This UNITWIN Network is composed of universities from different geographical areas: Universitat Autònoma de Barcelona (Spain), University of the West Indies (Jamaica), Cairo University (Egypt), University of Sao Paulo (Brazil), Temple University (USA), Tsinghua University (China), Moulay Ismail University (Morocco), Sidi Mohamed Ben Abdellah University (Morocco), University of Guadalajara (Mexico), Western University (Canada), University of Gothenburg (Sweden), Sorbonne Nouvelle University (France), Punjabi University, Patiala (India), University of the South Pacific (Fiji), University of South Africa (South Africa), Nnamdi Azikiwe University (Nigeria), Ahmadu Bello University(Nigeria), Lagos State University (Nigeria), University of Jors (Nigeria), University of Calabar (Nigeria), Hosei University (Japan), University of Latvia (Latvia), Moscow Pedagogical State University (Russia), Corporación Universitaria Minuto de Dios UNIMINUTO (Colombia), Vytautas Magnus University (Lithuania), MICA (India), University of Campinas (Brazil). 

The main objectives of the Network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. Specific objectives include acting as an observatory for the role of media and information literacy (MIL) in promoting civic participation, democracy and development as well as enhancing intercultural and cooperative research on MIL. The programme also aims at promoting global actions related to MIL and intercultural dialogue. In such a context, a MILID Yearbook series is an important initiative. 

In such a context, a MILID Yearbook series is an important initiative. 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.

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This UNITWIN Network is composed of universities from different geographical areas: Universitat Autònoma de Barcelona (Spain), University of the West Indies (Jamaica), Cairo University (Egypt), University of Sao Paulo (Brazil), Temple University (USA), Tsinghua University (China), Moulay Ismail University (Morocco), Sidi Mohamed Ben Abdellah University (Morocco), University of Guadalajara (Mexico), Western University (Canada), University of Gothenburg (Sweden), Sorbonne Nouvelle University (France), Punjabi University, Patiala (India), University of the South Pacific (Fiji), University of South Africa (South Africa), Nnamdi Azikiwe University (Nigeria), Ahmadu Bello University (Nigeria), Lagos State University (Nigeria), University of Jors (Nigeria), University of Calabar (Nigeria), Hosei University (Japan), University of Latvia (Latvia), Moscow Pedagogical State University (Russia), Corporación Universitaria Minuto de Dios UNIMINUTO (Colombia), Vytautas Magnus University (Lithuania), MICA (India), University of Campinas (Brazil).

The main objectives of the Network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. Specific objectives include acting as an observatory for the role of media and information literacy (MIL) in promoting civic participation, democracy and development as well as enhancing intercultural and cooperative research on MIL. The programme also aims at promoting global actions related to MIL and intercultural dialogue. In such a context, a MILID Yearbook series is an important initiative.

The MILID Yearbook 2021 is a result of a collaboration between UNESCO UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, The Corporación Universitaria Minuto de Dios – UNIMINUTO (Colombia) and the University of Gothenburg (Sweden).

Click here to consult the MILID Yearbook 2021.

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The book, divided into three parts: (I) MIL Augmenting Information Freedom and Knowledge Status, (II) MIL and the Different Actors and Situations of Learning and (III) MIL Providing New Opportunities, compiles a series of articles on fake news, hate speech, intercultural dialogue, education, gender equality and media literacy.

“During the second decade of the 21st century, humanity has experienced a remarkable shift in the cognitive paradigm. The state of information and knowledge has changed. Until now, information and knowledge were personal and individual matters. They depended on personal skills, individual possibilities to access information and the ability to criticise, process and memorise it. It is true that the so-called knowledge institutions (schools, universities, publishing and media systems, etc.) contributed to providing a concrete environment for people, improving the conditions of information and knowledge. But today, the state of information and knowledge remains unequal, as well as social, collective and global. This is increasingly dependent on computers, robots and complex knowledge production systems; which, in turn, are increasingly automated and autonomous”, introduces José Manuel Pérez Tornero, Director of the UNESCO Chair in Media and Information Literacy for Quality Journalism, in the first part of the book. 

In this first part, José Manuel Pérez Tornero, Santiago Tejedor, Sally Tayie and Cristina Pulido from the Universitat Autònoma de Barcelona (Spain); Juan Sakamoto from Hosei University (Japan); Darwin Franco Migues from the University of Guadalajara (Mexico); Alton Grizzle, UNESCO Programme Specialist in Media and Information Literacy; Sumeer Gul, Saba Ali and Aadil Bashir from Kashmir University, Srinagar (India); Sheikh Shueb from the Islamic University of Science and Technology (IUST), Awantipora (India); Aabid Hussain from the Department of Information, Srinagar (India); and Tariq Ahmad Shah from Central University of Kashmir, Ganderbal (India).

The second chapter of the book focuses on various actors and learning situations in the framework of media literacy. “Real learning processes always need imagination, commitment and respect among the actors involved, motivation and shared interest in the object to be learned, pedagogical strategies, curiosity, communication and analysis, among other things. But learning also needs a situation in which to develop and be meaningful; a situation in which dialogue between learners flourishes and facilitates understanding of each other’s ideas, positions, expectations and judgements. How to develop productive media and information literacy learning situations in different educational settings is the central purpose of the experiences collected in this section”, says Guillermo Orozco, professor at the University of Guadalajara, Mexico, in the introduction to the chapter.

