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MIL - Media Education/Media and Information Literacy.

New frontiers to educate new global media literate citizens

Description and main aims

Draft proposed program

This training was previously titled “MEDIA EDUCATION. Fighting bullying and foster inclusion” and it was focused on developing Media Education with the aim to fight bullying phenomena and foster inclusion. 

These aims are also included in this new proposal which has been updated and modernized according to a new scenario from the year 2021 which started with a global pandemic still existing in our lives. In the past the literature of different types of education created the “Media Education”. Nowadays, the new term is “MIL Media and Information Literacy” which distinguishes media and information, even though they are strongly connected. 

The modern understanding of literacy encompasses much more than “being able to read and write” which is the definition you find in dictionaries.

The same Council of the European Union indicated in 2018 with the “Key Competences for lifelong learning” of May 2018 as the 1st competence: literacy. The explanation of the document is long and very clear. In summary, literacy competence is, yes, the ability to be able to read and write in a correct way, but it is also, confidence and willingness to engage with language to acquire, construct and communicate meaning in all aspects of daily living. Language is explained as a socially and culturally constructed system of communication.

Literacy is critical in helping us make sense of our world. From the time we wake up to the time we go to sleep, we are constantly making meaning of the world around us.

The development of literacy across subject areas has the dual effect of enriching students’ understanding of the subject area content while increasing their skills in literacy. Literacy practices are firmly linked with both thinking and learning. When students use literacy in every subject, they become more adept at applying literacy in all their learning. Literacy is the responsibility of all subject area teachers.

Media and Information Literacy is the way we think can facilitate this process crossing subjects and empowering a complex of skills. 

The increasing use of social media and media tools at school and the increasing phenomena of bullying starting from very young students. Media has a high impact in our life and school is a long term period of our existence where teachers have the key role of being educators, but also mentors and persons themselves establishing a link with the outside reality. Teachers are in the middle between school directors and parents and represent a point of reference for students growing inside classrooms in need to become young adults and adults, European citizens and ready to become freelancers, entrepreneurs or employees.

Approximately 32 percent of students report being bullied at school. Bullied students are more likely to take a weapon to school, get involved in physical fights, and suffer from anxiety and depression, health problems, and mental health problems. They suffer academically (especially high-achieving black and Latino students). And research suggests that schools where students report a more severe bullying climate score worse on standardized assessments than schools with a better climate.

Computer (or digital) literacy emphasizes the binary character of signals that are transmitted and therefore relates to computing. Audio-visual literacy highlights the importance of the language that combines image and sound. The term information literacy stresses the importance of the information explosion phenomenon that accompanies information societies.

This is all common sense to educators. They have known for decades that students need to be in safe, supportive learning environments to thrive. And the vast majority care deeply about keeping children safe. But especially given that commitment to student safety, why do so many children experience bullying? In this training we will explore both main topics: preventing and fighting bullying and how to develop and use Media Education.

Target group

Teachers can be any kind of teacher working in a public or private school or educational institutions. Participants are usually school leaders, including school directors or the persons in charge of school management and coordination. 

Like with all our programs, the present one is flexible and adaptable to special requests, depending on the subject taught or on the starting level of the participant. 

Furthermore, in line with the JUMP Academy method, our courses are based on a strategic balance between formal and non-formal education, indoor and outdoor education and the team takes care of a very important aspect of international mobility which is the intercultural learning which we develop with short excursions and facilitating the interaction with local partners, especially schools of the territory. 

We always try to connect our learners to local teachers and students to cooperate in developing innovation and networking for future projects. If possible, inside the program, a morning is spent inside a local school, visiting, observing, and cooperating in the realization of one or more lessons. The proposed program JUMP works, in European dimension and with an international spirit, at the local level and, according to the period of the training along the year and the weather, it is possible to change some sessions and add visits and meetings, in cooperation with our network of partners including schools involved in European projects). 

Training module:

Module 1: Media education/MIL definitions, theories and updated trends

Module 2: The process of teaching and learning about media by means of critical thinking and the importance of culture

Module 3: The systematic instruction of media critical analysis and production skills through various media contents and technologies

Module 4: Promoting critical thinking, autonomy and initiative in dealing with media messages. Strengthening the capacities, rights and responsibilities of individuals vis à vis the media

Module 5: Facilitating access and the creative and productive use of information and communication technologies

Module 6: Design, Organization and Development of Educational Activities Relating to Media Education

Module 7: Design and Application of Media Literacy Assessment Systems
 

Program

Sunday: arrival of participants, welcome by the B&B , social dinner, free time and relax.

Monday: 09:00 - 12:00  first briefing by organizers, presentation of the team, logistics of the local context, program overview and changes, moving to the city center. Outdoor team building game “The Mission Impossible in Soverato by JUMP''. Getting to know the Cultural Heritage of Calabria region. 

12:00 - 13:00 Sharing expectations, experiences and learning needs. Presenting briefly the schools and specific characteristics of the schools. Participants explain shortly their Erasmus K1 projects. The trainer presents the course's main topics, sessions and goals. 

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Module 1: Media education/MIL definitions, theories and updated trends

Tuesday: 09:30 - 13:00 lesson. Module 2: The process of teaching and learning about media by means of critical thinking and the importance of culture

13:00 - 14:30 lunch break

14:30 - 17:30 Module 3: Education to Europe. ECE and other top trends of the ongoing processes

Wednesday: 09:30 - 13:00 Module 3: The systematic instruction of media critical analysis and production skills through various media contents and technologies

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Module 4: Promoting critical thinking, autonomy and initiative in dealing with media messages. Strengthening the capacities, rights and responsibilities of individuals vis à vis the media 

Thursday: 09:30 - 13:00 lesson. Module 5: Facilitating access and the creative and productive use of information and communication technologies 

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Module 6: Design, Organization and Development of Educational Activities Relating to Media Education

Friday: 09:30 - 13:00 lesson. Module 7: Design and Application of Media Literacy Assessment Systems

13:00 - 14:30 lunch break

14:30 - 17:30 Outdoor excursion to an old village on the coast in Calabria.

Saturday: 09:30 - 12:00 lesson. Closing the course: Evaluation and delivery of certificates, checking the Learning Mobility Agreements and administrative receipts. In the afternoon of Saturday afternoon, or free time or proposed  ​Intercultural activities or an excursion "Discovering Calabrian old towns and traditions". Final social dinner among participants. 

Certification and number of days

JUMP certifies or 36 hours for 6 days course (6*6) or more if needed adding extra hours per day. Or 30 hours for a 5 days course (6*5). 

The course can be also extended to a 2 weeks course with the options 10 days or 12 days course if asked and agreed, depending on the project of the sending organization. 

10 days are excluded the weekend (5+5), 12 days are from Monday to Saturday morning (6+6). 

At the end of the training, JUMP delivers a formal certificate of attendance and the team is at disposal to fill the Europass certification document according to the EU model template and other needed documents for reporting of the sending institution. 

 

Costs

The cost is fully covered by the Erasmus grant. Write to info@associazionejump.it to ask for information on costs and the services provided to plan your mobility project in Soverato with JUMP. 

PLAN YOUR SESSION

JUMP organises a training every month of the year excluded in the Christmas period.

If you're a writing a KA1 project, please, plan the most suitable period for you and your team starting from the 1st of July every year and then, when you will know if your project is approved, we will write each other and we will confirm dates and sessions planning together. If you prefer to write and you need a formal confirmation, please write to associazionejump@gmail.com