Strengthening media literacy and critical thinking to prevent violent radicalisation

Produced by the ET 2020 Working Groups

Key messages from the PLA, The Hague, 20-22 April 2016

EUROPEAN COMMISSION

DG Education and Culture

Directorate "Modernisation of Education I"

Unit A1 "Europe 2020, Education and Training 2020, Investment Plan"

E-mail: EAC-A1-ET2020WG-CITIZENSHIP@ec.europa.eu

European Commission

B-1049 Brussels

INTRODUCTION

The ET 2020 Working Group on ‘Promoting citizenship and the common values of

freedom, tolerance and non-discrimination through education’ held its first Peer

Learning Activity (PLA) on 20-22 April 2016 in The Hague (Netherlands). The focus of

this PLA was on ‘Strengthening media literacy and critical thinking among young

people as a tool to combat and prevent violent radicalisation’. Using presentations of

country good practices, especially from the Netherlands, as well as NGO project

demonstrations, school visits and expert inputs, the participants collectively drafted

key messages with examples of existing policy or practice from different countries.

These key messages will feed into the policy framework developed by the Working

Group after discussions in the Working Group plenary meetings. A selection of the

examples will feed into the Working Group Compendium of good practices.

The advent of the internet and information technology is creating a revolution in the

lives of young people and also in education. It provides both opportunities and threats.

According to a recent study, some 90% of EU households have access to the internet1,

which allows students to access information almost without boundaries. At the same

time, research is increasingly showing that the internet and social media can promote

intolerant acts and cause psychological harm. Cyberbullying is a real danger to young

people in today’s classrooms, as is exposure to extremist ideas and hate speech.

Furthermore, extremist groups benefit from the opportunities they get on the internet

and through social media to influence young people and recruit new members, as well

as reinforce divisions and existing prejudices.

Online radicalisation can be addressed by (1) removing offensive content from the

internet and social media, (2) reducing the demand for radicalisation and violent

extremist messages, especially through education and awareness raising2. Education,

and in particular critical thinking and media literacy, can greatly contribute to the

second strategy and is the most long-term means of reducing the demand for online

extremism. As referred to in the Council Conclusions on Developing media literacy and

critical thinking through education and training3, it is one of the four pillars of the Paris

Declaration to strengthen "children’s and young people’s ability to think critically and

exercise judgement so that, particularly in the context of the Internet and social

media, they are able to grasp realities, to distinguish fact from opinion, to recognise

propaganda and to resist all forms of indoctrination and hate speech".

Definition of media literacy

Media literacy is "all the technical, cognitive, social, civic and creative capacities that

allow us to access and have a critical understanding of and interact with both

1 Eurostat (2015) http://ec.europa.eu/eurostat/statistics-explained/index.php/File:Proportion_of_households_with_access_to_computers_and_the_internet_at_home,_EU-28,_2007%E2%80%9314_(%C2%B9)_(%25)_BYIE15.png 2 Neumann, P.R. (2013) Options and Strategies for Countering Online Radicalization in the United States.

Studies in Conflict & Terrorism, 36:6, 431-459. 3 Council conclusions on developing media literacy and critical thinking through education and training, 30

May 2016.

traditional and new forms of media (…). It is closely related to active engagement in

democratic life, to citizenship and the ability to exercise judgment critically and

independently as well as to reflect on one’s own actions, and can thereby enhance

young people’s resilience in the face of extremist messages and disinformation"4.

Media literacy is related to several key competences5: 'digital competence', which

requires a critical and reflective attitude towards available information and a

responsible use of the interactive media; 'social and civic competences' which include

the ability to understand different viewpoints and a readiness to respect the values of

others; and 'cultural awareness and expression' which encompasses a sense of

identity as the basis for an open attitude towards and respect for diversity.

4 Council conclusions on developing media literacy and critical thinking through education and training, 30

May 2016. 5 The Recommendation of the European Parliament and the Council of 18 December 2006 on key

competences for lifelong learning

KEY MESSAGES

Overview of policy intervention areas and key messages

The document is structured around eight key policy fields for promoting critical

thinking and media literacy, with supporting good practices included in the annex.

