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

Best practices for deploying digital games for personal empowerment and social inclusion

Digital games are being increasingly used in initiatives to promote personal empowerment and social inclusion (PESI) of disadvantaged groups through learning and participation. There is a lack of knowledge regarding best practices, however. The literature on game-based learning insufficiently addresses the process and context of game-based practice and the diversity of contexts and intermediaries involved in PESI work. This paper takes an important step in addressing this knowledge gap using literature review, case studies, and expert consultation. Based on our findings, we formulate a set of best practices for different stakeholders who wish to set up a project using digital games for PESI. The seven cases in point are projects that represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validated through discussion at two expert workshops. Our study shows that a substantial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability for the given use context. The particular needs of the target group and those that help implement the digital game require a highly specific approach. Projects benefit from letting both intermediaries and target groups contribute to the game design and use context. Furthermore, there is a need for multi-dimensional support to facilitate the use and development of game-based practice. Integrating game use in the operation of formal and informal intermediary support organiszations increases the chances at reaching, teaching and empowering those at risk of exclusion. The teachers, caregivers and counsellors involved in the implementation of a game-based approach, in turn can be helped through documentation and training, in combination with structural support

Data literacy on the road: Setting up a large-scale data literacy initiative in the DataBuzz project

This paper presents the DataBuzz Project. DataBuzz is a high-tech, mobile educational lab, which is housed in a 13-meter electric bus. Its specific goal is to increase the data literacy of different segments of society in the Brussels region through inclusive and participatory games and workshops. In this paper, we will explore how to carry out practical data literacy initiatives geared to the general public. We discuss the different interactive workshops, which have been specifically developed for DataBuzz. We highlight the background, design choices, and execution of this large-scale data literacy initiative. We describe the factors that need to be taken into account to reach successful execution for such an ambitious project and the actions undertaken to become a long-term, sustainable solution. Throughout the article, we use the Data Literacy Competence Model as an analytical lens to analyse individual projects on data literacy and DataBuzz as an integrated project

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

Best practices for interdisciplinary research supporting the development of digital games for personal empowerment and social inclusion

Digital games are increasingly used in initiatives promoting personal empowerment and social inclusion (PESI) of disadvantaged groups. There is a lack of knowledge regarding best practices however. The literature on game-based learning insufficiently addresses the process and context of intervention and the diversity of contexts and intermediaries involved. This paper addresses this knowledge gap based on literature review, case studies, and expert consultation. The seven cases studied represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing for a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validated in two expert workshops. Results show that a substantial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability in the given use context. The particular needs of the target group and those that help implement the digital game intervention often require a case-specific approach. Projects benefit from involvement of intermediaries and target groups contributing to the game design. Furthermore, there is a need for interdisciplinary research to facilitate the use and development of game-based practice. Integrating game use in the operation of formal and informal intermediary support organizations increases the chances at reaching, teaching and empowering those at risk of exclusion. The teachers, caregivers and counselors involved in the implementation of a game-based approach should be supported through documentation, training and structural support

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 and education: Introduction and the challenges for our field

Data literacy is a hot topic, which is currently discussed in many different fields from open data initiatives, statistics, computer societies, coding initiatives, and beyond. The resulting literature is inspiring but not always satisfying from the perspective of the media literacy scholarly field. The goals behind data literacy are often instrumental and utilitarian in the function of job-related skills or open data initiatives. We hope that this special issue will contribute to a broader discussion about data literacy. In this introductory essay we provide an overarching introduction, highlighting some of the main themes, questions, issues, and insights addressed in the different articles. We weave in our own insights, reflections, and conclusions as well

State of Play of Digital Games for Empowerment and Inclusion: A Review of the Literature and Empirical Cases

This report presents the 'state of play' of knowledge of how digital games can work as empowerment tools to support social inclusion processes and policy. The report brings together for the first time a review of theoretical and empirical research in a variety of disciplines, especially from learning, social inclusion, e-inclusion and innovation studies to build a framework to help understanding of the potential of games for inclusion and empowerment. It uses this framework to analyse seven well-documented case studies from across the spectrum of digital games for empowerment and inclusion to understand between the factors contributing to their success or failure. It draws conclusions as to the principal challenges, identifies knowledge gaps, and recommends potential action by stakeholders to address these challenges.JRC.J.3-Information Societ

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