The conference focused on exploring and discussing initiatives and projects that can contribute to making Media and Information Literacy (MIL) a tool for promoting global understanding and peace. It highlighted the need for media and journalism to dissolve prejudices and stereotypes that foster hatred and confrontation, and to advance mutual understanding between different countries and social groups by combating misinformation and hate speech. Special emphasis was also placed on the need to foster inter-religious dialogue as a necessary condition for global understanding.

The main outcome of the conference was the adoption of a declaration for global understanding that summarises the points that will be disseminated internationally during the summer months of this year and a concrete action programme that will be shaped throughout 2024.

The declaration is available on the official website of the International Media & Information Literacy Institute in English, Spanish, Italian and Portuguese.

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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. 

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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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 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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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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