Resumen

WILSON, Carolyn. Alfabetización mediática e informacional: proyecciones didácticas. Comunicar [online]. 2012, vol.20, n.39, pp.15-24. ISSN 1988-3293.

This paper will present an overview of UNESCO’s Media and Information Literacy (MIL) Curriculum for Teachers. This overview includes an exploration of key program areas for trainers in order to teach key issues related to MIL and the competences needed for developing programs. These program areas include: a conceptual and organizational framework; production and use of information; media texts and information sources; evaluation and analysis; media audiences; democratic discourse and social participation; approaches for curriculum adaptation, and pedagogical approaches for the classroom (textual analysis, contextual analysis, case study, translation, simulation and production). After introducing these key areas of the program, the paper will conclude by offering recommendations for the successful development, adaptation and implementation of MIL Programs. Main recommendations are: curriculums leaders have to be available for training, support and consultation, promotion of teachers network who are implementing MIL initiatives, inclusion in official papers of educational curriculums, analyzing needs of the students before implementing modules of the curriculum, facilitating online resources for teachers, professionalizing MIL teachers, promoting collaboration between community members (family, teachers, students, other stakeholders), and finally research to identify best practices and new trends to be developed.

Palabras clave : Media Literacy; Information; Pedagogy; Democracy; Technology; Critical; Curriculum.

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