Session Information
29 SES 06 A, Parallel Paper Session
Paper Session
Contribution
In the digital age in particular, we should continuously improve the design and use of new and old technologies and the ways in which they can be adapted to education. Digital tools are often used simply to reinforce the old ways of learning. This can result in a failure to realize their full potential and hampers innovation.
In 2008 UNESCO set up a teacher education enrichment project which included a development of the first model of curriculum which merges media and information literacy into one discipline. In 2011 UNESCO published Media and Information Literacy; a curriculum for Teachers in which the model of the UNESCO MIL Curriculum and Competency Framework is presented. In this model UNESCO uses one umbrella term for two distinct areas and moves from what the terminologies mean individually for media and information literacy to a consolidated notion which stands for elements of both literacies and transmits the aims and objectives of MIL. What UNESCO highlighted in this model is that on the one hand, information literacy puts emphasis on the importance of access to information and the evaluation and ethical use of such information, and on the other hand media literacy puts emphasis on the ability to understand media functions, evaluate how those functions are performed and to rationally engage with media for self-expression.
The research focuses on enhancing learners through art in Media and Information Literacy skills. We need new perspectives in education and in this way art may be helpful. For our aims we decided to use the concpet of Mitchel Resnick's Creative Thinking Spiral which can be adapted to many disciplines. In the Creative Thinking Spiral process learners imagine what they want to do, create a project based on their ideas, play with their creations, share
their ideas and creations with others, and reflect on their experiences. We immersed ourselves in this spiral with learners through our art-based research projects.
The objectives of our research have been the following:
1. The use of interationally designed UNESCO MIL Curriculum as a meaningful source for local activities.
2. The development of local Media and Information Education based on global experiences (UNESCO MIL Curriculum, Norwegian approach to ICT and Mitchel Resnick's projects in MIT Longlife Kindergarten).
3. Support of learners from areas digitally excluded as Creative Thinkers. Our idea is 'From local to global MIL Literacy'.
4. Use of art for knowledge-building in the field of MIL literacy as a promising approach for innovative perspectives on education.
With the issue-inquiry approach which is focused on the issues related to media and information literacy in contemporary society, learners acquire new knowledge and skills through the following enquiry stages defined by the UNESCO MIL Curriculum pedagogies:
identification of the issue, recognition of underlying attitudes and beliefs, clarification of the facts and principles behind the issue, locating, organising and analyzing evidence, interpretation and resolution of the issue, taking action and reconsidering the consequences and outcomes from each phase.
Method
Expected Outcomes
References
Barone, T.E., Eisner, E.W. (2011), Arts Based Research, SAGE Publication. Bølgan N. (2006), Temahefte om IKT i barnehagen [e-book], Kunnskapsdepartementet , Available through:
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