This block contains articles by Spencer Brayton of Waubonsee Community College, Illinois (USA); Natasha Casey and Laura Wiedlocher of Blackburn College, Illinois (USA); Conceicao Costa and Carla Sousa of the CICANT-Lusófona University (Portugal); Kathryn R. Martin Fingar of the University of California Los Angeles (USA); Tessa Jolls of the Center for Media Literacy, Consortium for Media Literacy, Los Angeles (USA); Olunifesi Adekunle Suraj of the University of Lagos (Nigeria); Minna Koponen and Mari Pienimaki of the University of Tampere (Finland); Alexandra Bujokas de Siqueira of the Federal University of Triângulo Mineiro (Brazil); and Danilo Rothberg of the São Paulo State University (Brazil).

Finally, the MILID Yearbook 2018/2019 culminates with a chapter that looks to the future and innovation from the new opportunities provided by media literacy. “This third part of the book highlights cases involving formal and informal education, policy-oriented training projects, independent or informal platforms, television content and other powerful MIL studies or projects. The first subsection brings three articles focused on the incorporation of MIL in education policy”, notes Esther Hamburger, professor at the University of São Paulo, Brazil.

Marlene D. Hines, Ministry of Education, Youth and Information (Jamaica); Sonia Livingstone, Patrick Burton, Patricio Cabello, Ellen Helsper, Petar Kanchev, Daniel Kardefelt-Winther, Jelena Perovic, Mariya Stoilova, and Ssu-Han Yu of the Global Kids Online (GKO) project; Moira Toledo Cirello from the University of São Paulo (Brazil); Mami Komaya from Jissen Women’s University (Japan); I V Malhan and Archna Katoch from the Central University of Himachal Pradesh (India); Emelina Galarza Fernández from the University of Málaga (Spain); Rodrigo Gonzalez-Reyes, José Manuel Corona and Guillermo Orozco from the University of Guadalajara (Mexico); Sherri Hope Culver from Temple University (USA); Ana Pérez-Escoda from Nebrija University (Spain); Rosa García-Ruiz from the University of Cantabria (Spain); Ignacio Aguaded from the University of Huelva (Spain); Vedabhyas Kundu from the Gandhi Smriti and Darshan Samiti, New Delhi (India).

The main objectives of the UNITWIN network are to foster collaboration between member universities, to build capacity in each country to empower them to promote media and information literacy and intercultural dialogue, and to support freedom of expression, freedom of information and the free flow of ideas and knowledge.

Specific objectives include acting as an observatory of the role of Media and Information Literacy (MIL) in promoting civic participation, democracy and development, as well as enhancing intercultural and cooperative research on MIL. The programme also aims to promote global actions related to MIL and intercultural dialogue. In this context, each MILID Yearbook represents an important initiative to promote and advance these objectives.

Consult the MILID Yearbook 2018/2019 here.

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The Yearbook 2016 offers a local, as well as a national and global perspective on media and information literacy. The different parts of the book draws on relevant research findings as well as theories and practises of MIL – focusing on this year’s theme: ”Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”.  

The year 2016, being the first year of implementing the UN’s Sustainable Development Goals, has provided a renowned emphasis on human rights-based approach to development, wrote the editors in the preface of the yearbook. Further, the increased levels of national and global conflicts, as well as new forms of extremism and radicalisation have led to questions on the role of MIL in this global environment.

Alton Grizzle, UNESCO’s Programme Specialist, writes in the yearbook’s introduction: ”2016 is the first year of the implementation of the sustainable development goals. A renewed emphasis on a Human Rights-Based Approach to all forms of development is apt and timely”.

The 2016 yearbook contains five parts:

• Community Empowerment and Sustainable Development
• Hate Speech and Incitement
• Radicalisation and Extremism
• Human Rights and Gender Equality
• Inter-religious and Intercultural Discourses in the Media

Read and download the Yearbook on UNESCO’s website.

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The year 2015 is a pivotal year as it marks the end of the period during which the Millennium Development Goals (MDGs) were to be reached and the year in which new global development targets are to be set.

The MILID Yearbook 2015 provides a case for media and information literacy (MIL) as a tool for open and inclusive sustainable development. It draws on research findings, theories and practices of MIL, and developments focusing on the theme identified for the 2015 MILID Yearbook: Media and Information Literacy for the Sustainable Development Goals.

This third MILID Yearbook is a joint initiative of the UNESCO-UNAOC University Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) published by Nordicom’s International Clearinghouse on Children, Youth and Media.

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The MILID Yearbok 2014 brings together a range of reviewed articles, which articulate the theme of global citizenship from varied perspectives and regions of the world. The articles represent different expressions on media and information literacy from researchers and practitioners, who offer bold new strategies, share research findings and best practices, musing and reflections.

The Yearbook is organized around five sections: Global citizenship; New media, new approaches; Youth engagement; Education and educators’ changing role, Media and information literacy: A worldwide selection from the UNITWIN partners.

