During the conference, held in Cairo between 22 and 24 April 2024, a Declaration (in English) shared by all participants on the meaning, role and importance of Media and Information Literacy (MILID) in today’s world was drawn up.

To read the Declaration in Spanish, Italian and Portuguese, click the desired language or download the PDFs at the page’s bottom.

ENGLISH

Empowering Youth through Media and Information Literacy

Information providers, encompassing both traditional and new media, wield significant influence over the cultural identity landscape of any society. While the continuous flow of information, media, and technologies presents opportunities for youth education and sustainable development, it also poses genuine risks, particularly for the more vulnerable younger generation. Through the global pandemic that occurred four years ago brought attention to the dangers of an “infodemic,” the current reality is marked by widespread conflicts in different regions, amplifying the challenges associated with disinformation, hate speech, and harmful content online. Despite concerned efforts by major organizations to combat these issues, empowering youth and arming them with critical media and information literacy remains paramount. Globally addressing this need, though, Media and Information Literacy (MIL) becomes crucial, serving as a tool to safeguard children from the potential effects of excessive media use. MIL not only encourages active engagement with information and media but also cultivates critical thinking skills, digital literacy, and life skills, enabling youth to become informed and responsible global citizens.

Media and Information Literacy as a Safeguard for Youth

When discussing issues regarding democracy and development, we often forget that a media literate citizenry is a precondition. An important prerequisite for the empowerment of citizens is a concerted effort to improve media and information literacy – skills that help to strengthen the critical abilities and communication skills which enable individuals to use the media and communication both as tools and as a way of articulating processes of development and social change, enabling people to influence their own lives by making them more in control of their media use. Media and information literacy is needed for all citizens, but is of decisive importance to the younger generation – in their role as citizens and their expression and personal fulfilment. A fundamental element of the efforts to realize a media and information literate society is media education.

Media Literacy as a Prerequisite for Empowered Citizenship

Media and information literacy has become a global trend and tool for upgrading educational systems in different countries. It has become an important tool to encourage creativity and feelings of loyalty, belonging and citizenship. It has become an important mechanism for the democratic participation of citizens in general and youth in particular. It is a way to bring our young people and children from their bubbles in the virtual world to the real world. Furthermore, media and information literacy help empower young people to be active users of the media and not merely passive receivers. In brief, it helps to create an active audience, which we may call “prosumers”, i.e., producers and consumers of media content simultaneously. Media and information literate citizens can also discern “fake news” and “hate speech”, which have become very common, especially on the new media platforms. Such abilities pave the road to better global understanding and result in having more “global citizens” who realize that they share more in common and interact with people from other races, religions and cultures.

Global Impact of Media and Information Literacy

It is recommended that developments in the educational system take into consideration the integration of MIL into the formal school system. It is another tool to reinvigorate the students’ feeling of belonging to their country, their environment and culture.

Students’ acquisition of MIL competencies facilitates intercultural dialogue and the development of mutual understanding through passing on tradition and cultures in new ways and through more tolerance of the other, fostering intercultural and inter-religious dialogue. Nations never develop without critical and creative minds and qualified teachers who can contribute to building and guiding students’ cognitive abilities by teaching them MIL competencies and skills.

Integrating Media Literacy into Formal Education

MIL has been integrated into educational systems in several countries. In Canada, for instance, there is a formal curriculum for all 6 to 18-year-old students. In Finland, there is a cross-cutting curriculum in many subjects. In the USA and Britain, it is integrated as an activity for students, and the same applies to countries like India, the Philippines and some Asian countries. MIL has demonstrated success as a global tool for upgrading educational systems and empowering students. We live in a world full of violence, complications and challenges, and unfortunately, the media are full of fake news, hate speech and harmful content. The only way to tackle these problems is to have a better understanding of the other, countering the negative stereotypes we have about one another. No doubt that media and information literacy can play an important role in this respect.

Here you can read the Declaration in Spanish, Italian and Portuguese.

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The 2024 edition of the Doctoral Summer School, organised by the PhD programme in Journalism and Communication Sciences of the UAB Department of Journalism and Communication Sciences, will focus on analysing the role of journalism and communication in the face of the challenge of disinformation. To this end, the programme has planned a series of sessions that combine keynote speeches with round tables, case studies and the presentation of projects and initiatives in the field of research and dissemination.

