Table Of ContentA Collaboration between UNITWIN Cooperation Programme on
Media and Information Literacy and Intercultural Dialogue
and NORDICOM
MILID Yearbook 2013
Media and
Information
Literacyand
Intercultural
Dialogue
Edited by Ulla Carlsson & Sherri Hope Culver
Autonomous University of Barcelona, University of São Paulo, Tsinghua University,
Cairo University, Temple University, University of the West Indies,
Queensland University of Technology, Sidi Mohamed Ben Abdellah University
The International
Clearinghouse
on Children, Youth
and Media
The International
Clearinghouse
on Children, Youth
and Media
Nordicom is an organ of
co-operation be tween the Nordic
countries – Denmark, Fin land, Ice-
land, Norway and Sweden. The over-
riding goal and purpose is to make
the media and communication efforts
under taken in the Nordic countries
known, both through out and far
beyond our part of the world.
Nordicom uses a variety of chan-
nels – newsletters, journals, books,
databases – to reach researchers,
students, decisionmakers, media
practitioners, journalists, teach-
ers and interested members of the
general public.
Nordicom works to establish and
strengthen links between the Nordic
research community and colleagues
in all parts of the world, both by
means of unilateral flows and by link-
ing individual researchers, research
groups and institutions.
Nordicom also documents media
trends in the Nordic countries. The
joint Nordic information addresses
users in Europe and further afield.
The production of comparative media
statistics forms the core of this
service.
Nordicom is funded by the Nordic
Council of Ministers.
MILID Yearbook 2013
A Collaboration between UNITWIN Cooperation Programme on
Media and Information Literacy and Intercultural Dialogue
and NORDICOM
Media and
Information
Literacy and
Intercultural
Dialogue
Edited by Ulla Carlsson & Sherri Hope Culver
MILID Yearbook 2013
Media and Information Literacy and Intercultural Dialogue
Editors:
Ulla Carlsson & Sherri Hope Culver
A Collaboration Between UNITWIN Cooperation Programme on
Media and Information Literacy and Intercultural Dialogue
and Nordicom, University of Gothenburg
© Editorial matters and selections, the editors; articles, individual contributors
(with one exception, see page 163-173)
The designations employed and the presentation of material throughout this publication
do not imply the expression of any opinion whatsoever on the part of UNESCO concerning
the legal status of any country, territory, city or area or of its authorities, or concerning
the delimitation of its frontiers or boundaries.
The ideas and opinions expressed in this publication are those of the authors; they are
not necessarily those of UNESCO and do not commit the Organization.
ISBN 978-91-86523-64-0
Published by:
The International Clearinghouse on Children, Youth and Media
Nordicom
University of Gothenburg
Box 713
SE-405 30 Göteborg
Cover by:
Daniel Zachrisson
Printed by:
Ale Tryckteam AB, Bohus, Sweden 2013
Content
Foreword
7
Alton Grizzle, Jordi Torrent & José Manuel Pérez Tornero
MIL as a Tool to Reinforce Intercultural Dialogue
An Introduction
9
PART 1
Editor: Sherri Hope Culver
The UNITWIN Cooperation Programme on Media
and Information Literacy and Intercultural Dialogue
New Approaches and Challenges
Sherri Hope Culver
Introduction
19
University Approaches to Integrating MILID
Paulette Stewart & Olivia Bravo
Media and Information Literacy and Intercultural Dialogue
at the University of the West Indies
25
Li Xiguang
Teaching Non-journalism Students News Writing
37
Rogério de Almeida
Formative Possibilities of Cinema
49
Building MILID from the Local to the National
Michael Dezuanni & Hilary Hughes
Media and Information Literacy at Queensland
University of Technology and in Australia
61
Sherri Hope Culver
National Leadership and Local Action
Media and Information Literacy in the US
75
Abdelhamid Nfissi
The State of the Art of Media and Information Literacy in Morocco
87
The Influence of Policy
José Manuel Pérez Tornero, Cristina Pulido & Santiago Tejedor
Advancing MILID
99
Marwa Mohamed Nabil Abd El Moniem
Evaluating the Effect of Outdoor Ads on Urban Coordination
in Egypt’s Historical Spots
115
MILID Week
Carolyn Wilson & Samy Tayie
MILID Week: Global and National Perspectives
127
PART 2
Editors: Ulla Carlsson, Catharina Bucht & Maria Edström
The International Clearinghouse on Children, Youth and Media at NORDICOM
Outlook: Media and Information Literacy and Intercultural Dialogue
Ulla Carlsson
Introduction
133
Research Articles
Media * Culture * Education * Media and Information Literacy
Sirkku Kotilainen & Annikka Suoninen
Cultures of Media and Information Literacies among the Young
South-North Viewpoints
141
Guillermo Orozco, Eva Navarro & Agustín García-Matilla
Educational Challenges in Times of Mass Self-communication
A Dialogue among Audiences
163
Divina Frau-Meigs
Transliteracy
Sense-making Mechanisms for Establishing E-presence
175
Youth Engaging with Media and Communication
Networking * Social Change * Political Change * Peace
Jiwon Yoon
North Korean Refugees in South Korea
Using Videos for Storytelling, Healing and Unification
193
Ibrahim Saleh
‘Convergence Culture’ and Youth Activism in Egypt
New Social Movements on the Block
201
K.V. Nagaraj & Vedabhyas Kundu
The Role of Media and Information Literacy in Promoting Mutual
Respect and Sustainable Development in Culturally Diverse India
215
Minou Fuglesang & Karen Marie Thulstrup
Femina
Empowering Tanzanian Youth through Voice and Dialogue
227
Gerrit Beger, Priscillia Kounkou Hoveyda & Akshay Sinha
From ‘What’s Your ASLR’ to ‘Do You Wanna Go Private?’