This second yearbook, MILID Yearbook 2014, is the result of a collaboration between the UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) and NORDICOM’s International Clearinghouse on Children, Youth and Media.

Click here to access the online version of the MILID Yearbook 2014.

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This UNITWIN Network is composed of eight universities from different geographical areas. The main objectives of the Network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge.

Specific objectives include acting as an observatory for the role of media and information literacy (MIL) in promoting civic participation, democracy and development as well as enhancing intercultural and cooperative research on MIL. The programme also aims at promoting global actions related to MIL and intercultural dialogue.

In such a context, a MILID Yearbook series is an important initiative. This first MILID Yearbook is a result of a collaboration between the UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, and the International Clearinghouse on Children, Youth and Media at NORDICOM, University of Gothenburg.

Media and Information Literacy and Intercultural Dialogue are printed in a limited edition. It can also be downloaded here as a PDF, free of cost.

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The work has been developed by the research team of the Universidade NOVA de Lisboa, based on a systematic review of European literature, policies and initiatives in the field of media literacy and the fight against disinformation in the European Union and, more specifically, in Spain, Portugal, the Netherlands and Austria. The documents aim to break down the findings of these first three reports and make them more accessible to the general public and to the main target groups defined in the project’s communication plan: educators, journalists and policy makers.

The infographics are now available free of charge on the official Omedialiteracy website. The project, which ended on 29 February 2024, is now in the final phase of justification and is awaiting renewal for a second part, which will focus on communicating and disseminating the results obtained during the first phase of the research.

Omedialiteracy is an initiative funded by the European Media and Information Fund (EMIF) and led by the Gabinete de Comunicación y Educación of the Universitat Autònoma de Barcelona (UAB), together with the Universidade NOVA de Lisboa, the University of Vienna and the Vrije Universiteit of Amsterdam, whose main objective has been to analyse state of the art in media literacy and the fight against disinformation in the countries of the respective agents involved: Spain, Portugal, Austria and the Netherlands.

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 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 several of its own 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. Every year, the Gabinete organises 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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The book includes the reflections of 31 experts who, from different disciplines and approaches, reflect on AI and its contributions and challenges in a technological context of changing transformations and where local and regional journalism demands clear guidelines and references to be able to articulate a solvent strategy in their spheres of influence. To this end, Tejedor has analysed documents and, in addition to working with experts, has talked to journalists and managers of different media in Girona. The result is a hitherto non-existent work that establishes lines of work while identifying possibilities and threats in the journalistic field.

“We are at a juncture marked by dichotomous views on AI. The best way forward, however, would be to identify it as a complement or reinforcement to the daily work of journalism professionals. To this end, it will be crucial for academia to establish bridges of dialogue and collaboration with the industry, on the one hand, and for pedagogy to be committed to enabling citizens to understand this technological development with all its positive aspects and all the elements that introduce dangers, threats and uncertainties. It is essential to have a critical debate based on rigour and ethics,” Tejedor points out.

On the other hand, Tejedor brings together a series of resources that help journalists in their work of searching for, managing and producing content of different types and approaches. The research consolidates the author’s career in this field, where he has published a manual, various articles and several reports on journalism and AI.

The work, available in Catalan, is openly available at the following link.

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 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, news games, and science project Reporter@s de la Ciencia.

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The article focuses on the IVERES project “Identification, Verification and Response”, promoted by Radio Televisión Española (RTVE) and the Universitat Autònoma de Barcelona (UAB), in collaboration with the Universidad Carlos III de Madrid, Universidad de Granada and Universitat Politècnica de Catalunya.  IVERES focuses on creating a verification platform for image, video and social network monitoring to combat disinformation. Within the framework of this project, the paper delves into two focus groups that the Gabinete de Comunicación y Educación conducted with senior and junior journalists to learn about their experiences with the use of Artificial Intelligence tools.

Among the main conclusions, the results of both focus groups showed that journalists consider disinformation to be an emerging problem that must be addressed as a priority and that, more than ever, it reinforces journalistic work.

In this sense, the professionals agree that AI can serve as an ally to help in the verification process, however, they emphasise that work must be done to create systems capable of providing a greater degree of certainty and that are easy and accessible for the benefit of journalists and citizens in general.

The study provides a glimpse of the possibilities that AI presents for journalism professionals and the challenges that must be faced in order to make use of these technologies in an ethical and reliable manner. Both meetings, together with the development of the IVERES project, constitute valuable material for furthering the fight against disinformation.

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 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 several of its own 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 conceived and developed from a perspective based on creativity and multidisciplinary work. The Gabinete organises an academic expedition that travels worldwide annually with students from different universities and degrees. This is the Tahina-Can Expedition, awarded as the best educational project in Spain. It also has the portal Tu Aventura, the educational platform InfoEDU, the newsgames, and the science project Reporter@s de la Ciencia.

The post An Infonomy article about Artificial Intelligence by Santiago Tejedor, Laura Cervi and Maria José Recorder | Gabinete de Comunicación y Educación (UAB) appeared first on MIL Institute.