This meeting for reflection and debate will be attended by teachers, researchers, media professionals and students from different parts of the world. Thus, from 1 to 5 July, we will articulate a great dialogue with colleagues from Spain, Italy, Egypt, Peru, China, Saudi Arabia, Ecuador, Colombia and Chile, among others. The sessions will be held in Spanish and English, and will take place in the facilities of the Faculty of Communication Sciences.

The programme has also reserved a special slot for students of the doctoral programme who will be able to present the progress of their respective research, learn about the work of their peers and participate in a holistic and transversal debate on the different milestones, the possible methodological approaches and the findings that the students of our programme have been and are generating in the framework of their doctoral work. In this edition, the programme includes a guided tour of the facilities of the General Library of Communication.

Welcome to this adventure of exploration, discovery and learning!

To find out more about the Doctoral summer school 2024 and its programme, please download the following pdf or click here.

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The agreement, entitled “Network of Universities on Media and Information Literacy and Intercultural Dialogue” (UAC-MILID), during the First Forum on “Media and Information Literacy” held in Fez (Morocco) in June 2011, was signed by UNESCO, the United Nations Alliance of Civilisations (UNAOC), the Universitat Autònoma de Barcelona and six other universities: University of the West Indies (Jamaica); Cairo University (Egypt); University of Sao Paulo (Brazil); Temple University (United States); Beijing University (China); The University of Queensland (Australia) and Sidi Mohamed Ben Abdellah University (Morocco).

Universitat Autònoma de Barcelona, supported by Sidi Mohamed Ben Abdellah University, is responsible for setting the annual calendar of activities, organising a yearly meeting and coordinating a publication including articles on Media and Information Literacy and Intercultural Dialogue.

UNESCO and UNAOC have created the UNESCO-UNAOC  UNITWIN Global Chair on Media and Information Literacy and Intercultural Dialogue (“UNESCO-UNAOC MILID UNITWIN”).

UNESCO-UNAOC MILID UNITWIN specific objectives include:

• Act as a Observatory for critically analyzing: the role of Media and Information Literacy (“MIL”) as a catalyst for civic participation, democracy and development; for the promotion of free, independent and pluralistic media; as well as MIL’s contribution to the prevention and resolution of conflicts and intercultural tensions and polarizations.
• Enhance intercultural and cooperative research on MIL and the exchanges between universities and mass media, encouraging MIL’s initiatives towards respecting human rights and dignity and cultural diversity.
• Develop within the participant universities educational and media production practices that contribute to dissolving prejudice and intercultural barriers and favour global dialogue and cooperation among citizens as well as social and political institutions around the world. In addition to the international dimension, these practices will be reflected at the local level in the 8 cities or neighbourhoods in which the partner universities are located.
• Promote global actions relating to MIL (including adaptation of the UNESCO MIL Curriculum for Teacher Education and other relevant tools, publications, congresses, seminars, teaching resources, and faculty and students’ exchanges) that could contribute towards stimulating dialogue and understanding among people of and within different cultures and societies.
• Create a virtual centre to research on, and study and develop MIL initiatives aimed at the creation of projects and publications linking universities and research centres.
• Promote and support other global media initiatives that could reinforce civic participation through open, free and independent media and information systems that favour intercultural dialogue and cooperation.
• Encourage and support citizen participation as well as educational and cultural institutions whose initiatives promote media and information literacy, cooperation and intercultural dialogue.

UNESCO-UNAOC MILID UNITWIN current universities also include: University of Guadalajara (Mexico); Western University (Ontairo, Canada); University of Gothenburg (Sweden); Punjabi University (Patiala, India); Ahmadu Bello University (Nigeria); University of the South Pacific (Suva, Fiji); Nnamdi Azikiwe University (Nigeria); University of Calabar (Nigeria); University of Jos (Nigeria); Hosei University (Tokyo, Japan); University of South Africa (Pretoria, South Africa); Bergen University College (Norway); Lagos State University (Nigeria); Universidade do Minho (Braga, Portugal); University of Latvia (Riga, Latvia); Sholokhov Moscow State University for Humanities (Russia); Moulay Ismail University (Meknes, Morocco); School of Journalism and Public Relation (Skopje, Macedonia).

