Digital and Media Literacy in Teacher Education: Findings and Recommendations from the European Project e-MEL

Maria Ranieri, Isabella Bruni, Reijo Kupiainen

Abstract


Media and digital literacy skills are now seen as crucial for 21st century teachers, but teachers’ initial training is still far from coping this emerging need. This paper investigates how media education can be integrated into the academic context through the presentation and discussion of the results of an experimentation of learning scenarios, implemented in three universities within the European project e-Media Education Lab.
From the experimentation it emerges how both analytical skills and media production skills are important; that the teaching of media literacy should be more explicit; that the university organization presents rigidity that risks hindering the typical processes of media and digital literacy education.

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