Inscribed in the July 8, 2013 orientation and programming law, included in the Common Base of Knowledge and Skills and Culture in 2015, media and information literacy (MIE) has officially entered as such in the new National Education programs, after having long camped in its margins.
In a analysis notethe Conseil national d'évaluation du système scolaire (Cnesco) observed, however, that the educational institution does not seem to " fully support young people in a changing information universe marked by strong debates around social networks and the infoxes that are propagated there. Thus, media education, as an object of study, is only addressed in half of the middle and high schools. This seems to be limited, most often, to education through the media (using information supports such as newspaper articles or television documentaries), even if, at school, students largely consider that moral and civic education courses (EMC) allow them to better understand current events.
The Ministry of National Education, Youth and Sports announces new initiatives to strengthen and generalize media and information literacy.
Référence :
"Cross-curricular, media and information literacy is a lifelong process.
In a circularAt the end of January, the Director General of Education presented new initiatives to strengthen and generalize media and information education (MIE)."The EMI must thus experience a new dynamic based on the development of educational projects, the strengthening of networks of actors and the support of educational practices in schools.This reinforcement responds to an expectation that was expressed during the general states of digital education through proposal no. 12 "Develop digital citizenship and strengthen media and information education by relying on Clemi".
In this circular, the director general of school education recalls the objective of media and information education: "to enable students to exercise their citizenship in an information and communication society, to form enlightened and responsible citizens, capable of informing themselves in an autonomous manner by exercising their critical spirit".
"Cross-curricular, media and information learning is deployed throughout the schooling process, from cycle 2 to high school, in all courses, notably through documentalist teachers. The new compulsory course in the second year of general and technological studies, Digital Sciences and Technology, provides a new framework for IME.A web radio in each college" Given the possibilities that a web radio offers without requiring too complex technical concepts, the circular sets an objective : "to support, from the first half of 2022, the creation of a web radio in each college that is not already equipped, on the basis of voluntary work and the identification of priority territories in terms of support by the academic teams. "Like all school media," the circular comments, "web radio allows each student who invests in it to develop fundamental skills such as reading, writing, expressing themselves, arguing, reflecting and exercising their critical thinking. It gives them the opportunity to maintain different relationships with the teachers who run the project, but also to be recognized for their capacity for initiative, their assumption of responsibility, their creativity and their transversal skills.Web radio is " an excellent tool to help them understand how information is made and to learn how to protect themselves against the manipulations that can alter it. They learn to publish, to search for reliable information, to cross-check and process it, which enriches their spontaneous use of social networks and the Internet. They express themselves on current events and topics that are important to them and can even become familiar with editorial responsibility. The existence of a school media also contributes to the dynamism of the school's life, by encouraging dialogue between all the actors.
Each web radio station will be backed by a partnership with the local, regional or national print media, as well as with the audiovisual industry. " The objective is that each college can be sponsored by a media organization, whose journalists or technicians accompany the students in the production of information and the management of the web radio.
The equipment necessary for a web radio will be included in the basic digital base of the colleges by the direction of the digital for education (DNE) from January 2022 to arrange a media studio in a specific room with a minimum :
- free/specialized recording software ;
- cell phone or tablet connected to a mixer to transmit pre-recorded sounds;
- microphones, headphones and speakers.
Référence :
Media and Information Literacy: "Education for" or "Teaching"?
In a ticket published by The Conversation, Divina Frau-Meigs, Professor of Information and Communication Sciences, comments on this circular. After recalling the "renewed interest" in IME (the urgent need to fight against infox and the circulation of hate speech, a flurry of official texts, IME recognized as one of the pillars of the European Union's Action Plan against Disinformation...), Divina Frau-Meigs observes that this circular " definitively anchors the term IME, 'media and information literacy' instead of 'media literacy' (...). Thus, the wishes of the historical proponents of IME in favor of a transversal approach, and the validation of certain values dear to this education, in connection with citizenship and democracy, are realized.Divina Frau-Meigs regrets, however, the absence of a " clear framework for IME, which would involve a dedicated timetable in each school cycle. What already exists is confirmed, in particular the insertion of the subject in other disciplines. Some additions are made on the margins, such as the deployment of web radios in secondary schools .