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This first seminar is also part of the work of the UNESCO MILID network to develop a Global MIL Research Agenda (MIL Research Agenda) 2024-2028. This agenda is an initiative of the “UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue” of UNESCO, together with the MIL Alliance and the many UNESCO Chairs, as well as entities and projects working in the sector in relation to the Organization; and its mission is to become a vector that facilitates the connection between the field of research and the field of social and political action in media literacy. In this sense, it is emerging as a conceptual framework of reference that will allow researchers, public policy makers and other actors in the sector to share experiences and knowledge and to make concrete efforts.

The UAB’s Gabinete de Comunicación y Educación is also working along the same lines, and many of its initiatives aim to offer resources for raising awareness and promoting media literacy in a wide variety of journalistic and non-journalistic scenarios. Initiatives such as the project “CrAL – Creative Audiovisual Lab for the promotion of critical thinking and media literacy”, which, together with five European institutions, strives to provide the educational community with the necessary tools to combat insufficient media literacy, cultivate students’ critical thinking and help them understand the responsibility and power of their voice.

The initial meeting in Bellaterra served, then, to elaborate this first research agenda for Spain and its results will contribute to the elaboration of the subsequent global agenda. The ten research challenges identified by the experts during the meeting were the following:

• The impact of the media environment on children and youth: benefits, risks and MIL policies.

• MFA and public space, the future of democracy.

• Equality, equity and social inclusion in the new media environment.

• MIL information and quality content.

• Education, training and MIL policies.

• The impact of AI.

• The need to update the conceptual framework of MIL.

• MIL as a driver of a new intercultural dialogue.

• Governance and transparency and the development of media technology.

• The need to develop a new system for transferring MIL research to society.

In this sense, José Manuel Pérez Tornero, Professor of Journalism and Director of the UNESCO Chair in Media and Information Literacy and Quality Journalism, urged to continue working to ‘refound’ the framework of media and information literacy. “The last decades have seen decisive changes in the media environment that we have not yet been able to assimilate: the digital transformation, the irruption of the Internet and the web, artificial intelligence, the successive crises of capitalism, climate change, the transformation of production, etc. Therefore, the object of research, theoretical approaches, concepts and working methods have to be renewed and adapted to the challenges of this new situation. If we work together, we will succeed. The Global MIL Research Agenda is the best way to achieve this”, said Tornero.

José Miguel Túñez López, professor at the University of Santiago de Compostela, highlighted the transdisciplinary nature of the meeting, as well as the need to include the entire population in the objectives of the proposed initiatives: “MIL is a necessity in all social strata and needs a progressive knowledge that raises it from a necessity to a preferential focus of action in the design and execution of public policies that allow the projection of more egalitarian societies and help to re-understand the emerging values that support the concept of public value”.

Dr. Carmen Marta Lazo, Professor of Journalism and Director of the Predepartmental Unit of Journalism and Audiovisual Communication and Advertising at the University of Zaragoza, highlighted the growing awareness of the need for media literacy and pointed to the incursion of artificial intelligence, social inequalities and the consequences for mental health as the main challenges to be faced in the coming years. “The digital divide in different typologies (age, territorial and social) makes it difficult for all vulnerable groups to participate in e-administration and in the e-administration and digital culture in a solvent way, which has repercussions on social inequalities”, said Lazo.

Juan Francisco Jiménez Jacinto, Director of the Department of Communication at the Universitat Abad Oliba CEU, insisted on the need for the Academy to serve as a reference and provide solutions to achieve the objectives of the MIL Agenda. “The main contributions should come from research that defines the magnitude of the challenges we face, presenting an accurate map of the reality in order to address targeted solutions’ and added ‘Dissemination is key in the visibility of the advances that the Academy determines so that there is an effective transfer of knowledge to citizens”.

Santiago Tejedor, director of the Gabinete de Comunicación y Educación of the UAB, agreed on the importance of forging an alliance between universities, researchers and teachers from all over Spain to “promote work to redefine the strategies that address media literacy”. “The new contexts and new technological developments, led by AI, demand networking, collaboration, horizontal and multidisciplinary work. Added to this is the importance of taking advantage of all the work carried out in previous decades, which is of great value, but which requires new reflections”, added Tejedor at the end of his speech.