•Media literacy and critical thinking should be developed in a proactive manner through curriculum development and innovative teaching approaches relevant to all learners

1. Learning content and approaches

•Effective methods of assessment and evaluation are essential to measure progress in terms of learning outcomes in the development of media literacy and critical thinking

2. Assessment and evaluation

•Media literacy can be fostered by a democratic school culture that actively engages all members of the school community within a socially safe learning environment, where diversity is encouraged, recognised and respected

3. Democratic school culture

•Defining and fostering competences for teaching media literacy and critical thinking is crucial in both initial teacher education and continuous professional development

4. Teachers, educators and school

leaders

•As media literacy skills are often developed outside school, synergies between formal, non-formal and informal learning provide powerful leverage for the effective development of media literacy and critical thinking

5. Cooperation, partnerships and

synergies

•Developing the competence to be critical towards propaganda should be promoted as part of building resilience to extremist communication

6. Evidence and knowledge

•Concerted initiatives with media professionals and media organisations can provide opportunities to develop media literacy skills

7. Media organisations

•A sustainable approach to developing media literacy and critical thinking requires comprehensive national/regional strategies and effective implementation tools underpinned by the necessary resources

8. Governance

1. Media literacy and critical thinking should be developed in a proactive manner through curriculum development and innovative teaching approaches relevant to all learners

Supporting messages

1.1. As young people are confident but not necessarily competent users of the (new)

media, competences associated with media literacy should be increasingly embedded

in the national (and/or regional) curriculum, as cross-curricular competences.

1.2. Learning materials are more effective if they take into account both the specific

needs and interest areas of different age groups and social backgrounds as well as use

culturally sensitive approaches.

1.3. Innovative learning approaches provide an opportunity for the active participation

of young people6. These approaches may include the use of culture and the arts in

media production, whole school approaches, experiential-, project-based- and service

learning, role plays, collective deconstruction of media content (e.g. see Conspi-

Hunter example), facilitating open debates of ideas and the development of knowledge

centres (e.g. see Mediawijsheid example), etc.

2. Effective methods of assessment and evaluation are essential to measure progress in terms of learning outcomes in the development of media literacy and

critical thinking

Supporting messages

2.1. Assessment and evaluation methods, which are not only summative, but also

formative are essential to measure learning outcomes in the development of critical

thinking and media literacy.

2.2. Existing national and European competence frameworks are useful tools to design

the assessment of media literacy skills, for example the DigComp framework7, the

EntreComp framework8 and the Framework for Competences for Democratic Culture9.

6 The competences referred to are all mentioned in the definition of media literacy cf.

footnote 5.

7 DigCompOMP is developed by the European Commission’s Joint Research Centre – Institute for Prospective

Technological Studies (EC JRC-IPTS), see: http://www.openeducationeuropa.eu/en/article/DIGCOMP%3A-a-

Framework-for-Developing-and-Understanding-Digital-Competence-in-Europe. The framework identifies the

key components of digital competence by breaking it down in 21 competences, each presented in the same

format including a title and a descriptor. Relevant competences associated with media literacy include for

example: evaluating information (competence 1.2), engaging in online citizenship (competence 2.3),

Netiquette (competence 2.5) and protecting health (including cyber-bullying) (competence 4.3).

2.3. Assessment and review methods of learning material and pedagogical methods

can help identify the most effective approaches to teaching media literacy depending

on the target groups and contexts.

3. Media literacy can be fostered by a democratic school culture that actively engages all members of the school community within a socially safe learning environment, where diversity is encouraged, recognised and respected

Supporting messages

3.1. A democratic school ethos that values diversity and where controversial issues

can be discussed in a safe social environment is essential to ensure consistency with

learning content and approaches.

3.2. Participatory school governance can contribute to promoting greater engagement

of students and ensuring that learning institutions act as a training ground for

democracy (e.g. see Democratic Schools and SiS-Catalyst examples).

3.3. Media production, including via eTwinning, can provide an experience of

democratic expression and debate with audiences within and outside of the learning

community, including peer to peer production through (social) media.

3.4. An important contribution to preventing discrimination and exclusion in learning

institutions can be achieved through the development of effective methods to tackle

bullying (including cyber bullying) (e.g. see Anti-Bullying example). Critical thinking

and open exchange cannot take place in an environment where students and teachers

cannot express their views securely and without fear of victimisation.

8 EntreComp is developed by the European Commission’s Joint Research Centre – Institute for Prospective

Technological Studies (EC JRC-IPTS), see:

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf

9 The framework is developed by the Council of Europe and was released in April 2016, See:

http://www.coe.int/t/dg4/education/competences_en.asp. The framework covers 20 competences for ‘Living

together as equals in culturally diverse democratic societies’, including a number of areas relevant to media

literacy and critical thinking including: valuing cultural diversity, analytical and critical thinking skills,

knowledge and critical understanding of language and communication, and knowledge and critical

understanding of the world.

4. Defining and fostering competences for teaching media literacy and critical thinking is crucial in both initial teacher education and continuous professional development

Supporting messages

4.1. Teachers and educators should be empowered in particular to discuss

controversial issues in the classroom in order to prepare learners better for decoding

and exercising sound judgment on media messages to which they may be exposed

(e.g. see Teacher Training on Media Literacy example).