"Despite all the attention and recommendations," observes Divina Frau-Meigs, "theIME remains an 'education in' and not a teaching, unlike the recently created cross-curricular courses such as the EMC (moral and civic education) and the SNT (digital sciences and technology). Without this status", she wonders, "how can we motivate teachers to train in it and evaluation bodies to include it among the competencies measured? The risk is that the IME will be diluted in the disciplines and that its effectiveness cannot really be measured. It is also due to the lack of clarification in relation to the current blurring between CME and IME, moral and civic education (EMC)."It is now necessary to know how to navigate and publish online, to use critical thinking to discern quality information, to create relevant and innovative content, to ensure one's online presence, to function in project mode, to solve complex problems, and even conflicts (in the case of disinformation)."Divina Frau-Meigs points to four "obstacles and interferences [...] that hinder some of the propagation of IME as a teaching:
- a disarming difficulty of the "school form" to include the pedagogies of projects and the EMI themes in disciplines based on already very complete programs;
- a real reluctance to think about "information" in all its forms, whether through news, documentation or data, without forgetting the "social" information conveyed by series, selfies, stories and other streams, a real blind spot in current IME, far from the consumption patterns of young people;
- a cautious reluctance to embrace 21st century skills, many of which are associated with information processing, and to look to the future, whether that of misinformation, education or the media, which involves AI, algorithms, immersive spaces, etc. This implies thinking about IME in the context of employability and not just citizenship;
- a seductive solution for political figures to promote the fight against misinformation. Yet IME also promotes creativity, self-expression and participation while educating about online safety, informed consumption and conflict resolution."
Référence :
A Guide to Media and Information Literacy
This guide, designed by the Ministry of National Education, Youth and Sports with the CLEMI and in collaboration with the Ministry of Culture, aims to promote the widespread use of IME by mobilizing teachers of all disciplines, as well as supervisory staff (school heads, inspectors).It allows to:
- to appropriate the challenges of IME in the school setting ;
- identify how lessons can be nourished by IME and how IME can be enriched by lessons (media and information literacy & education through media and information);
- engage in IME from several angles, disciplinary or interdisciplinary, and in various ways, within the framework of lessons or educational actions, independently or in partnership, in project mode.
Référence :
Towards a generalization of media and information literacy in schools
Inscribed in the July 8, 2013 orientation and programming law, included in the Common Base of Knowledge and Skills and Culture in 2015, media and information literacy (MIE) has officially entered as such in the new National Education programs, after having long camped in its margins.
In a analysis notethe Conseil national d'évaluation du système scolaire (Cnesco) observed, however, that the educational institution does not seem to " fully support young people in a changing information universe marked by strong debates around social networks and the infoxes that are propagated there. Thus, media education, as an object of study, is only addressed in half of the middle and high schools. This seems to be limited, most often, to education through the media (using information supports such as newspaper articles or television documentaries), even if, at school, students largely consider that moral and civic education courses (EMC) allow them to better understand current events.
The Ministry of National Education, Youth and Sports announces new initiatives to strengthen and generalize media and information literacy.
Référence :
"Cross-curricular, media and information literacy is a lifelong process.
In a circularAt the end of January, the Director General of Education presented new initiatives to strengthen and generalize media and information education (MIE)."The EMI must thus experience a new dynamic based on the development of educational projects, the strengthening of networks of actors and the support of educational practices in schools.This reinforcement responds to an expectation that was expressed during the general states of digital education through proposal no. 12 "Develop digital citizenship and strengthen media and information education by relying on Clemi".
In this circular, the director general of school education recalls the objective of media and information education: "to enable students to exercise their citizenship in an information and communication society, to form enlightened and responsible citizens, capable of informing themselves in an autonomous manner by exercising their critical spirit".
"Cross-curricular, media and information learning is deployed throughout the schooling process, from cycle 2 to high school, in all courses, notably through documentalist teachers. The new compulsory course in the second year of general and technological studies, Digital Sciences and Technology, provides a new framework for IME.A web radio in each college" Given the possibilities that a web radio offers without requiring too complex technical concepts, the circular sets an objective : "to support, from the first half of 2022, the creation of a web radio in each college that is not already equipped, on the basis of voluntary work and the identification of priority territories in terms of support by the academic teams. "Like all school media," the circular comments, "web radio allows each student who invests in it to develop fundamental skills such as reading, writing, expressing themselves, arguing, reflecting and exercising their critical thinking. It gives them the opportunity to maintain different relationships with the teachers who run the project, but also to be recognized for their capacity for initiative, their assumption of responsibility, their creativity and their transversal skills.Web radio is " an excellent tool to help them understand how information is made and to learn how to protect themselves against the manipulations that can alter it. They learn to publish, to search for reliable information, to cross-check and process it, which enriches their spontaneous use of social networks and the Internet. They express themselves on current events and topics that are important to them and can even become familiar with editorial responsibility. The existence of a school media also contributes to the dynamism of the school's life, by encouraging dialogue between all the actors.
