UNIT 9: Media – Media in use: I would if I could

Unit 9: Key concept – “Media” (for primary level)

Background information for teachers: students show each other how to use media devices

As shown in the introduction to this teaching manual, education for democratic citizenship and human rights education differentiates between three competences. This unit deals with media competence, which is one of the central elements which enable people to participate both actively and passively in civil society. In order to integrate this approach properly, the three competences are listed again.

EDC/HRE competences:

The second competence in the table – “competence in the use of methods” – includes media competence as a central element. In the following unit, the main focus lies on the ability to work with existing media, to use its possibilities and to know its boundaries. In media education, four dimensions of media competence can be differentiated:

Technical media competence:

• The ability to handle media correctly and to know about related creative opportunities.

Cultural media competence:

• Familiarity with the media “codes” and all aesthetic and societal forms of expression. Skilled users are able to understand media codes, can perceive media statements and understand them, and can use them for other purposes.

Social media competence:

• The ability to use the various forms of communication on offer wisely. Relationships are becom­ing more and more associated with media, including through different forms of “social software”.

Ref ective media competence:

• The user is able to critically analyse the function of media, as well as his or her own behaviour towards the media at any given time.

The whole range of media education includes these four dimensions. The EDC/HRE perspective only touches upon some aspects of these concepts and does not replace media education. But, in connection with media education-related goals these represent essential strategies of media education. The direct connection between the technical media competence of teachers and the frequency of media use in the classroom is another reason why this unit is useful. Many teachers openly admit that they do not know exactly how to handle and work with the different types of media, or understand the possibilities for their use in class. One thing is clear, however: the more secure teachers feel in handling various media, the more often they use media in their teaching.

Both the practical media competence of the teachers and that of the students are addressed in this unit. Only once these have been addressed, does the unit focus on the use of media and the choice of a specific topic to work on.

The aim of education for democratic citizenship and human rights is to support the development of competences in three areas. This unit has the following competence profile:

UNIT 9: Media

Media in use: I would if I could!

Students show each other how to use media devices