The “Media and information literacy” project was implemented in Albania 2021-2022.
10 curriculum specialists from the Agency for Quality Assurance took part; they are responsible for the curricula for all subjects participated in this project as trainees, trainers, mentors and observers. Each of them trained and mentored the implementation of the project in 10 lower secondary schools and 10 upper secondary schools.
240 teachers across all subjects from these schools were trained on the following:
- Media education and literacy as a curricular resource
- Media education and literacy as a tool for developing high-order thinking skills
- Media education and literacy as an instrument for creatively expressing ourselves
As part of the training, the Living Democracy website was explored from three perspectives:
- Living.democracy.com as a curricular resource
Teachers explored the website by themselves to become familiar with its content (topics, key concepts, theoretical addresses, information) related to specific levels of education and targets (teachers, principals, students, parents).
- Living-democracy.com as a pedagogical tool and resource
In this dimension, teachers explored the variety of activities developed for addressing all the key concepts, topics, issues etc., focusing, at the same time, on the methodology used to meet the aims and the objectives of the activities.
- Living democracy as an instrument for developing high-order thinking skills and to help learners to develop life skills
The main aim of the website is to help and support students in acquiring competences for democratic culture. To serve this purpose, all the activities are built on the active participation of the students in the activities and – even more important – on their engagement in processes that develop their high-order thinking skills as well as life skills (task and project-based learning, research-based learning, dealing with controversial issues, decision making, conflict resolution, questioning of their ideas, taking and defending a position, etc.). In the training, teachers try to use all these perspectives to develop examples of potential lesson plans in their subject.
By Astrit Dautaj
