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”.
The MEDEAnet partners about Media Education in their country
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 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.