Media Literacy Policy in Flanders – Belgium: From Parliamentary Discussions to Public Policy

The discussion on media literacy in Flanders starts in the Flemish Parliament in 2006. It will take until 2013 before the Flemish Government will set up the Knowledge Center for Media Literacy—Mediawijs. Flanders is therefore rather late in establishing a dedicated institute for media literacy. The same can be said for developing a formal policy framework in relation to media literacy. This article starts with a theoretical discussion of three major trends in the current media literacy debate. The article moves on to describe and analyze Flanders media literacy policy debates and policy formulation. It highlights the development and remit of the Knowledge Center for Media Literacy and discusses the innovative role of the public service broadcaster in relation to media literacy. It ends with a reflection of how Flanders media literacy policy can be situated within the theoretical discussion

Catching the Digital Train on Time: Older Adults, Continuity, and Digital Inclusion

As society has become more reliant on digital technology, it has changed the perception of the ageing experience to now include a digital component. However, not every older adult perceives digital technology as essential to their way of ageing. In this article, we asked 76 older adults with different patterns of digital technology use how they experience and perceive the role of digital technology in the context of their ageing. The thematic analysis results point to a more nuanced understanding of the importance of familial support, the role of personal history or continuity in older adults’ digital inclusion, and how they see the role of age in relation to digital technology. Furthermore, our findings show that ageism is both a barrier and a motivational factor for older adults. When ageism is based on the level of digital inclusion, it can cause a different ageing experience, one that is perceived as superior by those using digital technology. This leads to a precarious situation: It becomes essential to maintain digital skills to avoid the non‐digital ageing experience even as it becomes more difficult to maintain their skills due to the evolution of technology. Prior to the study, we created a conceptual framework to understand ageing in a more digitalised world. We used the findings of this study to test the conceptual framework and we conclude that the framework can clarify the role (or lack) of digital technology in the ageing experience of older adults

Social support for digital inclusion: Towards a typology of social support patterns

This article contributes to a better understanding of patterns of social support in relation to digital inequalities. Based on an extensive qualitative study, the diversity of support networks and supports seeking patterns are unveiled. A typology of six patterns of help-seeking is presented and described: The support-deprived, the community-supported, the supported through substitution, the network-supported, the vicarious learners, and the self-supported. The article also critically engages with the often unnuanced academic literature on social support. The research and the typology reveal that the quality of support, as well as the availability of potential or actual support, is not only influenced by socio-economic factors. Rather, the strength of the relationship and the level of intimacy between individuals is an important predictor of support-seeking. As such, this article shows that mechanisms of in/exclusion are highly social, as they entail a diversity of formal and informal support-seeking patterns, which in turn have an important influence on the adoption and use of digital media

Channel Choice Determinants of (Digital) Government Communication: A Case Study of Spatial Planning in Flanders

Governments at all levels believe the digitisation of their services and increased interaction with citizens will bring significant advantages in terms of transparency, creation of public value, and improvement of government performance (Al-Hujran, Al-Debei, Chatfield, & Migdadi, 2015). Nonetheless, this evolution towards more digital services and communication by governments raises questions in terms of inclusivity and accessibility. We conducted focus groups with a heterogeneous panel of over 80 citizens, ranging from non-users of digital technologies to high-level users, to study their choice of channel and their perception towards the evolving digitisation of communication and services, applied to the case of spatial planning in Flanders (Belgium). The results reveal that the most decisive channel choice determinants in spatial planning relate to the channel characteristics themselves, the information, the contextual aspect of the communication flow, and digital inequality mechanisms; meaning that (a) citizens opt for local communication channels when interacting with local, regional, and national governments, (b) citizens prefer to be personally informed when the communicated message has a direct impact on them, and (c) more vulnerable digital profiles consider the transition to digital communication by default as problematic

Data literacy in the smart city: why Smart cities should be populated by MIL Citizens.

Capitulo 3 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).Smart Cities typify the current and future data-rich environments. In these types of environments, technology and the analysis of vast data facilitate more intelligent choices and actions—largely automated using algorithms and artificial intelligence—related to mobility, security, energy use, culture, markets, etc. (Ballon, van der Graaf, & Walravens, 2017). A discussion on the necessity of data literacy has emerged from debates on datafication, big data, open data, artificial intelligence, and algorithms. The question, however, lies on the relation between media and data literacy. In this contribution, we reflect on aspects of data literacy by examining the literature on smart cities and data in smart cities. We argue that smart cities are not automatically media and information-literate cities. Furthermore, smart cities can only become media and information-literate cities by actively developing an open data context, involving citizens in data projects, empowering civil society participation, and stimulating data literacy in a broad sense

MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).

Libro completoThe UNESCO UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) is based on an initiative from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the UN Alliance of Civilizations (UNAOC). This Network was created in line with UNESCO’s mission and objectives, as well as the mandate of UNAOC, to serve as a catalyst and facilitator helping to give impetus to innovative projects aimed at reducing polarization among nations and cultures through mutual partnerships. This UNITWIN Network is composed of universities from different geographical areas: Autonomous University of Barcelona (Spain), University of the West Indies (Jamaica), Cairo University (Egypt), University of Sao Paulo (Brazil), Temple University (USA), Tsinghua University (China), Moulay Ismail University (Morocco), Sidi Mohamed Ben Abdellah University (Morocco), University of Guadalajara (Mexico), Western University (Canada), University of Gothenburg (Sweden), Sorbonne Nouvelle University (France), Punjabi University, Patiala (India), University of the South Pacific (Fiji), University of South Africa (South Africa), Nnamdi Azikiwe University (Nigeria), Ahmadu Bello University (Nigeria), Lagos State University (Nigeria), University of Jors (Nigeria), University of Calabar (Nigeria), Hosei University (Japan), University of Latvia (Latvia), Moscow Pedagogical State University (Russia), Corporación Universitaria Minuto de Dios UNIMINUTO (Colombia), Vytautas Magnus University (Lithuania), MICA (India), University of Campinas (Brazil). The main objectives of the Network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. Specific objectives include acting as an observatory for the role of media and information literacy (MIL) in promoting civic participation, democracy and development as well as enhancing intercultural and cooperative research on MIL. The programme also aims at promoting global actions related to MIL and intercultural dialogue. In such a context, a MILID Yearbook series is an important initiative. This MILID Yearbook is a result of a collaboration between UNESCO UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, The Corporación Universitaria Minuto de Dios - UNIMINUTO (Colombia) and the University of Gothenburg (Sweden)

Digital by Default:Consequences, Casualties and Coping Strategies

The overall question throughout research on digital inequalities has mainly been what hinders or prevents individuals from engaging voluntarily with ICTs by examining differences in access and usage. This is quite logic because initially ICTs were—similar to television or telephones—not much more than new and emerging technologies ready to be diffused and adopted (Rogers 2003). Digital divide research consequently focused on studying socio-demographic characteristics in relation to patterns of diffusion, adoption and usage (Barzilai-Nahon 2006; Hanafizadeh et al. 2009). This explains why the first findings pointed at a lack of physical access as a first and foremost characteristic of digital inequalities (NTIA 1999). Nowadays, many researchers assume ubiquitous connectivity as an enabling force for all. The overall picture for digital inclusion has become more complex, and a lack of motivation to engage with ICTs, insufficient digital skills, scarce resources and support, and limited opportunities regarding training, learning, or usage have additionally been identified as key barriers (Brotcorne, Mertens and Valenduc 2009; Helsper 2012; Mariën and Van Audenhove 2011; Mertens and Servaes 2011)