There are several scientific as well as popular resources on media literacy in the countries of the partner who have taken part in the project.
The description is always done in the national language as well as English. Enjoy learning:
Final Report: Critical Media Literacy in Ireland. Critical Media Literacy (CML) is a matter of major public importance. The skill-set of CML is increasingly recognised at national and European level as essential to citizenship and to a healthy democracy. Attempts to foster Media Literacy have been a feature of Irish education for over thirty years. http://arrow.dit.ie/cserrep/19/
Media Literacy and Community Radio. Media literacy is an ambiguous term, not just for ordinary people, but also for those who work in media or are involved in the regulation or legislation of media. The same notion may well be held for the community radio sector, which is not recognised enough by the many stakeholders, academics or media practitioners. This thesis aims to emphasise the greater importance and relevance of both media literacy and community radio in the rapidly changing media environment.
Media Literacy in Northern Ireland. The policy strand of the Centre for Media Research (CMR) seeks to inform and critique contemporary media and information policies from a Northern Ireland perspective.
Of late media literacy has received much attention from policy makers both centrally and in the nations and regions in the UK. This is in part stimulated by Section 11 of the Communications Act (2003) which established the Office of Communications (OfCom) and also placed a duty on that office to promote media literacy and to ‘bring about, or to encourage others to bring about, a better public understanding of the nature and characteristics of material published by means of electronic media.’
FILM FOCUS: NEW DIRECTIONS IN FILM AND MEDIA LITERACY. In December 2012 the Irish Film Institute launched the report on Film Focus, IFI Education’s two-year action research project on film and moving image education.
Film Focus was commissioned by the Irish Film Board/Bord Scannáin na hÉireann in 2009 and was undertaken by IFI Education with the support of the Arts Council. It was developed within the context of the existing IFI Education programme, and the activities of other film educators, facilitators and interested personnel with whom we made contact through existing and new networks.
The proliferation of mass media and new technologies has brought about decisive changes in human communication processes and behaviour. Media Literacy aims to empower citizens by providing them with the competencies (knowledge and skills and attitude) necessary to engage with traditional media and new technologies. This site provides an overview of different events and resources produced by UNESCO.
The Charter for Media Literacy exists to support the establishment of media literacy across Europe. By signing the Charter, organisations and individuals endorse a specific definition of media literacy, and commit to actions that will contribute to its development. The Charter thus facilitates consensus and networking amongst those working for media literacy in different countries across Europe. This website holds a database of Charter signatories, which can be searched by country, media sector and education sector. The Charter is also available in other languages.
The so-called "Media Literacy Gateway of North Rhine-Westphalia" contains a lot of basic info on media literacy, for example a definition, it's essential educational objectives and fields of activity:
The academic approach, exploring the way qualitative research into the topic makes sense and different ways to approach the topic, can be found at http://www.medienkompetenzportal-nrw.de/grundlagen/forschung.html
One of the earliest defintions of media literacy in German, but also a long lasting one, was made by Dieter Baacke, a professor for pedagogy at the University of Bielefeld in 1998. He saw the need for a different didactic approach to the "media storm" very early on.
The main points of his definition can be found here – a video of an interview with him explaining his view completes the picture.
03 DIMENSIONEN IN DER MEDIENKOMPETENZ
Prof. Dr. Stefan Aufenanger (Mainz) adds to Baackes defintion and dimensions. The resource contains his theories on the cognitive, the moral, the social, the affective, the aesthatic and the active dimension as well as several sources, definitions and a substantial reading list.
04 DEUTSCHER BILDUNGSSERVER: MEDIENKOMPETENZ (N° 2924)
The "German Education Server" offers educational and didactical materials on a lot of topics of education. It has information on all the states and also national programmes.
The section about media literacy is wast and contains information on (to only name a few) "Education using New Media", "Active media work", "Media literacy in primary schools", "Understand and Evaluate New and Digital Media Yourself", "Media Projects for Children", "Training by Film" and so on...