4.2. The ongoing availability of advice and support services for teachers, as well as

peer-to-peer learning between teachers, can support the professionalization of all

teaching staff in media literacy and critical thinking.

4.3. Education and training leaders should be aware of the importance of developing

both media literacy and critical thinking so that teaching staff are supported in

integrating these concepts in their teaching.

4.4. Teachers and educators should be familiarised with innovative teaching methods

and resources, which help engage with young people in a proactive way (e.g. see

School without Violence and Teaching Resource about Privacy and Digital

Responsibility examples).

5. As media literacy skills are often developed outside

school, synergies between formal, non-formal and informal learning provide powerful leverage for the effective development of media literacy and critical thinking

Supporting messages

5.1. As media literacy skills are often acquired outside school, supporting parental

involvement in media literacy and critical thinking is of key importance.

5.2. Local communities and civil society can work in synergy with learning institutions

to foster critical thinking and media literacy skills of young people (e.g. see Muslim

Expert Network example) as well as in the context of youth work.

5.3. When initiating an intervention to promote media literacy, a participatory needs

assessment relating to problem definition, available resources, possible solutions and

community engagement is helpful to better target these interventions.

5.4. The development of inclusive networks, including intergenerational networks, has

been shown to be an effective means of exploiting synergies between different actors

as well as common resources for learning (e.g. see Panhellenic School Network

example).

6. Developing the competence to be critical towards propaganda should be promoted as part of building resilience to extremist communication

Supporting messages

6.1. Fact-based knowledge, awareness of the reliability of the sources of information

and competences linked to critical thinking are essential to allow young people to

distinguish fact from propaganda and decompose messages coming through various

media channels.

6.2. Alternative narratives are most effective when they come from credible sources

and are created by young people themselves (e.g. see SOS Application). Therefore it

is necessary to empower students and civil society to build their own narratives,

taking into account EU common values and human rights principles (e.g. see

Radicalisation Awareness Network example).

6.3. Research evidence is essential for better identifying and decoding messages,

channels, formats, dynamics and underlying motives of propaganda and the

mechanisms leading to violent radicalisation.

7. Concerted initiatives with media professionals and media organisations can provide opportunities to develop media literacy skills

Supporting messages

7.1. The characteristics of the new media in comparison with the traditional ones10 and

their attractiveness for young people create a specific education challenge. Enhancing

cooperation between the IT industry, social media, civil society organisations and

learning environments to develop online civic projects and disseminate attractive

narratives countering hate speech and indoctrination videos becomes essential.

7.2. Concerted initiatives with media organisations (e.g. see Press and Media Week

and No Hate Speech campaigns examples) provide an effective means of demystifying

the media and bringing it closer to learners at all levels.

7.3. Intercultural media approaches, including media run by migrant and minority

communities, strengthen openness towards diversity (e.g. see Mira Media example).

7.4. Media professionals can be encouraged to participate in the capacity building of

teachers, learners and local communities to develop media literacy and critical

thinking (e.g. see Cooperation between VET and the national broadcasting channel

example).

10 The "filter bubble" which keeps users away from information that disagrees with

their viewpoints, effectively isolating them in their own cultural or ideological bubbles,

the absence of journalism ethos and in particular the unreliability of online sources.

8. A sustainable approach to developing media literacy and critical thinking requires comprehensive national/regional strategies and effective implementation tools underpinned by the necessary resources

Supporting messages

8.1. Comprehensive national/regional approaches (e.g. see the Integral National

Approach to Counter Radicalisation example) provide an effective framework for

coordinating a range of actions and actors in order to develop media literacy. They

should be underpinned by the necessary implementation tools and resources.

8.2. Dedicated national agencies or centres (e.g. see Swedish Media Council) can

effectively coordinate strategies to promote media literacy, as well as identify and map

existing resources.

8.3. The organisation of national events (e.g. see Press and Media Week example

above) or campaigns can raise awareness on media literacy issues at EU, national,

regional and local levels.