In addition to the aforementioned professionals, the meeting was attended by: Andrés Armas from Alfa-Media, Javier Marzal from the University Jaume I of Castellón, Dr. Félix Ortega from the University of Salamanca, Almudena Barrientos from the Complutense University of Madrid, Bella Palomo from the University of Málaga, Simón Peña, Amor Pérez, Rosa Franquet, Juan José Perona, Evaristo González and the researchers of the Gabinete Cristina Pulido and Besanya Santiago.

After the success of this first meeting, the Gabinete de Comunicación y Educación, through its projects and initiatives, and the UNESCO MILID Unitwin Cooperation Programme, together with teachers, communicators and journalists from different Spanish organisations, will continue working to strengthen the establishment of media literacy policies and initiatives that help to develop the critical capacity of citizens and respect for democratic values.

The Gabinete de Comunicación y de Educación is a consolidated group specialised in scientific research and dissemination, which belongs to the Department of Journalism and Communication Sciences of the Universitat Autònoma de Barcelona (UAB). Recognised by AGAUR(Agència de Gestió d’Ajuts Universitaris i de Recerca) of the Generalitat de Catalunya as a Consolidated Research Group on the basis of its trajectory, projection and development, it develops projects and research in the field of convergence between communication and education. Since its creation, it has developed initiatives aimed at integrating, with awareness and freedom, communication technologies in the so-called global or knowledge society. Under the direction of Santiago Tejedor, the Gabinete organises different Master’s Degrees, such as the Master’s Degree in Travel Journalism (on-site and online), the Master’s Degree in Communication and Education, the Master’s Degree in Environmental Communication and the Master’s Degree in Political and Electoral Communication Management. The group has a wide and varied collection of publications, in the form of scientific articles, books and book chapters, and other works, which is constantly being renewed. It also has a laboratory for teaching innovation projects, transfer and new formats that are conceived and developed from a perspective based on creativity and multidisciplinary work.

The Gabinete organises every year an academic expedition that travels around the world with students from different universities and careers. This is the Tahina-Can Expedition, which has been awarded as the best educational project in Spain. It also has the portal Tu Aventura, the educational platform InfoEDU and the newsgames and science project Reporter@s de la Ciencia.

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Over the next few years, Pérez Tornero will be responsible for coordinating and energising the work aimed at meeting UNESCO’s objectives in this area and within the medium-term strategy (2029), especially through the contributions of the research groups and universities with which UNESCO maintains relations around the world.

These objectives include the defence and promotion of freedom of expression and the right to information; the search for inclusion in the processes of digital transformation through equity in the acquisition of skills; the development of ethical standards, standards of conduct and self-regulatory codes for public media and social networks; and the fight against disinformation and fake news that jeopardise human rights and democracy.

Special emphasis will be placed on artificial intelligence and its new applications in various fields.

The main task of the different teams coordinated by Dr. Pérez Tornero will be: the promotion of public policies for media and digital literacy; the socio-cultural, ethical and political challenge represented by the emergence of deep artificial intelligence; and quality journalism. All of this, within the framework of intercultural understanding and always with the goal of achieving peace.

UNESCO will approve the research agenda on these topics during the Global MIL Week to be held in October 2023 in Amman, Jordan. And the launch of the main developments will be presented in March 2024 in Alexandria, Egypt, on the occasion of the conference on the theme of Global Understanding.

In leading the MILID programme, Dr Pérez Tornero will have three focal points: UNESCO Paris; Lagos (Nigeria) and Sao Paulo (Brazil). There, he will be supported by specialists Dr. Alton Grizzle, Dr. Suraj Ojnufilesi and Dr. Esther Hamburger.

Dr. Pérez Tornero, who currently directs the UNESCO Chair at the UAB, has been working with the United Nations agency on audiovisual public service and media literacy for more than 30 years.

He has carried out missions in countries such as Thailand, Venezuela, Saudi Arabia, France, Turkey, Qatar, Morocco, Mexico, Peru, Dominican Republic, India, among others. He has also been part of the EU expert group on media literacy. He has led European initiatives and research aimed at guiding European legislation on media literacy and promoting digital and media literacy in different countries.  Recently, he has been particularly active on issues related to artificial intelligence and disinformation. In these fields, he has worked intensively in relation to countries such as Portugal, Italy, Baltic countries, Finland, Sweden, Belgium, France and the United Kingdom, etc.

