Multi-country analysis of existing learning programs and needs in media literacy field (summary)

1. WP1 RESULTS
Multicountry analysis of existing
learning programs and needs in
media literacy field
Funded under Grundtvig Multilateral Projects, Development of Innovation,
4.2.1 Acquisition of key competences through adult education
Prepared by LIKTA

2. 2
Objective of WP1
Carry out an extensive review of the present
learning offers in Europe in the field of media
literacy for adult learners as well as to identify
the „clients„ needs
2

3. • Title: Study of Media Literacy Programs for Adults
• Outcome: Report
• Language: English, printed version
• Description:
– Report on media literacy learning offers for adult learners
in Europe (data across European countries and in-depth
analysis of consortium countries)
• Status: completed
Deliverable 2
3

4. The methodology adopted for carrying out the
review did include desk and field research:
after a first review based on desk research, a
stakeholder analysis was carried out in order
to identify key informants for 7 EU countries
about the topic. Interviews and
questionnaires were used to gather data
Deliverable 2
4

5. 5
Project partners
5
• P1 - Telecentre Europe - Belgium
• P2 - Telecentar – Croatia
• P3 - Educating for an open society (EOS) – Romania
• P4 - Latvian ICT Association (LIKTA) – Latvia
• P5 - Esplai Foundation – Spain
• P6 - Langas i Ateiti (LIA) – Lithuania
• P7 - Demnet – Hungary
• P8 - International Aid Network (IAN) - Serbia

6. Partners contribution:
• P2-P8 – in-depth analysis for countries –Croatia, Hungary,
Romania, Latvia, Lithuania, Spain, Serbia ;
• P1 – European desk research : EU policies in the field, EU
qualification frameworks and certification standards
• All partners contributes to field research in EU, supports the
analysis of collected data
Deliverable 2
6

7. DESK RESEARCH: MAIN FINDINGS
7

8. 8
The Objective of Desk Research
8
To identify existing learning offers in Europe in the field of
media literacy for adult learners
Learning programs differ by length and aims
• Shorter programs mainly focus on personal development
• Longer programs on improvement of professional skills

9. Reviewed media literacy programs per country
according to qualification
9
Qualification
Croatia
Hungary
Latvia
Lithuania
Romania
Serbia
Spain
Total
Percentage
Academic 9 11 4 3 1 16 0 44 19%
Vocational 6 1 3 1 8 13 0 32 13%
Informal 18 18 61 9 4 47 5 162 68%
Total: 33 30 68 13 13 76 5 238 100%
Percentage: 14% 13% 29% 5% 5% 32% 2% 100%

10. Type of institutions reviewed
Project partners looked through all possible information sources and
training providers who offer media literacy program for adults:
• Higher educational institutions - 38
• Vocational educational institutions - 10
• Centres of professional education, further education and
examination - 16
• Educational centres for adults (municipal institutions) - 17
• Private training organizations - 48
• Informal educational institution - 9
• NGO’s - 10
• Programs offered by State Employment Agencies & others - 12
10

11. Type of media literacy learning programs
11
Qualification
Croatia
Hungary
Latvia
Lithuania
Romania
Serbia
Spain
Total
Percentage
Academic higher education
programs
11 10 4 3 1 17 0 46 20%
Programs of Professional
Development
7 0 29 2 9 11 0 58 26%
Programs of Further and
Vocation Education
5 3 4 0 0 2 1 18 8%
Non-formal education programs 10 12 25 8 3 41 4 103 46%
Total: 33 28 62 13 13 71 5 225 100%
Percentage: 15% 12% 28% 6% 6% 32% 2% 100%

12. 1. Academic higher education programs are based upon
fundamental and/or applied science. Duration of Bachelor’s
programs may be 3 or 4 years at different institutions. The 3-
4-year Bachelor’s degree is considered as a complete
academic qualification. Master’s degree is awarded after the
second stage of academic education and requires at least 5
years of university studies.
2. Programs of Professional Development - a special kind of
programs which provide an opportunity for persons to acquire
systematic vocational knowledge and skills corresponding to
the requirements of the labour market.
Description of most common media
literacy learning programs
12

13. 3. Programs of Further and Vocational Education, instruction is intended to
equip persons for industrial or commercial occupations. It may be
obtained either formally in trade schools, technical high schools, or in on-
the-job training programs or, more informally, by picking up the necessary
skills on the job. Vocational further education - a special kind of vocational
education which provides an opportunity for adults with previous
education and professional experience to acquire a specific level
vocational qualification.
4. Non-formal education programs are organised outside formal education
corresponding to the interests of the State and of employers, as well as of
individual development and demand. Non formal adult education
programs and study courses are developed and implemented by
educational institutions, as well as other legal or natural persons
independently or in co-operation with commissioning parties it may be
provided in the workplace as well.
Description of most common media literacy
learning programs
13

14. The most popular learning programs by topics
14
Academic higher education
programs
– Computer graphic, visual
communication and media
design
– Computer Science,
Telecommunications and
Informatics
– Digital Film Making and
photography course (digital
production)
Vocational and non-formal
education programs
– Web design technologies and
programming
– Computer graphics and
visual communication design
(3D modelling and
visualisation, vector graphics,
animation)
– The fundamentals of photo,
video and audio processing

15. FIELD RESEARCH: MAIN FINDINGS
15

16. The Objective of Field Research
16
To identify best practices and necessary
training needs in the field of media literacy
for adults and help to find out right
curricular and training modules
All partners were requested to
submit the data via online form

17. Summary of respondents activity
17
Countries Count
Croatia 30
Hungary 33
Latvia 30
Lithuania 21
Romania 30
Serbia 30
Spain 31
Total: 205
Overall 205 surveys were collected from
relevant stakeholders from 7 countries