05 MEDIENKOMPETENZ, MEDIENNUTZUNG, ROLLENVERHALTEN
The "State academy for staff development at schools in Baden-Württemberg" offers basics of media literacy, but those you can find better in other places. Interesting at this site is particulary the section on "Media Literacy and the Development of Societal Roles", where they focus on media literacy and gender. All the topics have intro, short description, methodology, modules and further reading:
06 LEHRER ONLINE: MEDIENKOMPETENZ
A web portal from teachers for teachers, which also has a lot of information on how to teach media literacy in a school setting. The media literacy focus can be found on the linked page – it is one of the focus topics. The materials include social networking, internet for children, project work, tools for creative media work and so on.
07 POWER ON POWER OFF = MEDIENKOMPETENZ?
A basic article on (critical!) media literacy by the "Research Group on Scientific Education" at the University of Paderborn. It it they are exploring some basics of media literacy and critisise the functional approach to media literacy much in the same way as Community Media usually do. They are talking about the dimension of the term as well as the linguistics behind the idea. The article also contains a well sorted one-page list of further literature.
08 MEDIENKOMPETENZ MACHT SCHULE
An initiative by schools and colleges to get media into the syllabuses of learners of all ages more prominently. To find out, what they are about, it makes sense to read their 10-point-plan...
09 MEDIENKOMPETENZ, QUO VADIS? (2014)
An interesting article on the state of media literacy in Germany at the blog netzpolitik.org, an alternative source on politics, policy and media in Germany... Find every article concerning media literacy on the site
10 THE GERMAN EDUCATIONAL SYSTEM
An introduction to how the educational system in Germany works can found in this short, but informative article.
11 MEDIENKOMPETENZ AUS DER PRAXIS
The eLearning portal "e-teaching.org" by the "Leibniz Institute of Sciences" offers a section on media literacy procurement through digital ways of communication.
12 MEDIENPÄDAGOGIK IM DIGITAL UMBRUCH: FACHKONFERENZ 2014
At the site of the "Bundeszentrale für politische Bildung", which is an independent federal agency for political education, there is a blog archive for a 2014 symposium on media literady and media pedagogy, containing scripts, materials and videos from the 5 day conference with media experts from all over Europe.
A statement on media (literacy) policy by the German Federal Ministry on Family, Women, Seniors and Youth.
14 WIKIMEDIA AG: SCHREIB NICHT AB, SCHREIB REIN
A project description of a WikiMedia/Wikipedia pilot projects at several German schools from 2012 to 2015 called: "WikiMedia Workshop: Don't copy off it, add into it." The final report contains the results and the understading of media dialogue as well as as section on "tips and tricks".
Mediální gramotností se zabývá například Mgr. Radim Wolák z Centra pro mediální studia (CEMES) Fakulty sociálních věd UK. Centrum provozuje od roku 2012 i web medialnigramotnost.cz. Jedná se o místo, kde učitelé mohou prozkoumat metodické náměty, materiály, ale i zásadní dokumenty, které s problematikou souvisí. Web je určen také rodičům, studentům i odborníkům.
V roce 2011 vypracovalo CEMES FSV UK výzkum o stavu mediální gramotnosti v ČR u obyvatelstva nad 15 let, zadavatelem byla Rada pro rozhlasové a televizní vysílání. Výzkumu se zúčastnilo 819 respondentů, se kterými byly provedeny strukturované rozhovory. Vzorek populace byl heterogenní, co do věkové kategorie, nejvyššího dosaženého vzdělání i místa bydliště. Z výsledků výzkumu vyplynulo, že „česká populace žije v široce sdílené představě, že klíčovým médiem z hlediska socializace i zaplňování volného času, je televize“. (CEMES, 2011:13) Dominantní postavení televize je však podle CEMES (tamtéž) oslabováno v oblasti získávání zpravodajských informací.