In his media responsibilities, Dr. Pérez Tornero has been president of RTVE (a position for which he was elected by more than two thirds of the parliament). In that role, he made progress in the consolidation of the workforce, technological innovation, internationalisation and cultural production. He has also been a board member of the EBU, and president of COPEAM (Rome), board member of the Association of Cultural and Educational Televisions of Ibero-America (Mexico), and vice-president of the Association of Discovery Televisions (Paris).

Dr. Pérez Tornero’s lines of research have evolved from semiotics and discourse criticism, political economy and communication and education, to artificial intelligence, audiovisual public space and media literacy.  On all these topics he has published more than 100 scientific articles in several languages.

He is the author of more than thirty books, including: La gran mediatización, Media literacy and new Humanism, Tribus urbanas, La televisión educativa, Comunicación y educación en la sociedad de la información, La seducción de la opulencia, among others, etc.

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Given the increasing multiplicity and variability of information sources fed by different phenomena such as big data (data-driven journalism), complex mobile communication devices (mobile and participatory journalism and blogging), information consumption (increased browsing and information creation and consumption due to mobile). The need for better fixed and Wi-Fi connections), together with associated factors such as increased misinformation, misinformation and mistrust in media and journalism, increased critical thinking and citizens’ knowledge about citizens are continuously set as priorities for achieving a more active and better engaged citizenry in the public and private sphere. And, in turn, achieving greater trust in trustworthy media and supporting the appreciation of quality journalism. These come as essential dimensions of media and information literacy that require deeper attention.

Specific objectives:

• Promote MIL in a changing communication and information landscape for quality journalism (share MIL’s impact on best practices in quality journalism, ethics, media trust, engaged audiences, etc.).

• Advance MIL’s role in preparing critical citizens who can identify trustworthy media.

• Reflect on current trends shaping journalism today to identify lines of action and research problems, specifically the potential role of MIL in this area, to be addressed by the Chair.

• Establish strategies to cooperate with libraries and strengthen existing agreements with information providers and disseminators.

Activities

Current journalism and communication practices are subject to fluctuating and complex production and consumption scenarios. New players are entering the media and information landscape. Mobile technologies, data flows, programming skills, etc. are changing the way we create and consume information. As powerful as this scenario is, it also brings risks and challenges. For this reason, the Chair aims to serve as capacity building and knowledge transfer in the fields of interest.

MIL research and policy engagement lead to an impact on good practices in journalism and foster critical and participatory capacities in citizens (empowerment) through wiser consumption/use and production of information and content, and thus investigate the actual media and information landscape (new trends, uses, challenges, threats/risks, ethics, etc.).

1. Postgraduate teaching programme: Master in Education and Communication; Master in Travel Journalism; online Master in Communication and Education (Spanish); online Master in Communication and Education (English); online Master in Travel Journalism; online Master in Political Communication; MIL MOOC (Spanish and English versions).

2. Short-term training: MILID Summer School; PhD Summer School (by the Department of Journalism in which the Gabinete de Comunicación y Educación participates, presenting all the work of its PhD students, with most of the research relevant to MIL).

3.      Research: specific research to be established by the Chair (on strategic issues related to MIL and quality journalism. This research will be carried out alongside current research conducted by the Chair); Current and future research projects carried out by the Chair (conducting a feasibility study to develop an International MIL Institute and active contribution to research conducted by the UNESCO-UNAOC MILID Network).

4.      Visiting lecturers: conferences and workshops (currently, Gabinete de Comunicación y Educación organises annual events on media and information literacy and intercultural dialogue (MILID), travel journalism, news TV, etc., and participates in the annual UNESCO MILID Week, ECREA Conference, MEDEA, etc.); Short-stay visiting lecturers (1 to 3 months). ); Short stay visiting professor (1 to 3 months) (These visits include professors from Cairo University, Arab Academy, University of Latvia, University of Minho-Portugal, among others).

