Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
15 Results found
Opportunities for Media and Information Literacy in the Middle East and North Africa: Yearbook 2016 Year of publication: 2016 Author: Magda Abu-Fadil | Jordi Torrent | Alton Grizzle Corporate author: International Clearinghouse on Children, Youth and Media (Sweden) Opportunities for Media and Information Literacy in the Middle East and North Africa is the seventeenth Yearbook published by the Clearinghouse and fills a gap in the existing body of literature about the progress of media and information literacy work in different parts of the world. This book also helps educators in the Middle East and North Africa region looking for opportunities to bring to their classrooms elements of MIL education. 
Media and Information Literacy for the Sustainable Development Goals (The MILID Yearbook 2015) Year of publication: 2015 Author: Jagtar Singh | Alton Grizzle | Sin Joan Yee | Sherri Hope Culver Corporate author: International Clearinghouse on Children, Youth and Media (Sweden) In the year 2000, governments and development partners all over the world agreed on eight global development targets called the Millennium Development Goals (MDGs). The year 2015 is a pivotal year as it marks the end of the period during which the MDGs were to be reached and the year in which new global development targets are to be set. These new targets are referred to as the Post-2015 Sustainable Development Goals (SDGs). This process is in its highest gear with ongoing debates and consultative meetings/initiatives globally both online and offline. While much progress has been made, achievement of the MDGs has been mixed across countries. The centrality of information and communication to development is irrefutable. The MILID Yearbook provides a case for media and information literacy (MIL) as a tool for open and inclusive sustainable development.The 2015 edition of the MILID Yearbook displays how media and information literacy can be helpful in facilitating progress and achievement of the sustainable development goals. It is sincerely hoped that the articles in this yearbook will go a long way to sensitize the stakeholders about the role and value of MIL in sustainable development of one and all across frontiers. 
미디어․정보 리터러시 갖춘 시민 되기: 비판적으로 사고하고 현명하게 클릭하기! Year of publication: 2022 Author: Alton Grizzle | Carolyn Wilson | Ramon Tuazon | C.K. Cheung | Jesus Lau | Rachel Fischer | Dorothy Gordon | Kwame Akyempong | Jagtar Singh | Paul R. Carr | Kristine Stewart | Samy Tayie | Olunifesi Suraj | Maarit Jaakkola | Gina Thésée | Curmira Gulston Corporate author: 유네스코 현명한 클릭으로 우리 사회를 개선할 수 있을까? 도서관을 비롯한 아카이브, 박물관, 미디어와 디지털 통신 회사 같은 콘텐츠 제공자는 모든 이를 포용하고 지속 가능한 개발을 이루어내려는 역할을 지니고 있다. 하지만 콘텐츠 제공자가 그와 같은 이상에 근거해서만 움직이는 것은 아니기 때문에 서비스 사용자들은 어려움을 겪게 된다. 모든 콘텐츠 제공자는 평생학습의 기회를 열어 주기도 하지만 동시에 잘못된 정보나 허위정보, 혐오 표현, 온라인 프라이버시 침해 등과 같은 과제도 안겨 준다. 미디어·정보 리터러시란 사람들이 취할 수 있는 혜택은 최대로 얻고, 입을 수 있는 피해는 최소화할 수 있도록 하는 일련의 역량을 의미한다. 미디어·정보 리터러시는 커뮤니케이션 콘텐츠와 해당 콘텐츠를 제공하는 기관 및 디지털 기술을 비판적이고 효과적으로 이용할 수 있는 역량이다. 이는 나이, 배경과 관계없이 모든 시민이 필수적으로 갖추어야 하는 능력이다. 이 선구적인 커리큘럼은 미디어·정보 리터러시 역량의 종합적인 프레임워크를 제공하며, 교육자와 학습자가 활용할 수 있는 체계적인 교육적 방안을 제안한다. 또한 다양한 모듈을 제시하여 오늘날의 커뮤니케이션 생태계를 이해하는 데 필수적인 역량 범위를 상세하게 다루고 있다. 이 자료에서는 미디어·정보 리터러시를 지금 우리 사회에서 새롭게 부상하고 있는 문제들, 즉 인공지능을 비롯해 디지털 시민 교육, 지속가능 발전 교육, 문화 리터러시 및 허위정보와 잘못된 정보의 급증 등과 연계하여 다루고 있다. 본 커리큘럼을 효과적으로 활용한다면 누구나 미디어·정보 리터러시를 갖춘 시민은 물론, 미디어·정보 리터러시 동료 교육자도 될 수 있을 것이다. 
Survey on Privacy in Media and Information Literacy With Youth Perspectives Year of publication: 2017 Author: Sherri Hope Culver | Alton Grizzle Corporate author: UNESCO This report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
Media and Information Literacy: Policy and Strategy Guidelines Year of publication: 2013 Author: Alton Grizzle | Penny Moore | Michael Dezuanni | Sanjay Asthana | Carolyn Wilson | Fackson Banda | Chido Onumah | Maria Carme Torras Calvo Corporate author: UNESCO This resource aims to treat MIL as a composite concept, unifying information literacy and media literacy as well as considering the right to freedom of expression and access to information through ICTs. It is divided into two parts. Part 1 is the MIL Policy Brief, and is designed for policy or decision makers and can serve as a summary of the publication. Part 2 is divided into several comprehensive chapters and suggests: 1) how to enlist MIL a development tool; 2) conceptual frameworks for MIL policies and strategies; and 3) model MIL policy and strategies that can be adapted by countries globally. 