18. Location of the centre of reference
18
12%
24%
18%5%
41%
Rural area
Small town (< 50.000 inhabitants)
Mid-sized city (50.000 to 250.000
inhabitants)
Big city: suburbs
Big city: centre
N = 205

19. How relevant are media literacy training
programs at the respondents organization
19
40%
50%
10% Yes, most of our trainings are in
specific areas of media literacy
Yes, but only occasionally. Media
literacy is not the main focus of the
ICT skills trainings at our
organization
No, we don’t have training
programs in specific areas of media
literacy
N = 205

20. Complexity level of trainings
20
39%
39%
22%
Basic
Intermediate
Advanced
N = 404
*There were several answers possible

21. Target groups
21
115
60
39
57
19
15
12
47
17
11
0 20 40 60 80 100 120 140
Young people (<25)
Adults (25-45)
Senior people over (>45)
Unemployed people
Public sector employees
Entrepreneurs
Migrants and ethnic minorities
Women
NGO/Volunteer organizations & staff
People with a disability
N = 392
*There were several answers possible

22. Motivations for trainees to join
22
42%
69%
33%
49%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Find or create a job related to media
literacy
Acquire or improve specific
competences/vocational training
Prepare for self-
employment/entrepreneurship
Personal development, not directly linked
to job opportunities
N = 397
*There were several answers possible

23. Availability of specific training materials in
media literacy field
23
50%
23%
18%
9% We have materials which satisfy our
user needs at the moment
We have developed materials for
some parts but additional materials
are needed
We would like to develop alternative
training programs and materials
which serves the training needs of
our target audience better
We don't have capacity to developed
materials
N = 205

24. Knowledge expectations of
trainees
24
Knowledge
Somehow
important
Perc.
Important/
Very
important
Perc.
Ability to understand how different content
is created 21 10% 184 90%
To get knowledge about
software/application which fit better the
kind of content they want to create 27 13% 178 87%
Ability to contribute to the public knowledge
domain (e.g. wikis, public forums, reviews) 63 31% 142 69%
To get knowledge about different databases
and resources that can be remixed an re-used 44 21% 161 79%
To get knowledge about content what should
be referenced 37 18% 168 82%
Ability to understand how meaning is
produced through multimedia (text,
images, audio, video) and how culture is
produced 26 13% 179 87%
To get knowledge how digital systems and
processes work 49 24% 156 76%
N = 205

25. Skills expectations of trainees
25
Skills
Somehow
important
Perc.
Important/Ver
y important
Perc.
Ability to use basic packages to create content in
different forms (text, video, audio, numeric, images) 8 4% 197 96%
Ability to edit content created by him/herself or by
others 7 3% 198 97%
Ability to use edit functions to modify content in
simple, basic ways 17 8% 188 92%
Ability to create knowledge representations (e.g. mind
maps, diagrams) using digital media 61 30% 144 70%
Ability to use appropriate licences for authoring and
sharing content 52 25% 153 75%
Ability to remix different existing content into something
new 39 19% 165 80%
Skills how to create complex models, simulations and
visualisations of the real world using digital information 30 15% 175 85%
Ability to build meaningful knowledge through interaction
with digitally available resources 30 15% 175 85%
Ability to use a variety of media to express him/herself
creatively (text, images, audio, and video) 24 12% 181 88%
Skills how to create complex models, simulations and
visualisations of the real world using digital information 64 31% 141 69%
Ability to code and program digital devices 98 48% 107 52%
N = 205

26. Attitudes expectations of
trainees
26
Attitudes
Somehow
important
Perc.
Important/
Very
important
Perc.
Satisfaction to create content, explore new
ways and formats 11 5% 194 95%
To become critical in the selection of content and
resources to be re-elaborated 28 14% 177 86%
Ability to appreciate the work of others 16 8% 189 92%
Ability to understand existing repositories (e.g.:
Open Educational Resources - OER) 46 22% 159 78%
To approve the potential of technologies and
media for self-expression and knowledge creation 27 13% 178 87%
Ability to value added value of new media for
cognitive and creative processes 26 13% 179 87%
To become critical about knowledge production
and consumption with medias and technologies 25 12% 180 88%
Ability to create confidence media content and
expressions 18 9% 187 91%
Use to engage with creative content 23 11% 182 89%
To approve the potential of ICT for programming
and creation of outputs 50 24% 155 76%
N = 205

27. Pan –European frameworks and
certification schemes in media
literacy field
27

28. • Digital Competence framework: competence area 3 “Creation
of content and knowledge ”:
– Content production
– Integration and re-elaboration of previous knowledge and content
– Creation of digital and multimedia outputs and programming
• E-competence framework - 1 professional profile
– Digital media specialist
28
Competence frameworks

29. • Module 8 - 2D Computer Aided Design - Syllabus link
• ECDL / ICDL Module 9 - Image Editing - Syllabus link
• ECDL / ICDL Module 10 - Web Editing - Syllabus link
• ECDL / ICDL Advanced Presentation - Syllabus link
• Multimedia Certification - Syllabus link
29
Pan-European certification : ECDL foundation

30. • Rich media communication with Adobe Flash - Syllabus link
• Visual communications using Adobe Photoshop - Syllabus link
• Web communication using Adobe Dreamweaver - Syllabus link
• Video communication using Adobe Premiere Pro - Syllabus link
30
Pan-European certification : Certiport
programs

31. • Input for WP2 – syllabus
– Consider recommended topics by survey respondents
– Consider relevance to EU competence frameworks
– Consider possibility to relate to certification schemes in the field
• Finalizing reports : detailed report and final report
31
Inputs to WP2 and reports

32. 32
Thank you for your attention!