A Study on Digital Behaviour among South African Youth
and the Social Network ‘Mxit’
233
Thomas Röhlinger
Giving Children a Voice
Worldwide Radijojo World
243
Evelyn Seubert & Miomir Rajčević
The International Youth Media Summit
Endless Youth Media Creativity
253
Media and Information Literacy and Intercultural Dialogue
UNESCO * Alliance of Civilizations
Alton Grizzle
Media and Information Literacy as a Composite Concept
The UNESCO Perspective
259
Jean-Pierre Ilboudo & Joëlle Matte
MIL in Ethiopia and Eastern Africa
266
Jose Reuben Q. Alagaran II
MIL in the Philippines
268
Andrea Cairola & Qingy Zeng
MIL in East Asia
272
Misako Ito
MIL in Morocco
275
Sara Gabai
MIL in Thailand
277
Ramon Tuazon
MIL in Indonesia
281
Jagtar Singh & F. Woody Horton, Jr.
MIL International Survey
286
Cherrell Shelley-Robinson
MIL Survey in Four Caribbean Countries
292
A Summary of UNESCO MIL Curriculum for Teachers
298
Suvi Tuominen, Sirkku Kotilainen & Anniina Lundvall
Handbook on the Pedagogies of Media and Information Literacies
An Overview
309
Jordi Torrent
Media and Information Literacy
Fostering Intercultural Dialogue and Sustainable Development
319
Media and Information Literacy
A Worldwide Selection
José Manuel Pérez Tornero & Mireia Pi
Media Literacy Policy in European Union
A New Horizon
327
Ibrahim Saleh
School Literacy in South Africa
Emerging Literacy and Hidden Curricula
355
Roxana Morduchowicz
Media Literacy in Argentina
369
Alexandre Le Voci Sayad
MILID Practices Can Improve Education and Enhance Democracy in Brazil
375
Magda Abu-Fadil
Qatar Educators Learn to Integrate Media Literacy into Curricula
381
Jun Sakamoto & Kyoko Murakami
The “Culture Quest” Project
Media and Information Literacy & Cross Cultural Understanding
387
Ragna Wallmark
Media Literacy as a Way to Build Democracy
399
Jose Reuben Q. Alagaran II
Media and Information Literacy as a Key
Developing an Outcome-based Curriculum Content
for a Bachelor of Arts in Communication Program
405
Contributors
414
7
Foreword
The UNITWIN Cooperation Programme on Media and Information Literacy
and Intercultural Dialogue (MILID) is based on an initiative from the United
Nations Educational, Scientific and Cultural Organization (UNESCO) and the
UN Alliance of Civilizations (UNAOC). This network was created in line with
UNESCO’s mission and objectives, as well as the mandate of UNAOC, to serve
as a catalyst and facilitator helping to give impetus to innovative projects aimed
at reducing polarization among nations and cultures through mutual partner-
ships.
This UNITWIN network is composed of eight universities from different
geographical areas, including: Autonomous University of Barcelona, Spain;
Cairo University, Egypt; the University of West Indies, Jamaica; the University
of São Paulo, Brazil; Temple University, USA; Tsinghua University, China;
Queensland University of Technology, Australia; Sidi Mohamed Bin Abdellah
University, Morocco. The agreement was signed in Fez, Morocco in May 2011,
in the presence of presidents from the above member universities. The MILID
Network also includes associate members and will be expanded gradually.