Od 1. září 2006 je v praxi Rámcový vzdělávací program (RVP), který reaguje na nutnost českého vzdělávacího systému přizpůsobit se rychle se globalizující Evropě a celému světu (Cáp, 2011:24) V rámci této reformy je od podzimu 2006 zařazena do povinného obsahu výuky na českých školách i mediální výchova. Ta slouží např. ke zlepšení vnímání mluveného a psaného projevu, osvojení pravidel veřejné komunikace, orientaci a schopnost žáků používat zdroje. Existuje proto několik průřezových témat, které musí být v průběhu základního vzdělávání vyučovány aspoň jeden školní rok. (Cáp, 2011:24)
Z tohoto pět let starého výzkumu také vyplynulo, že respondenti se domnívají, že mají poměrně silná práva vůči médiím – zejména pokud se jedná o právo na odpověď nebo vystoupení v televizi. Naopak možnosti autoregulace jednotlivých typů médií podle výzkumu nejsou šířeji reflektovány. Co se týče internetu, průzkum ukázal, že nejvíce jej lidé využívají pro vyhledávání informací, komunikaci a zábavu. Při bližším zkoumání způsobu získávání zpráv o dění ve společnosti se však ukázalo, že dominantním zpravodajstvím zůstává to televizní. „Se značným odstupem následoval internet a teprve na třetím místě se ocitla klasická tištěná média.“ (CEMES, 2011:30)
Zdroje:
CÁP. Michal. Mediální výchova v České republice a Spojených státech amerických. Diplomová práce. Masarykova univerzita Brno, Pedagogická fakulta, Brno, 2011. Dostupné online: https://is.muni.cz/th/174204/pedf_m/Medialni_vychova_v_Ceske_republice_a_USA_rcnzg.pdf
Mediální gramotnost. Portál pro rozvoj mediální gramotnosti a podporu mediální výchovy. Centrum pro mediální studia Fakulty sociálních věd UK. 2012 – 2016. http://medialnigramotnost.fsv.cuni.cz/zobraz/hlavni-tema/o-portalu/
CEMES. Stav mediální gramotnosti v ČR. Praha: 2011. Dostupné online: http://www.rrtv.cz/cz/static/prehledy/medialni-gramotnost/vysledky-studie-15-plus.pdf
Mgr. Radim Wolak from the Centre for Media Studies (CEMES) at the Faculty of Social Sciences, Charles University in Prague pursues this topic for several years. Since 2012, the center has operate a website called medialnigramotnost.cz (medialiteracy.cz in English translation) where teachers can go through some methodical materials and proposals but also essential documents related to the topic. This website is also designed for parents, students and professionals.
In 2011, CEMES made a research on the topic “State of the media literacy in the Czech Republic in the population +15 years old”, assigned by the Czech Council for Radio and Television Broadcasting. 819 respondents were involved in the research made from structured interviews. The sample was heterogeneous enough in terms of age groups, the highest education and a place of residence. The results of the research showed that ´the Czech population lives in the widely held notion that a key medium in term of socialization and spending a free time is still TV.´(CEMES, 2011:13) The predominant position of a TV is according to CEMES (ibid) weaken in the field of news/information gathering.
The Framework Educational Programme responds to the needs of the Czech educational system to adapt to a rapidly globalizing Europe and the world. (Cáp, 2011:24) The part of this reform is also a mandatory media education in Czech schools, for example: the improvement of the spoken and written language perception, learning the rules of public communication, orientation and ability of students to use informatik resources in a good way, etc. Therefore, there are several cross-section topics that must be learned at least during one school year. (Cáp, 2011: 24)
This five-year-old research also showed that the respondents believe that they have a relatively strong rights to the media, Especially, in the case of the right for reply or TV appearance. Contrarily, the possibility of self-regulation by individual types of media research are not widely reflected. Regarding the Internet, the survey showed that most people use it for searching for information, to communicate and entertain. However, closer examination process on the way of obtaining news about what is happening in society it showed that the predominant news medium remains TV. ´Followed by the Internet with a considerable distance, classic print media ended up on a third place.´ (CEMES, 2011:30)
The Ministry of education and culture has produced a cultural-policy guidelines to promote good media literacy, in other words, for the 2013-2016. In the background are the objectives of the Government programme, including an expanded media education operator course, constantly evolving media environment and media education.