ANNEX: EXAMPLES OF GOOD PRACTICES

1. Media literacy and critical thinking should be developed in a proactive manner through curriculum development and innovative teaching approaches relevant to all learners

France – ‘Conspi-Hunter’ Documentary on Conspiracy Theory

A digital media company called Spicée has produced a number of innovative and

thought-provoking video materials, which have been used in classrooms to promote

critical thinking about information broadcast via digital media. For example, a 30-

minute documentary called ‘Conspi-Hunter’ was produced about what happened when

a fake conspiracy theory, which was created and disseminated via the internet by

Spicée. The idea for the documentary was inspired by what happened in the

immediate aftermath of the Paris terror attacks in January 2015 – while thousands of

people were marching in the name of democracy, internet was already overloaded

with a range of conspiracy theories, each more extreme than the next (e.g. no

policemen were killed, the Israeli secret services carried out the attacks, etc.). The

documentary is used in classrooms to encourage discussion and awareness-raising

among young people about the need to exercise critical thinking about rumours and

messages on the internet. The journalists themselves have gone into schools to

explain what they did and why, and teaching materials to accompany the documentary

have been made available. The documentary was broadcast as part of a national

learning seminar organised by the French Ministry of Education and chaired by the

Minister for Education on 9th February 2016 on ‘Reacting to conspiracy theories‘.

For further information: www.spicee.com/fr/program-guest/comment-nous-avons-

piege-les-complotistes-633, www.education.gouv.fr/cid98418/journee-d-etude-reagir-

face-aux-theories-du-complot.html

Belgium – Media Wisdom Knowledge Centre (Mediawijsheid)

Schools have access to the knowledge centre Mediawijsheid (or ‘Media Wisdom’). This

knowledge centre provides tools and practices to improve media literacy and digital

skills. A specific dossier is being developed with the aim to provide schools with

knowledge and teaching formats around media and violent radicalisation with the goal

to promote citizenship. Even though this dossier is still under development, the

knowledge centre already organised a training course for teachers and other

professionals within the field of education, focusing on the effects of (social) media,

radicalisation and possible responses. A conference day on ‘media and learning’ was

also organised.

For further information: https://cjsm.be/media/themas/mediawijsheid

2. Effective methods of assessment and evaluation are essential to measure progress in terms of learning outcomes in the development of media literacy and critical thinking

Latvia – Diagnostic Instrument for ‘Safe Internet’

The Safer Internet Centre in Latvia in cooperation with the National Centre for

Education organised an "Internet safety" test for 6th grade students. The aim of this

test was to find out the knowledge, skills and attitudes towards internet safety of 12-

year old school children. The test was developed based on the “Social science”

curriculum with the help of the Latvian Safer Internet centre and was based on 30

multiple choice questions and situation analysis (with 40 minutes to answer). The test

had to be filled out electronically and was available in both Latvian and Russian

languages. 13,990 students or 72.4% of all 6th grade students in the country

participated in this test. In general the results of this test showed a satisfying level of

knowledge and skills with regard to internet safety. The test included questions like:

What is private information? What is a safe password? What to do if you find out, that

a friend of yours is being cyberbullied? When and with whom should you or should you

not share your passwords? What kind of information can be shared online?

For further information: www.drossinternets.lv/page/116

Estonia – Media Literacy Component in Digital Competence Model

In Estonia, a new digital competence evaluation model includes a component on

information management, critical thinking and media literacy and also communication

and active citizenship. This model provides a framework for teachers to assess and

evaluate the degree to which students have acquired these competences.

For further information:

www.hm.ee/sites/default/files/digipadevuse_hindamismudel.pdf,

www.hm.ee/en/activities/digital-focus, www.hm.ee/en/national-curricula-2014

Netherlands - Funds to test the effectiveness of promising educational

programmes

The action programme ‘Onderwijs Bewijs’ (Education Evidence) aims to stimulate

evidence-based innovation in the Dutch education system, including in approaches to

developing media literacy and critical thinking. The main objective is to scientifically

gather information on which developments in the field of education are effective.

Researchers and education centres (such as schools, vocational education and training

centres, youth centres, and childcare centres) work together to determine which

innovative measures are effective and which are not. Schools therefore allow

researchers to conduct an evaluation on the effectiveness of certain measures or

initiatives (e.g. initiatives tackling bullying and behavioural issues, citizenship,

childcare, reading and writing, motivation, mathematics, and decreasing inequalities).

The evaluations are all carried out on school premises and consist of scientific

experiments using a “control group” and an “intervention group”. Participants are

unaware of which group they are in. An independent selection committee determined

which initiatives were to be evaluated, and certain schools received compensation for

their involvement.

For further information: www.onderwijsbewijs.nl

3. Media literacy can be fostered by a democratic school culture that actively engages all members of the school community within a socially safe learning environment, where diversity is encouraged, recognised and respected

Malta – Anti-Bullying Teachers

In Malta, anti-bullying teachers work not only on tackling bullying, but also on

prevention and linking with stakeholders like parents to create a more democratic

culture in schools, including through the help of the media. The anti-bullying teachers

are designated members of school staff, who act as referent within the educational

setting in order to address bullying. As part of the preventive action against bullying

and to enhance a culture of respect in schools, educational campaigns are also carried

out. Cyber-bullying is also covered. This initiative is part of the implementation of

‘Addressing Bullying Behaviour in School Policy’ elaborated in Malta, defined as a

‘unified collective and collaborative action in and by educators, administrators, parents

and students that has been strategically constituted to improve student learning

behaviour and well being and the conditions that support these’ (see link below).