The main objectives of the UNITWIN network are to foster collaboration
among member universities, to build capacity in each of the countries in order
to empower them to advance media and information literacy and intercultural
dialogue, and to promote freedom of speech, freedom of information and the
free flow of ideas and knowledge.
Specific objectives also include acting as an observatory for the role of media
and information literacy (MIL) in promoting civic participation, democracy
and development as well as enhancing intercultural and cooperative research
on MIL. The programme also aims at promoting global actions related to MIL
and intercultural dialogue.
In such a context, a MILID Yearbook series is an important initiative.
This first yearbook, MILID Yearbook 2013, is the result of a collaboration between
the UNITWIN Cooperation Programme on Media and Information Literacy and
Intercultural Dialogue (MILID) and NORDICOM’s International Clearinghouse
on Children, Youth and Media. The publication consists of two main parts:
8
Part 1. The UNITWIN Cooperation Programme on Media
and Information Literacy and Intercultural Dialogue
New Approaches and Challenges
In this first section of the Yearbook the UNITWIN Network offers an oppor-
tunity to learn about and learn from a wide variety of MILID projects. It also
reflects the differing viewpoints of what constitutes media and information
literacy and differing viewpoints on how to best foster intercultural dialogue.
This is to be expected as the authors come from numerous countries and varied
backgrounds. Rather than see this as a problem to be resolved, it is important
to encourage us to see this as reflecting one of the core concepts of MIL, that
different people interpret messages differently. Even as our expertise and know-
ledge in MILID grows, we can all be reminded of those core principles.
Part 2. The International Clearinghouse on Children, Youth and Media
at NORDICOM
Outlook: Media and Information Literacy * Young People’s Engagement
with Media * Culture * Dialogue * Education
The International Clearinghouse’s intention in publishing this “Outlook” section
of the first MILID Yearbook has been to gather relevant insights from different
parts of the world – insights that can contribute to and stimulate knowledge,
and discussions concerning young people and media, media and information
literacy and intercultural dialogue. It is particularly important that young people
themselves be engaged in this work. These are but a sampling of all the studies
and activities that are taking place around the world, but are seldom recognized
outside their immediate context, despite the value of their contributions.
We are deeply indebted to all the contributors, from the UNITWIN network
and all around the world, who have made this publication possible. It is our
hope that this first MILID Yearbook will stimulate fruitful intercultural dialo-
gues on media and information literacy, and contribute to new knowledge and
research both across and within national borders.
Göteborg and Philadelphia in March 2013
Ulla Carlsson, Professor
Sherri Hope Culver, Assistant Professor
Director
Coordinator the UNITWIN Network
International Clearinghouse
Center for Media and
on Children, Youth and
Information Literacy
Media at NORDICOM
Temple University
University of Gothenburg
Philadelphia
9
MIL as a Tool to Reinforce
Intercultural Dialogue
Principles and Aims of the UNESCO-UNAOC
UNITWIN Cooperation Programme on Media
and Information Literacy and Intercultural Dialogue
Alton Grizzle
UNESCO
Jordi Torrent
United Nations Alliance of Civilizations
José Manuel Pérez Tornero
UNESCO-UNAOC UNITWIN
Cooperation Programme on Media and Information
Literacy and Intercultural Dialogue
New Complexities for Old Challenges
The level of complexities in contemporary societies continues to develop expo-
nentially. There is no doubt that the global village as we know it today will be-
come more complex in the coming decade. Inequalities, misunderstandings and
‘soft conflicts’ may increase on a planet increasingly interconnected and subject to
rapid intercultural exchanges. However, at the same time, scientific, technological
and cultural developments will place in the hands of women, men, boys and girls
a huge power of change and progress, perhaps as has never before in history.
While the growth of the complexities involve an increase in challenges, it is
also true that our ability to seek and find solutions is greater and better. In this
context, the promotion of media and information literacy and intercultural dia-
logue represents a key approach. The aim of the UNESCO-UNAOC UNITWIN
Cooperation Programme on Media and Information Literacy and Intercultural
Dialogue is to contribute to finding new solutions.
10
Alton Grizzle, Jordi Torrent & José Manuel Pérez Tornero
Through this introduction, we describe the characteristics of this programme in a
global context and attempt to frame this debut UNESCO-UNAOC MILID UNIT-
WIN yearbook in the context of development opportunities and challenges. We
are deeply grateful for the cooperation and commitment of the Nordic Informa-
tion Centre for Media and Communication Research (NORDICOM) without
which this yearbook would not have materialized. This is a true testimony of
the product of international cooperation.
