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Keynote on fist day on IASL 2009 in Abano Terme in Italy
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Misako ItoCommunication and Information Programme Specialist for the Maghreb,
UNESCO Rabat Office
Media and Information Literacy in UNESCO
38th Annual Conference, International Association of School Librarianship
2-4 September 2009, Padova
UNESCO’s mandate and strategy for building knowledge societies
Importance of media and information literacy
UNESCO’s activities at the global level
Case of the Maghreb
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1945 – UNESCO’s post war mandate
“Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”
Preamble to the Constitution of UNESCO
Promote the free flow of ideas by word and image
Maintain, increase and spread knowledge
Libraries as principal sources to spread knowledge
Manifesto on Public Library, 1949
UNESCO-IFLA joint Manifesto on School Libraries, 1999
Internet Manifesto, 2003
Multicultural Library Manifesto, October 2009
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UNESCO’s programme for communication & information
New World Information and Communication Order (NWICO), 1970
Creation of Communication and Information Programme
Development of ICT and Internet
World Summit on the Information Society 2003-2005
Paradigm shift from technolgy-driven information society to human-centred knowledge societies
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UNESCO’s vision of knowledge societies
Human Needs and Rights
Knowledge Societies
Pluralism
Human Needs and RightsHuman Needs and Rights
Knowledge SocietiesKnowledge Societies
PluralismPluralism and Inclusion
Knowledge
Creation
Knowledge
Preservation
Knowledge
Dissemination
Knowledge
Utilization
Media and information literacy as a priority
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“Skills that help to strengthen the critical abilities and communicative skills that enable the individual to use media and communication both as tools and as a way of articulating processes of development and social change, improving everyday lives and empowering people to influence their own lives”
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UNESCO’s publications and toolkits
for media and information literacy
“Media Education: A Kit for Teachers, Students, Parents and Professionals”
What should Media education be like? Who should provide it? How should it be included in a curriculum? Beyond schools, do families have a say in the matter? Can professionals be involved and how? What strategies can the public adopt to deal with the benefits and the limitations of media?
Link: http://portal.unesco.org/ci
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“Understanding Information Literacy: A Primer” by Horton
Explains in an easy-to-understand and non technical way what information literacy means and its importance in all walks of life
Designed for governmental officials and institutional decision-makers
Link: http://portal.unesco.org/ci
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“Towards Information Literacy Indicators” by Catts and Lau
Proposes a framework and a set of indicators for measuring information literacy
Designed to researchers and institutes of statistics
Link: http://portal.unesco.org/ci
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“ICT Competency Standards for Teachers”
Product of cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE) and the Virginia Tech to help the education sector leverage ICT
Provides guidance on how to improve teachers' practice through ICT with a detailed syllabus of the specific skills to be acquired by teachers within each skill set/module
Link: www.unesco.org/en/competency-standards-teachers
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“Empowerment through Media Education” by NORDICOM
Explains why media and information literacy is a precondition for empowerment, democracy and development, why it is needed for all citizens but is of decisive importance to young people
Highlights the need to adopt intercultural approaches in media education
Link: http://www.nordicom.gu.se
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Training-the-Trainers workshops in Information Literacy
Series of training between May 2008 andJanuary 2009:
University of the West Indies, Jamaica IFLA 2008 World Congress, Canada Universiti Teknologi Mara, Malaysia University of Tallinn, Estonia Hacettepe University, Turkey University of Cape Town, South Africa Wuhan University, China Regional Library of Andalucia, Spain Bibliotheca Alexandrina, Egypt Punjabi University, India Pontifical Universidad Catolica Peru, Peru
© N. Erol Olcay
Teacher-Training Curricula for Media and Information Literacy
Focus for 2010-2011: introducing media and information literacy components in teacher-training curricula at all levels of the education process
Project started in June 2008
Objective: to create a model teacher-training curriculum for media and information literacy and test it in 8 pilot countries
Curriculum preparation
Expert meeting, 22-23 Sept. 2009 and review
Selection of the 8 pilot teacher-training institutions
Test in pilot institutions, 2010
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Role of school libraries
Catalysts for the introduction of media and information literacy policies in schools by engaging both students and teachers to acquire a combination of skills, competencies, knowl edge, attitudes and behaviours
Intermediation, innovation, proactive teacher-trainer
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Case of the Maghreb
Lack of school libraries
Lack of accessible digitized resources in Arabic
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Free access to hundreds of thousands of digitized pages of classical Arabic literature
Objective: to reach 1000 books
Online and offline versions in 3 CD-Roms:
Volume I – 64 digitized books
Volume II – 50 digitized books + 10 audio files that read the texts for the blind and visually impaired people
Volume III – 30 books for students and teachers of primary and secondary schools with exercises to facilitate reading and learning
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http://rabat.unesco.org/majaliss