For further information:

education.gov.mt/en/education/student-services/Pages/Psycho-Social_Services/Anti-

Bullying-Service.aspx

Netherlands – P2P Campaign

The Anne Frank House in Amsterdam is known internationally for its work in the area

of combating intolerance and promoting respect for others through the diary and life

of Anne Frank. Less known is its work to promote critical thinking through media

literacy and the contribution this can make to a more democratic and inclusive school

culture. Especially the programme Free2Choose-Create, implemented in the

Netherlands and more than 30 countries, focuses on critical reflection on the media

and media messages, among other things. The approach borrows from key insights

derived from peer education methodologies. Young people (both in formal and non-

formal education settings) make their own short (3-5 minutes) educational films that

examine dilemmas. These dilemmas all relate to whether human rights can conflict

with each other, and whether there are valid (human rights) arguments on both sides.

Examples include ‘should extremist viewpoints be allowed in the media?, ‘should

extreme media representations of minorities be allowed?’, ‘should discriminatory

remarks be allowed in newspapers?’. The filmmakers (mostly teenagers) are trained to

lead discussions and debates in schools.

For further information: http://www.annefrank.org/en/Education/For-

teachers/Workshops/Free2choose-Create/

Also: https://www.youtube.com/user/Free2chooseCreate

Netherlands – Democratic schools

A “democratic school” is internally organised so that decisions are made

democratically within the school community. The schools aim to train their students to

function as active citizens in society. The premise is that society is evolving at a rapid

pace, and that young people need to be prepared in order to actively contribute to the

changing environment. The schools aim to teach young people the communication and

social skills needed to foster innovations in society. They thus aim to stimulate

independence and self-awareness in learning as these are skills that will be needed to

effectively contribute to the changing landscape of Dutch society. The situation within

democratic schools is similar to that of modern-day society, where individuals of

different backgrounds, age groups and interests work together on different activities.

It is thought that by working with a range of different people, young people build the

confidence to take the initiative and ‘think outside the box.’ There are fourteen

democratic schools in the Netherlands, and no democratic school is the same, as they

are all organised according to their own vision and school culture.

For further information: www.democratischescholen.nl

EU - SiS Catalyst

SiS Catalyst was a four year (2011-2014), EU-funded Mobilising Mutual Learning

Action Plan, coordinated by the University of Liverpool (UK), which aimed to foster and

support ethical, effective and sustainable engagement between children aged 7-14

years and the social, cultural, political, scientific and educational institutions which

make the decisions that will shape their futures. While seeking to empower children

everywhere and influence all kinds of institutions to engage with them, the initiative

had a particular focus on strengthening relationships between post-secondary

education institutions and the children who, despite ability, currently appear unlikely

to enter them. The SiS Catalyst community included government and non-government

educational, cultural and scientific institutions and organisations, expert advisors and

other individuals and groups who shared a vision. Resources developed (and available

online) include a guide on Listening to and Empowering Young People, guidelines for

Facilitating Peer Mentoring Programmes and case studies on Change in Action.

For further information: www.siscatalyst.eu

Finland – Student Councils

In Finland, student councils are set up at every educational level. Learners can for

example make decisions about what to do with funding or how to manage school

public spaces. The Project to Support Student Councils in Finnish Comprehensive

Schools (SPOT) started in June 2014 and is a cooperative project to support student

councils in promoting a communal working culture at schools. The project has

collected methods supporting participation and student councils’ work, and has also

planned methods, processes and practices on how to promote a participatory and

communicative culture at schools which are appropriate for different age groups of

children. A web-based service offering tools and material support for teachers

responsible for student councils was launched in January 2015.

For further information:

www.opinkirjo.fi/en/activity/citizenship_education/pupil_council_activities

4. Defining and fostering competences for teaching media literacy and critical thinking is crucial in both initial teacher education and continuous professional

development

Serbia – ‘School without Violence’ teaching resources

The ‘School without Violence’ project, implemented by the Serbian Ministry of

Education, UNICEF and TELENOR, aims to prevent and reduce violence against and

among children and to create a secure environment for learning and development. The

programme gives members of the school community (teachers, staff, parents,

students) practical knowledge on how to prevent and solve problems of violence when

they arise. The programme aims not only to increase their awareness of and

motivation for action in this field, but also to teach them communication skills on

constructively resolving disputes if and when they occur. The programme has included

the development of a website platform where teachers, parents, students can find new

materials for working on sensitive topics such as violence, hate speech and

discrimination; the website also allows sharing experiences in order to enhance

knowledge and learning from each other. Teachers are trained in order to enhance

their knowledge and competences in digital violence prevention and in understanding

the digital/media literacy concept. Peer learning takes place through forum theatre:

workshops where students are learning from each other and teaching parents and

teachers.

