Charting Media and Learning in Europe

How is media used to support teaching and learning in different parts of Europe?

The consortium of the European Commission supported project MEDEAnet (2012-2014) tries to get to the bottom of this question and investigates the situation in the MEDEAnet countries (Estonia, Greece, Bulgaria and Romania) or regions (Baden-Württemberg, Flanders, Upper Austria). The results of this investigation are published in a series of annual reports about “Charting Media and Learning in Europe”.

MEDEAnet Reports
application/pdf iconCharting Media and Learning in Europe_MEDEAnet report 2011
application/pdf iconCharting Media and Learning in Europe_MEDEAnet report 2012
 
Executive Summaries:
application/pdf iconExecutive Summary MEDEAnet report 2011
application/pdf iconExecutive Summary MEDEAnet report 2012
application/pdf iconExecutive Summary MEDEAnet report 2013
 
Leaflet

The MEDEAnet partners about Media Education in their country

Sofia Greece Juri Estonia Nicoleta Romania Petra Germany
Sofia Papadimitrou, Educational RadioTelevision
Ministry of Education, Greece
Jüri Lossenko, Information Technology Foundation for Education (HITSA), Estonia Nicoleta Fotiade, ActiveWatch, Romania Petra Newrly, MFG, Innovation Agency for ICT and Media, Baden-Württemberg, Germany
Nadia Bulgaria Ursula Austria Dirk Flanders  
Nadia Kamburova, Institute for Training of Personnel in International Organizations (ITPIO), Bulgaria Ursula Simmetsberger, Education Group, Austria Dirk Terryn, CANON Cultuurcel, Flemish Ministry of Education and Training, Flanders, Belgium  

Charting Media and Learning in Europe: Field research into Media Education in 7 countries

The 1st annual report (published in 2012) focuses on the policies, trends and developments related to media literacy and media education in the abovementioned countries and regions. Research was undertaken on relevant definitions and on the status of media and learning in many different learning sectors from pre-primary to adult learning. Media literacy is understood and defined very differently in the involved countries and it is a shared responsibility for several stakeholders. Some efforts are being made to measure the “level” of media literacy in different European countries (for example in the context of Eurydice) but this still has to improve. It was also noted that some countries or regions rather focus on the cultural component of media literacy whereas in others ICT is in the centre of attention. It is important to see both foci as complimentary, and therefore, both should be addressed simultaneously instead of in a separate way.

The 2nd annual report (published in 2013) concentrates on the extent to which media literacy is incorporated into curriculum design for compulsory level education, on organisations actively engaged in this process and on examples of good practice. It builds on the content of the first report. Again, the situation in the countries and regions involved is very diverse. Media literacy is integrated in the curriculum in various ways and there is a discrepancy between the curricula and the effective daily classroom practice. Teachers play an important role in integrating media education – both its cultural component and a more technological approach – in the classroom and thus require high quality teacher training to enable them to act as multipliers.

The 3rd annual report (published in 2014) builds on the first two reports and focusses primarily on the degree to which training in the production of educational media and in the general topic of media literacy is available to trainee and in-service teachers, adult educators, trainers and academic staff in each region or country. The findings contained in the report lead the research team to emphasise the importance of high quality teachers, and by consequence, high quality teacher training, as a crucial factor in making teachers more aware of the value of media education and media literacy.

 

 

 

This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.