Growth, Fragmentation and Inequalities
The population of the world is growing while tending to move to global and
systemic integration.
The human population will probably reach 8.3 billion by 2030. Of that num-
ber, 60% will live in macro-cities where sustainability will become increasingly
difficult and fragile. Migration will increase steeply, prompted by different causes
including: 1) the search for better living conditions; 2) the progressive aging of
the population in some countries; 3) war and violent conflicts; and 4) natural or
social disasters. While the overall world economy will grow, the equal distribu-
tion of resources will remain a challenge1.
All these factors contribute to enhancing the phenomenon of human integra-
tion in a new macro-society. Population growth is creating a ‘new humanity’ with
increased interdependency. The global population is ever more interdependent.
Likewise, the need for cultural diversity has become a reality. The huge develop-
ment of ICT has created an exponential growth of the information which has
become the vein of the organization of our societies. Consequently, we are wit-
nessing a new phenomenon consisting, on the one hand, of the development of
an enormous global culture and, on the other, globalizing cultures. The challenge
here is to realize the goals and ideals of the Convention on the Protection and
Promotion of the Diversity of Cultural Expressions2. Over 148 countries signed
as parties this legally binding international agreement in 2005.
A crucial dimension of cultural diversity is gender equality and women’s
empowerment (GEWE). According to the thematic consultation, Addressing In-
equalities ‒ Post 2015 Development Agenda, “Gender-based discrimination and
the denial of the rights of women and girls, remain the single most widespread
driver of inequalities in today’s world.”3
These phenomena – cultural diversity and human integration – have more
dimensions than global and unifying dimensions. The future of our world is not
only related to population and information growth. There exists another face to
the challenge, the tendency towards fragmentation and separation. While the
planet tends to constitute a global humanity and globalizing cultures, we also
experience changes in geo-political dynamics of the world. There is a new situa-
11
Alton Grizzle, Jordi Torrent & José Manuel Pérez Tornero
tion in which a huge constellation of new and emerging powers, micro and local
powers, non-state powers, and active groups of citizens must coexist.
This new constellation of micro-powers is becoming more and more im-
portant. There are many examples of this evolution: local communities, groups of
citizens and new associations for the micro-interests of the people promote a new
kind of power that is stimulating and which creates new alternatives and solu-
tions. However, if not effectively managed it could lead to fragmentation.
The growth, integration and fragmentation of our world may, therefore, be
both a challenge and a new opportunity for peace.
Consequently, we must find new ways to prevent conflicts, balance inequalities,
promote cooperation and foster mutual understanding and intercultural dialogue.
It is against this backdrop that we propose that the work of the Media and
Information Literacy and Intercultural Dialogue (MILID) Network becomes
necessary and we call for its strategic strengthening.
UNESCO and UNAOC recognize that media and information literacy (MIL)
and its contribution to global education can improve understanding between
different cultures and civilizations.
Therefore, the MILID Network draws upon the Grunwald Declaration of
1982, the Alexandria Proclamation of 2005, the more recent Fez and Moscow
Declarations and the UNESCO Declaration on Cultural Diversity. In addition,
it builds on the Fez and Moscow Declarations which treat media literacy and
information literacy as a composite whole that now encapsulates media and
information literacy – necessary to achieve greater take-up and impact of MIL
on education and development.
The media and other information providers, including those on the Internet,
influence the view that a society has of itself and of others. They also represent
a communication bridge between communities and groups, especially with the
spread of ICT. Therefore, they can contribute to generating conflicts and vilify-
ing differences or, to the contrary, to bringing about dialogue, understanding
and respect for differences. If citizens improve their media and information
competency, they can contribute to representing a serious demand for the mass
media and other information providers to operate in accordance with peace
and harmonious international relations.
The MILID Network now consists of eight universities: the Autonomous
University of Barcelona, Spain; The University of Cairo, Egypt; Tsinghua Uni-
versity, Beijing, China; Temple University, Philadelphia, USA; The University of
São Paulo, Brazil; Queensland University of Technology, Australia; University
of the West Indies, Kingston, Jamaica; and Mohamed Ben Abdellah University,
Fez, Morocco. The network includes a number of associate members, such as
key partners like NORDICOM. Membership of the network will be increased
slowly while ensuring its efficacy.