For further information: www.unicef.org/serbia/support_4696.html

Spain – Teacher Training on Media Literacy

A national action plan has been developed in Spain called ‘Living Together’ (Plan

Estratégico de Convivencia Escolar). Its aim is to improve cooperation among

institutions as to achieve security and inclusiveness in educational settings. The plan

includes training and empowerment for teachers in media literacy to ensure that the

topics related to school coexistence are part of the continuous training of teachers also

within the spaces related to information and communication technology. Different

training actions are organised for teachers from different educational levels, including

online training, to develop ICT skills, but also on subjects relating to critical thinking,

active use of technology and security covering for instance cyberbullying, grooming

and sexting, privacy and digital identity, addictions, protection against viruses and

frauds, netiquette, access to inappropriate content, dangerous online communities.

For further information: http://www.mecd.gob.es/educacion-mecd/mc/convivencia-

escolar/plan-convivencia.html (website of the Plan);

http://www.mecd.gob.es/educacion-mecd/mc/convivencia-

escolar/formacion/cursos.html (information on training)

Norway – Teaching Resource about Privacy and Digital responsibility

‘You Decide’ is a teaching resource about privacy and digital responsibility for children

and young adults aged 9-18 years. The objective of the resource is to increase

awareness, reflection and knowledge about privacy and the choices young people

make when using digital media. The teaching programme consists of articles about

relevant subjects, facts, true stories, discussion tasks and films. The videos are linked

to various themes and provide a good starting point for stimulating discussion and

generating interest among the students. The themes addressed include privacy, online

violations, digital trails/source criticism and what it means to be social online; all

contents are available on the website. ‘You Decide’ is not only for use by teachers in

traditional education, but also the police, youth clubs, health professionals,

confirmation course leaders and others also use parts or all of the approach in their

work with children and young people. The programme is divided into two parts: one

for those aged 9 to 13, and one for those aged 13 to 18. Previous surveys have shown

a very high level of satisfaction among teachers who have used the training

programme: two out of three teachers stated that they assessed the overall interest of

their students in the topic to be high or very high, and 96% of the teachers stated that

they wanted to use the programme again at a later date.

For further information: www.dubestemmer.no/en

Latvia – Training of Trainers

Training courses for trainers of the 8-hour training programme “Safe and responsible

use of internet” licensed by the Ministry of Education and Science were organised from

1st March 2013. 2,296 trainers were trained in 83 places all over the country

(Teachers of Social Science, Social Pedagogues of Schools, Librarians, Classroom

Teachers, Social Workers working with families with children). After each training, and

before getting a certificate, each trainer has to make use of the knowledge gained and

organise a specific lecture, event or activity for children or other teachers. Feedback is

asked from both trainers and people the trainer has trained. Afterwards the quality of

the training programme and training itself is assessed.

5. As media literacy skills are often developed outside school, synergies between formal, non-formal and informal learning provide powerful leverage for the effective development of media literacy and critical thinking

Greece – Panhellenic School Network

The Panhellenic School Network is a network on media literacy and safety. It involves

synergies between several ministries and departments for internet safety in schools. It

organises, among others, an internet platform which allows parents also to be

informed about internet safety. It connects and supports about 16,500 schools in

Greece, within both primary and secondary education, providing services for distance

learning and e-learning, communication, e-governance and support services for

teachers, students and management staff. The network furthermore encourages

cooperation among schools and exchange of information, conducts seminars and

discussions online. The aim is to contribute to the creation of a new generation of

educational communities, which utilise ICT in their daily educational process. A three-

level structure is in place to allow for the functioning of the network: the central

structure connects with centres established in each county capital, with equipment to

ensure that schools within the county have optimal access to the network and its

services.