Survey on Privacy in Media and Information Literacy with Youth Perspectives Year of publication: 2017 Author: Sherri Hope Culver | Alton Grizzle Corporate author: UNESCO Media and information literate individuals are more empowered to make informed decisions about their privacy online and offline, among other things. Accordingly, governments and policy-makers who are committed to ensuring that the privacy of citizens is respected should also be committed to media and information literacy (MIL) for all. If they are not, then their efforts will be less sustainable. Equally, private and public enterprises that genuinely want to respect the privacy of citizens should purposefully contribute to MIL awareness among users qua citizens. Two research surveys are referenced in this report. The first investigated youth attitudes towards MIL and social and democratic discourses. One of the seven themes addressed in the context of social and democratic discourses was privacy. The research was carried out by UNESCO. The second survey studied privacy in MIL courses globally and was conducted for UNESCO by the UNESCO-UNAOC University Network on Media and Information Literacy and Intercultural dialogue (MILID Network), and members of the Global Alliance for Partnerships in Media and Information Literacy (GAPMIL). The report responds to UNESCO’s efforts to stimulate global research into privacy in MIL. Ultimately, this report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
Education aux médias et à l'information: programme de formation pour les enseignants Year of publication: 2011 Author: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung Corporate author: UNESCO Nous vivons dans un monde où la qualité de l’information que nous recevons détermine largement nos choix et nos actions et en particulier, notre capacité à pro ter des libertés fondamentales et notre possibilité d’autodétermination et de développement. Ce programme d’éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres de l’UNESCO et une publication expérimentale. Elle est prospective et s’efforce de réaliser la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques sur une même plate-forme. Elle est aussi spécialement conçue pour permettre l’intégration de ce programme dans le système formel de formation des enseignants. L’UNESCO croit que ce programme sera une étape importante d’innovation et de progrès pour tous les niveaux d’éducation. Медийная и информационная грамотность: программа обучения педагогов Year of publication: 2011 Author: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung Corporate author: UNESCO Данная программа обучения педагогов медийной и информационной грамотности — важный источник информации для государств-членов ЮНЕСКО, призванный содействовать их усилиям по достижению целей, сформулированных в Грюнвальдской декларации (1982 г.), Александрийской декларации (2005 г.) и Парижской повесткой дня (2007 г.), имеющих прямое отношение к медийной и информационной грамотности (МИГ). Данное издание состоит из двух частей. Часть 1 содержит описание программы обучения и системы компетенций МИГ. В ней описываются логика, структура и основные темы програм-мы. Она дополняет «Структуру ИКТ-компетентности учителей» (ICTs Competency Framework for Teachers), подготовленную ЮНЕСКО в 2008 г. Часть 2 включает в себя подробное описание базовых и дополнительных модулей учебной программы. Программа обучения учителей медийной и информационной грамотности переведена на арабский, французский, русский и испанский языки. Media and Information Literacy Curriculum for Teachers Year of publication: 2011 Author: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung Corporate author: UNESCO We live in a world where the quality of information we receive largely determines our choices and actions, including our capacity to enjoy fundamental freedoms and the ability for self-determination and development. This Media and Information Literacy Curriculum for Teachers is an important resource for UNESCO Member States and a pioneering publication.First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform. Second, it is specifically designed for integration into the formal teacher education system.UNESCO believes that, ultimately, this curriculum will contribute to innovation and improvement in all levels of education. 
Media and Information Literate Citizens: Think Critically, Click Wisely! Year of publication: 2021 Author: Alton Grizzle | Carolyn Wilson | Ramon Tuazon | C.K. Cheung | Jesus Lau | Rachel Fischer | Dorothy Gordon | Kwame Akyempong | Jagtar Singh | Paul R. Carr | Kristine Stewart | Samy Tayie | Olunifesi Suraj | Maarit Jaakkola | Gina Thésée | Curmira Gulston Corporate author: UNESCO Content providers such as libraries, archives, museums, media and digital communications companies can enable inclusive and sustainable development. However, they do not always live up to these ideals, which creates challenges for the users of these services. Content providers of all types open up new opportunities for lifelong learning. But at the same time, they open up challenges such as misinformation and disinformation, hate speech, and infringement of online privacy, among others.Media and information literacy is a set of competencies that help people to maximize advantages and minimize harms. Media and information literacy covers competencies that enable people to critically and use of digital technologies. Capacities in these areas are indispensable for all citizens regardless of their ages or backgrounds.This pioneering curriculum presents a comprehensive competency framework of media and information pedagogical suggestions. It features various detailed modules covering the range of competencies needed to navigate today’s communications ecosystem. This resource links media and education, education for sustainable development, cultural literacy and the exponential information literacy curriculum, everyone can become media and information literate as well as peer-educators of media and information literacy.