Do future media educators increase their media literacy and media education competences during their curriculum?
(2014) Media Education Summit — Location: Prague (20.November.2014)
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- Authors
Tilleul, Camille 
- Abstract
- This paper presents the longitudinal assessment of the competences of students enrolled in a new master’s degree in Media Literacy Education, opened in September 2013 in a French-speaking Belgian college. Students complete a transversal test three times during their curriculum, independently from the master’s examinations. The test focuses on media education (pedagogical) competences and on media literacy competences (defined as the competences required to read, write, navigate and organize media as informational, technical and social objects —Fastrez & De Smedt 2012). Results from the two first phases of the assessment (October 2013, June 2014) show that students do not develop their technical competences as easily as their informational and social competences. This contradicts theories about the technical excellence of digital natives. The major progression of students lies in their ability to define what a media is, and how to analyse its cultural stakes. We discuss the use of these results in the overhaul of the curriculum, to support the development of these hard-to-acquire competences. We also consider the challenges of assessing the overall media literacy and media education profiles of students, raising once again questions about what competences are and how to evaluate them.
- Affiliations
Citations
Tilleul, C. (2014). Do future media educators increase their media literacy and media education competences during their curriculum? Media Education Summit, Prague. https://hdl.handle.net/2078.5/102723