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UNESCO's Media and Information Literacy Curriculum for Teachers from the Perspective of Structural Considerations of Information

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Title: UNESCO's Media and Information Literacy Curriculum for Teachers from the Perspective of Structural Considerations of Information
Language: English
Authors: Alcolea-Díaz, Gema (ORCID 0000-0003-2731-9014), Reig, Ramón (ORCID 0000-0003-2663-4223), Mancinas-Chávez, Rosalba (ORCID 0000-0002-4218-2338)
Source: Comunicar: Media Education Research Journal. 2020 28(62):99-109.
Availability: Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: International Organizations, Media Literacy, Information Literacy, Curriculum, Critical Thinking, Teacher Education, Information Dissemination, Deception, Curriculum Evaluation
ISSN: 1134-3478
Abstract: The discipline Structural Considerations of Information explores the interests underlying communicational dynamics and information strategies, as well as the ways in which they correlate with messages. Considering this knowledge to be key in Communication Education, and having confirmed its close relationship with the dimensions of media competence, its presence is analyzed in the Media and Information Literacy (MIL) curriculum for teachers, whose training is crucial for the success of the process, developed by UNESCO, an organization that is a global referent in the field. A semantic content analysis reveals, from a quantitative perspective, a strong presence of thematic areas covered by the Structural Considerations of Information subject within the competencies and contents of the curriculum. However, at a qualitative level, there are fundamental weaknesses in its relationship with the structural approach to information. This occurs when the critical spirit of the text declines, starting with a definition of the media as sources of reliable information. The ubiquity of disinformation, and the key role played by stakeholders' knowledge, as well as the development of critical thinking to address it requires an update of this curriculum--the present review contributes to this development--highlighting the current necessity to address it from a structural vantage that fosters critical citizenship and a democratic process.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1239122
Database: ERIC
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  Data: UNESCO's Media and Information Literacy Curriculum for Teachers from the Perspective of Structural Considerations of Information
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  Data: <searchLink fieldCode="AR" term="%22Alcolea-Díaz%2C+Gema%22">Alcolea-Díaz, Gema</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2731-9014">0000-0003-2731-9014</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reig%2C+Ramón%22">Reig, Ramón</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2663-4223">0000-0003-2663-4223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mancinas-Chávez%2C+Rosalba%22">Mancinas-Chávez, Rosalba</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4218-2338">0000-0002-4218-2338</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Comunicar%3A+Media+Education+Research+Journal%22"><i>Comunicar: Media Education Research Journal</i></searchLink>. 2020 28(62):99-109.
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  Data: Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
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  Data: <searchLink fieldCode="DE" term="%22International+Organizations%22">International Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Literacy%22">Media Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Dissemination%22">Information Dissemination</searchLink><br /><searchLink fieldCode="DE" term="%22Deception%22">Deception</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Evaluation%22">Curriculum Evaluation</searchLink>
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  Data: The discipline Structural Considerations of Information explores the interests underlying communicational dynamics and information strategies, as well as the ways in which they correlate with messages. Considering this knowledge to be key in Communication Education, and having confirmed its close relationship with the dimensions of media competence, its presence is analyzed in the Media and Information Literacy (MIL) curriculum for teachers, whose training is crucial for the success of the process, developed by UNESCO, an organization that is a global referent in the field. A semantic content analysis reveals, from a quantitative perspective, a strong presence of thematic areas covered by the Structural Considerations of Information subject within the competencies and contents of the curriculum. However, at a qualitative level, there are fundamental weaknesses in its relationship with the structural approach to information. This occurs when the critical spirit of the text declines, starting with a definition of the media as sources of reliable information. The ubiquity of disinformation, and the key role played by stakeholders' knowledge, as well as the development of critical thinking to address it requires an update of this curriculum--the present review contributes to this development--highlighting the current necessity to address it from a structural vantage that fosters critical citizenship and a democratic process.
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        StartPage: 99
    Subjects:
      – SubjectFull: International Organizations
        Type: general
      – SubjectFull: Media Literacy
        Type: general
      – SubjectFull: Information Literacy
        Type: general
      – SubjectFull: Curriculum
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      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Information Dissemination
        Type: general
      – SubjectFull: Deception
        Type: general
      – SubjectFull: Curriculum Evaluation
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    Titles:
      – TitleFull: UNESCO's Media and Information Literacy Curriculum for Teachers from the Perspective of Structural Considerations of Information
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