Media and Information Literacy: A Human Rights-based Approach in Developing Countries

"Media and information literacy (MIL) is linked to access to information, free expression and education."

This discussion paper from DW Akademie defines media and information literacy (MIL) through a rights-based approach and examines, in particular, digital media and information literacy (DMIL), using case studies of DW Akademie projects as illustration. "They illustrate that various stakeholders need to be involved so that citizens can critically access, use, and participate in the flow of information on a broad scale."

The paper attempts to answer: "But what exactly is meant by Media and Information Literacy and how is it possible to advance projects beyond short-term workshops and bring about more sustainable change?" The document emphases participatory, "lean-forward" strategies  for complex digital media ecologies that create two-way or multiple user interaction through, for example, online comments, forums, and especially social media to supplement or supplant traditional media. For example, in Burundi, "The “Media Club” aims to strengthen the young students’ media competence and to sharpen their critical attitude towards media in general..." by anaylsing a media survey of young people, learning radio broadcasting, and creating their own broadcasts, with hope of expanding this pilot in the schools. "...[A] competence center for media literacy is now in the making in close cooperation with the local media organization Maison de la Presse."

The rights based approach is aimed to empower citizens to "competently and critically engage with media and information, in order for them to increase their individual autonomy and collective solidarity in society." For example, in Cambodia, "25 one-day workshops were conducted in 2014 with young Cambodians aged 16 to 20. The aim of the workshops was to improve participants’ access to information, enable them to utilize media responsibly, and participate in public debates." This included training young facilitators to focus workshops mainly on digital media, and Facebook, in particular, and adjust training materials to local technical conditions - a possible pilot for offering MIL in the nationwide information and communication technology (ICT) curriculum. 

Seven dimensions of MIL are listed as: 

1. "Accessing media and information: technical skills for accessing suitable media and information sources
2. Using media and information: content decoding skills and responsible strategies for applying content to one’s daily life
3. Evaluating media and information: ability to judge the credibility, accuracy and objectivity of sources
4. Creating media and information: critical attitude and skills in how to construct media and information
5. Participating in media: critical attitudes and knowledge of where and how to interact with journalists and editors of media, as well as with other citizens via old and new media
6. Knowing how media work: knowledge about media and information systems, organizations, routines and effects
7. Demanding media quality and rights: critical demand for and defense of good media and information sources"

In Palestine, in four West Bank schools, students in MIL training projects create radio shows over the school intercom and "wall magazines" to express issues and concerns, methods available to all schools hoping to expand MIL and create student engagement. Scaling up isolated projects is needed for long-term engagement, and developing curricula and integrating them into schools at local and national levels, through support of local and international partners, as cited as another way forward. Strategies include working with local teachers while linking with school administration and education ministries, as well as university lecturers who work with future teachers. Establishing institutions such as competency centres is another option for going forward. Another example is Uganda's "Let's talk about it" programme, located in Kampala and Jinja, giving young students radio time on four stations. To make sure these young callers are heard, they  "use ordinary phones and dial a special (toll-free) number that directs them to a server at the station. They can record their messages, reports, and even live interviews, and the material is edited and integrated into the shows by the producers." Students receive technical training and mentorship from radio stations in journalism and ethics.

Challenges include technical ones such as phone connections and software, supplies of electricity and ICT equipment, high fluctuation of participants, appropriate evaluation methods, and participatory assessments, among others.