12
Alton Grizzle, Jordi Torrent & José Manuel Pérez Tornero
These universities are cooperating with the aim to promote research, educa-
tion and training and advocacy on the subject of media and information and
intercultural dialogue4.
This initiative is based on the premise that if citizens from all over the world
improve their critical and communicative capacity, they will be able to contri-
bute to respecting diversity, freedom of expression and considering others as
equals with a voice, so as to promote democracy and peace.
According to the Memorandum of Understanding between UNESCO and
the United Nations Alliance of Civilizations, the current global challenges
need urgent attention and action in order to guarantee peaceful coexistence,
harmony and interaction between people with different cultural backgrounds
by proposing cultural and linguistic diversity and intercultural dialogue. In
this context, the media and other information providers are thought to be in
a strategic position when it comes to promoting broad international dialogue,
providing they are given the freedom and independence to do so. They play
a vital role in organizing perceptions and points of view of other cultures and
religions and, therefore, have a unique responsibility with regard to promoting
and endorsing tolerance throughout the world.
Promoting media and information literacy doubtlessly constitutes an oppor-
tunity to advance all of these ideals.
The main actions of UNITWIN Cooperation Programme on Media and
Information Literacy and Intercultural Dialogue are:
The advancement of education for all: Education is essential if young people
are to acquire the skills they need to work and participate in a changing world.
“Education improves health and livelihoods, empowers women and other
vulnerable groups, boosts economic growth and reduces poverty in ways that
helps to lock in gains for generations to come. Education enhances economic
growth… Equitable education can help people claim the kind of democratic
change that will ensure development benefits all citizens.”5 In this educational
dimension, classical literacy has long been the most important goal. It remains
so to the extent that reading, writing and arithmetic are the basis of study and
knowledge. But today “reading”, “writing” and “arithmetic “skills are exercised
through media, through new technologies and through new languages. New
forms of media require new literacies. In this sense, media and information
skills are basic objectives of the entire education system.
Scientific, technological and economic progress: In recent decades, there
has been undeniable economic progress that has led to the growth of what are
considered indicators of human development. As shown in the 2010 Human
Development Report on the analysis of all countries for which complete HDI
data are available for the past 40 years, “life expectancy climbed from 59 years
13
Alton Grizzle, Jordi Torrent & José Manuel Pérez Tornero
in 1970 to 70 in 2010, school enrollment rose from just 55 percent of all pri-
mary and secondary school-age children to 70 percent, and per capita GDP
doubled to more than U.S. $ 10,000. People in all regions shared in this pro-
gress, though to varying degrees. Life expectancy, for example, rose by 18 years
in the Arab States between 1970 and 2010, Compared to eight years in sub-
Saharan Africa.” However, unequal distribution of wealth could significantly
damage this progress and become an inexhaustible source of conflict. Only a
harmonious development of economies with the progression towards more just
societies, and appropriate technology development can ensure future progress.
In this context, MILID has a key role to play. The acquisition of the new skills
required by new technologies and new production systems is also making
people and societies increasingly autonomous and able to appropriate the new
technology and media environments.
The expansion of knowledge societies including free, independent and
pluralistic media: “A knowledge society should be able to integrate all its
members and to promote new forms of solidarity involving both present and
future generations. Nobody should be excluded from knowledge societies,
where knowledge is a public good, available to each and every individual.”6
Freedom and democracy depend on this integration and require conditions of
equality and harmony. Here, also, MILID is very relevant. A corollary of pro-
moting the free flow of information by words and image, freedom of expression
and freedom of information is that citizens of the world should be empowered
with the skills needed to seek and enjoy the full benefits of these and other fun-
damental human rights. Media and Information Literacy (MIL) equip citizens
with these skills. They are connected to universal strategies on youth empower-
ment, gender equality and cultural and linguistic diversity.
MILID provides the ability to expand the participation of the citizenry, a ci-
tizenry increasingly active in public affairs and in knowledge societies. It is also
the key to the consolidation of a democratic public sphere in which dialogue
and cooperation can be effective. These vectors are converging to create a huge
global interdependent planet that has to result in a cosmopolitan citizenship
based on human rights. This can only be sustained within the framework of
cultural understanding.
Gender equality and women’s empowerment: There are no human rights
without women’s rights. There is no freedom of expression without gender
equality. There is no real cultural diversity or intercultural dialogue without
gender equality. In the last two decades, the world’s attention has been focused
on several development priorities. These include Education for All, World
Summit on Information Society, HIV/AIDS, Climate Change, Peace and Sus-