5.      Institutional development: Oi2 Observatory (UAB-RTVE) (an observatory created through the Chair established between UAB and the Spanish television RTVE to carry out research on innovative practices in journalism/news and in media and information). OLCAMI (Observatorio Latinoamericano y del Caribe de Alfabetización en Medios y Información; it is the result of the first Media and Information Literacy Forum held in Mexico in 2014. The objective of OLCAMI is to monitor and document good MIL practices in Latin America and the Caribbean); EMILO (European Media and Information Literacy Observatory; created as a result of the European research project EMEDUS, European Media Education Study, coordinated by UAB).

The Chair will contribute to developing new knowledge on practices, trainings and trends that could help draft and propose scenarios for the implementation of techniques, programmes, curricula, guidelines, etc. to improve the competence of citizens in the media and the quality of journalism.

In terms of capacity building, the Chair is conceived as a platform from which the issues shaping current journalism practices will be studied to get a more complete picture of the potential increased role of the MIL. Examples of significant current trends are big data; data-driven journalism; blended research journalism and mobile and participatory journalism etc. With new media players posing new challenges, this Chair aims to address the different concerns that these challenges pose to media and social media scenarios, as well as equipping stakeholders.

“The Spanish UNESCO Chair on MIL for Trustworthy Media and Quality Journalism” seeks to study the different phenomena currently surrounding MIL in order to improve trust in the media and support quality journalism.

The objective of this Chair is to reinforce the results achieved by UAB as a result of its active participations within the UNESCO-UNAOC International University Network on Media and Information Literacy and Intercultural Dialogue. Consequently, research will continue and will focus on the study and generation of MIL assessment schemes, MIL competency mapping tools, as well as the development of projects related to the relationship between ethics, empowerment, gender equality, participation and journalism.Through this Chair, the UAB seeks to strengthen current alliances with information providers, such as RTVE (Radiotelevisión Española), Planeta (publishing group), UNESCO, UOC publications, etc., to highlight good practices around the world with the aim of reaching more countries.

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Another of the objectives of this work is to raise awareness of media citizenship, the role of the citizen in the different paradigms of the city, the integral development of Media Literacy in the corporate and vehicular sector of transmedia communication and new ways of working in MIL Cities. Digital education and ethics in communication are presented as a key tool against disinformation.

Santiago Tejedor, director of the Gabinete de Comunicación y Educación, together with Felipe Chibás and Karin Miliani, writes the chapter “Cultural barriers to communication in the transformation of the campuses of the Universidad Autónoma de Barcelona and the Universidad de São Paulo into MIL Cities Universities”.

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The students will have the opportunity to get to know the surroundings of Barcelona and interact with students from the Catalan university, while strengthening their skills in the field of multimedia content production.

The UNITWIN/UNESCO Chairs programme, the Global Alliance for Media and Information Literacy Partnerships (UNESCO MIL Alliance) and the UAB Gabinete de Comunicación y Educación are organising this academic exchange with the aim of fostering intercultural dialogue between Egyptian and Barcelona students and promoting spaces for the development of critical thinking, creativity and cooperation.

The Gabinete de Comunicación y de Educación is a consolidated group specialised in scientific research and dissemination, which belongs to the Department of Journalism and Communication Sciences of the Universitat Autònoma de Barcelona (UAB). Recognised by AGAUR(Agència de Gestió d’Ajuts Universitaris i de Recerca) of the Generalitat de Catalunya as a Consolidated Research Group on the basis of its trajectory, projection and development, it develops projects and research in the field of convergence between communication and education. Since its creation, it has developed initiatives aimed at integrating, with awareness and freedom, communication technologies in the so-called global or knowledge society. Under the direction of Santiago Tejedor, the Gabinete organises different Master’s Degrees, such as the Master’s Degree in Travel Journalism (on-site and online), the Master’s Degree in Communication and Education, the Master’s Degree in Environmental Communication and the Master’s Degree in Political and Electoral Communication Management. The group has a wide and varied collection of publications, in the form of scientific articles, books and book chapters, and other works, which is constantly being renewed. It also has a laboratory for teaching innovation projects, transfer and new formats that are conceived and developed from a perspective based on creativity and multidisciplinary work.

The Gabinete organises every year an academic expedition that travels around the world with students from different universities and careers. This is the Tahina-Can Expedition, which has been awarded as the best educational project in Spain. It also has the portal Tu Aventura, the educational platform InfoEDU and the newsgames and science project Reporter@s de la Ciencia.

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