Each web radio station will be backed by a partnership with the local, regional or national print media, as well as with the audiovisual industry. " The objective is that each college can be sponsored by a media organization, whose journalists or technicians accompany the students in the production of information and the management of the web radio.
The equipment necessary for a web radio will be included in the basic digital base of the colleges by the direction of the digital for education (DNE) from January 2022 to arrange a media studio in a specific room with a minimum :
- free/specialized recording software ;
- cell phone or tablet connected to a mixer to transmit pre-recorded sounds;
- microphones, headphones and speakers.
Référence :
Media and Information Literacy: "Education for" or "Teaching"?
In a ticket published by The Conversation, Divina Frau-Meigs, Professor of Information and Communication Sciences, comments on this circular. After recalling the "renewed interest" in IME (the urgent need to fight against infox and the circulation of hate speech, a flurry of official texts, IME recognized as one of the pillars of the European Union's Action Plan against Disinformation...), Divina Frau-Meigs observes that this circular " definitively anchors the term IME, 'media and information literacy' instead of 'media literacy' (...). Thus, the wishes of the historical proponents of IME in favor of a transversal approach, and the validation of certain values dear to this education, in connection with citizenship and democracy, are realized.Divina Frau-Meigs regrets, however, the absence of a " clear framework for IME, which would involve a dedicated timetable in each school cycle. What already exists is confirmed, in particular the insertion of the subject in other disciplines. Some additions are made on the margins, such as the deployment of web radios in secondary schools .
"Despite all the attention and recommendations," observes Divina Frau-Meigs, "theIME remains an 'education in' and not a teaching, unlike the recently created cross-curricular courses such as the EMC (moral and civic education) and the SNT (digital sciences and technology). Without this status", she wonders, "how can we motivate teachers to train in it and evaluation bodies to include it among the competencies measured? The risk is that the IME will be diluted in the disciplines and that its effectiveness cannot really be measured. It is also due to the lack of clarification in relation to the current blurring between CME and IME, moral and civic education (EMC)."It is now necessary to know how to navigate and publish online, to use critical thinking to discern quality information, to create relevant and innovative content, to ensure one's online presence, to function in project mode, to solve complex problems, and even conflicts (in the case of disinformation)."Divina Frau-Meigs points to four "obstacles and interferences [...] that hinder some of the propagation of IME as a teaching:
- a disarming difficulty of the "school form" to include the pedagogies of projects and the EMI themes in disciplines based on already very complete programs;
- a real reluctance to think about "information" in all its forms, whether through news, documentation or data, without forgetting the "social" information conveyed by series, selfies, stories and other streams, a real blind spot in current IME, far from the consumption patterns of young people;
- a cautious reluctance to embrace 21st century skills, many of which are associated with information processing, and to look to the future, whether that of misinformation, education or the media, which involves AI, algorithms, immersive spaces, etc. This implies thinking about IME in the context of employability and not just citizenship;
- a seductive solution for political figures to promote the fight against misinformation. Yet IME also promotes creativity, self-expression and participation while educating about online safety, informed consumption and conflict resolution."
Référence :
A Guide to Media and Information Literacy
This guide, designed by the Ministry of National Education, Youth and Sports with the CLEMI and in collaboration with the Ministry of Culture, aims to promote the widespread use of IME by mobilizing teachers of all disciplines, as well as supervisory staff (school heads, inspectors).It allows to:
- to appropriate the challenges of IME in the school setting ;
- identify how lessons can be nourished by IME and how IME can be enriched by lessons (media and information literacy & education through media and information);
- engage in IME from several angles, disciplinary or interdisciplinary, and in various ways, within the framework of lessons or educational actions, independently or in partnership, in project mode.
Référence :
Labo Société Numérique
