eines Landes aus? Was muss man beim Teilen von Nachrichten auf Social Media beachten? Und was hat es mit Desinformation und Hate Speech auf sich? Vor allem für junge Menschen gewinnen diese Fragen imme ... more