For further information: www.sch.gr/ (in Greek)

Belgium – Muslim Expert Network

To encourage more critical thinking – particularly in relation to messages that may be

propagated by (social) media networks - and address more complex issues, schools in

Belgium have been given access to networks of experts. One such network is a

network of Experts on Islam. The network (which is in operation since 1st October

2015) consists of experienced experts on Islam (volunteers with exception of the

coordinator) who have a thorough knowledge of Islamic theology and who are at the

same time familiar with the world and the experience of young people. The goal of the

network is to frame and interpret Islam and Islamic norms and values for youth, class

groups and/or frontline workers (e.g. teachers, youth workers). The network has three

goals: (1) Give frontline workers and teachers the confidence and knowledge to

address Muslim students and/or their parents; (2) On demand of schools, the network

can carry out preventive work by addressing school groups, guiding class discussions

and facilitate dialogue between different life views and beliefs; (3) The network can

also help if teachers or frontline workers suspect radicalisation or are confronted with

an escalating situation. During these interventions, educational opportunities are

provided for students, class groups, frontline workers, teachers and, on demand,

parents.

6. Developing the competence to be critical towards propaganda should be promoted as part of building resilience to extremist communication

Serbia – SOS Application

The ‘SOS Application’ - implemented by the Ministry of Education, the Faculty of

Psychology and UNICEF within the broader context of the project ‘Stop Digital

Violence’, - is an application which educates final year students of psychology to give

support to young people if they are affected by digital violence and to give information

on available resources. The application aims to provide urgent assistance to young

people experiencing problems relating to digital violence, by creating a reporting and

guidance channel. The main target group consists of primary and secondary school

students. The creation of a Facebook page ‘Choose your words, stop the hate’, for the

purpose of raising awareness also accompanied the development of the application,

with a children’s online learning platform, consisting of 10 short video recordings

lasting 3-5 minutes, which informed users about the pre-defined topic and a test to

check users’ knowledge of the topic. The continuation of the Stop Digital Violence

project is aimed at providing, by means of digital communications, a wider platform

for the prevention of and protection from digital violence among youngsters.

For further information: socijalnoukljucivanje.gov.rs/en/sos-platform-for-helping-the-

young-victims-of-digital-violence

EU – Radicalisation Awareness Network (RAN)

The Radicalisation Awareness Network is an umbrella network connecting people

involved in preventing radicalisation and violent extremism throughout Europe. Within

RAN, first-liners from different European countries can meet others in their area of

expertise to exchange ideas, knowledge and experiences on countering radicalisation

and violent extremism. RAN connects first-line practitioners, field experts, social

workers, teachers, NGOs, civil society organisations, victims' groups, local authorities,

law enforcement, academics and others. The RAN Centre of Excellence (CoE), financed

by the European Commission, takes care of logistics, technical and administrative

support. RAN is structured around nine thematic working groups, one of which is the

Communication and Narratives working group. This C&N group

focuses on the delivery of both on- and offline communication that offers alternatives

or that counters extremist propaganda and/or challenges extremist ideas.

For further information:

ec.europa.eu/dgs/home-affairs/what-we-

do/networks/radicalisation_awareness_network/about-ran/index_en.htm

7. Concerted initiatives with media professionals and

media organisations can provide opportunities to develop media literacy skills

France – Press and Media Week at School

Each spring, teachers of all levels of education and in all disciplines are invited to

participate in the Press and Media Week at School (Semaine de la presse et des

médias dans l’école). The week involves over three million students and over 200,000

teachers. The aim of the week is to help young people of all ages to understand the

media system, to develop their critical thinking, to develop a taste for current affairs

and to forge their identity as a citizen. Each year, some 1,900 media organisations

sign up to the event, which is organised by CLEMI (Centre for Liaison between

Education and Media), part of the Ministry of Education. CLEMI proves a series of

teaching resources every year including: a pedagogical kit, a tablet application on

media education, exhibitions, six interactive games, events, publications and

workshops. This year (2016), the 27th edition of the week, will be devoted to freedom

of expression, deliberately chosen in the wake of the terrorist attacks.

For further information: www.education.gouv.fr/cid54348/semaine-de-la-presse-et-

des-medias-dans-l-ecole-%C3%83%C2%82%C3%82%C2%AE.html

Netherlands – Mira Media

Mira Media is an independent co-operative body founded in 1986 by the major

national migrant organisations in the Netherlands, which aims to achieve more

diversity and 'ethnic' pluralism by supporting the participation of immigrants in radio,

television and the interactive media. Mira means looking in different languages, mirror

and reflection. The name stands for the efforts of the organisation to ensure that the

media in the Netherlands are a good reflection of society. Mira Media has no

broadcasting time but closely co-operates with Dutch national and local (public and

commercial) broadcasters. Mira Media uses media as a tool for intercultural dialogue

and social cohesion at the neighbourhood level and encourages citizens to engage in

active media participation. It works with many partners in the social field and in the

media in order to achieve comprehensive and sustainable programmes. Mira Media

also focuses on improving digital literacy and media educational support to vulnerable

groups such as older people and (immigrant) parents.

