Media literacy is a “catchy” term nowadays but not much of ground-work is done to support the ability for conscious consumption of media-distributed messages among adults. This was stated during recent gathering of EC body, Media Literacy Expert Group. “Media literacy” is defined by MLEG as umbrella expression including all technical, cognitive, social, civic and creative capacities that allow a citizen to access the media, have critical understanding and to interact with it. All these capacities enable citizens to participate in economic, social and cultural aspects of society and play active role in democratic processes.
MLEG in June 2018 summarised the research carried out among EU citizens and concluded that there is a “need for strengthening efforts in increasing media literacy at all levels”. A. Hellman, Deputy Head of MLEG, after listing a few initiatives, concluded “But this is not enough” and one recommendation was to “provide educational material to educators”. Adult educators acting on behalf of learners as part of civil society need to learn how to recognise, analyse and explain to their learners key terms and ideas for understanding disinformation with media literacy principles..
The answer is IMEDIAL project
The IMEDIAL project is based on reports and statistics review at national and EU levels and own research of partners. It is a response to the need to integrate “critical thinking, information evaluation and media literacy as some of the top skills for the 21st century” into educational systems. It is addressed to learners and educators.
The IMEDIAL project aims to increase the MEDIA literacy skills of adults to combat misinformation, false news and cyber aggression.
The objectives of the IMEDIAL project are:
- Expanding and developing the skills and competencies of media education of adult educators in the effective teaching of these skills (especially those working with disadvantaged students);
- Increasing the media literacy skills of adult learners (especially disadvantaged).
- Adult educators especially those that work in non-formal education settings, adult education centres, social centres, NGOs, associations and freelancers working with disadvantaged learners;
- Learners from disadvantaged groups, including persons with low skills and with lower level qualifications, with low income, from remote areas; unemployed, women, immigrants.