For further information: http://www.miramedia.nl/over-mira-media.htm

Malta – Cooperation between VET and the national broadcasting channel

In Malta, there has been cooperation between the vocational education institute

(MCAST) and the national broadcasting channel (TVM) in designing, producing and

broadcasting TV programmes. The cooperation has provided real life experience for

the students, in line with the Maltese Lifelong Learning policy, which is set to support

opportunities to develop modular and multidisciplinary adult learning courses, with a

view to use available technologies, including digital TV and ICT.

For further information:

https://education.gov.mt/en/Documents/Malta%20National%20Lifelong%20Learning

%20Strategy%202020.pdf;

8. A sustainable approach to developing media literacy and critical thinking requires comprehensive national/regional strategies and effective implementation tools underpinned by the necessary

resources

Netherlands - Mediawijzer: Dutch Centre for Media Literacy

This network organisation aims to increase media literacy among citizens and

organisations. It is an expertise centre that links the activities of various organisations

in the area of media literacy and promotes cooperation between them. Mediawijzer.net

was established in 2008 at the initiative of the government and aims to provide all

citizens with a framework they can use to become more media literate in order to

increasingly participate fully in society. Being ‘media literate’ here means possessing

the knowledge and skills to be able to function consciously, critically and actively in a

multi-media world.

For further information: http://www.mediawijzer.net/about-mediawijzer-net/

Sweden – Swedish Media Council

The Swedish Media Council is a government agency whose primary task is to promote

the empowering of minors as conscious media users and to protect them from harmful

media influences. The Media Council gathers relevant research and disseminates

information on media development, media effects and media use regarding children

and young people. The Council also classifies films for public screening. The ratings

reflect whether the films are liable to harm the well-being of children. The Swedish

Media Council operates the Swedish Safer Internet Centre for a safer use of the

Internet and other digital media among children and young people, and represents

Sweden in the pan-European network Insafe. The project is run in collaboration with

BRIS (Children's rights in Society) and is co-funded by the European Commission's

Connecting Europe Facility.

For further information: http://statensmedierad.se/ovrigt/inenglish.579.html

Netherlands – Integral National Approach to Counter Radicalisation

The Netherlands has developed an Integral National Approach to Counter

Radicalisation, which brings together police, intelligence services, integration services,

civil society, education, social service agencies and counter-terrorism. More

specifically, the Dutch Ministers of Social Affairs and Employment and of Security and

Justice formulated “An Integrated Approach to Jihadism (Integrale aanpak Jihadisme)”

in August 2014, with the aim “to protect democracy and the rule of law, counter and

weaken the jihadist movement in the Netherlands and eliminate the causes of

radicalisation.” The approach encompasses a variety of new measures grouped under

five topic areas, among others counteracting radicalisation through support for

educational institutions (other areas cover risk reduction with regard to jihadist

travellers and travel interventions, information-sharing and cooperation, disruption of

recruiting and digital and social media). Within the area of interest here, the

government decided to establish a centre of expertise to combat the social tensions

that can give rise to radicalisation and a knowledge platform aimed at preventing

radicalisation, which will provide information to youth, education, and parenting

experts. Support to educational institutions is provided through experts and confidants

provided by the education inspectorate, by placing up-to-date information about

radicalisation on the web portals of educational institutions and by supporting their

programming with regard to citizenship training.

For further information: : http://www.loc.gov/law/foreign-news/article/netherlands-

integrated-approach-to-combatting-

jihadism/;https://www.government.nl/ministries/ministry-of-security-and-

justice/news/2014/09/03/cabinet-strengthens-integrated-approach-to-jihadism-and-

radicalisation

Netherlands – ProDemos

ProDemos is the ‘House for Democracy and the Rule of Law’ in the Netherlands.

Located opposite the Houses of Parliament (Binnenhof) in The Hague, its aim is to help

explain, in a critical and interactive way, the systems that govern democracy and the

rule of law, and to show what citizens themselves can do to exert political influence.

This type of intervention can be particularly helpful in preparing citizens for active,

critical and safe participation in discussions online, including on social media. For

schools, ProDemos organises political excursions, guest teachers, role plays (e.g.

parliamentary debates) and produces a variety of lesson materials on current topics

related to democracy and the rule of law, with the aim of making lessons both

concrete and engaging. Though media literacy is not a core activity of ProDemos per

se, it is integrated into various activities. For teachers, ProDemos publishes a

professional journal and organises a professional conference for social studies

teachers. ProDemos is partly subsidised by the Ministry of the Interior and Kingdom

Relations, and also receives third-party funding for special projects, as well as

generating its own income.

For further information: https://english.prodemos.nl