Global media and information literacy assessment framework: country readiness and competencies

The UNESCO Global Media and Information Literacy Assessment Framework offers UNESCO Member States methodological guidance and practical tools throughout the assessment of country readiness and competencies, particularly of teachers in service and in training, regarding media and information literacy  at the national level.

The MIL Assessment Framework provides methodological guidance for the national adaptation process, with six phases and various practical tools. On the basis of the assessment results, countries will be enabled to make informed decisions for interventions aimed at the further development of MIL, by fostering an enabling environment and enhancing the competencies of their citizens.

The first chapter provides an overview of the evolving concept of literacy, interconnections between different types of literacies, their convergence and implications for society. It also explores potential benefits of MIL for society, the community and individuals, and introduces key requirements for development of MIL competencies at national level. Finally, it presents arguments for the reasons why countries should be conducting assessments of MIL. >> More

Introducing the MIL Assessment Framework, the second chapter describes its major objectives, structure and other parameters for measurements at national level. It also identifies the added value of the Two Tiers approach of the Assessment Framework. >> More

Tier I: Country readiness

The section provides details about the major categories of indicators to be used for the assessment of country readiness and presents the MIL country readiness model. The MIL Country Readiness Profile includes qualitative and quantitative indicators: media and information in education, media and information literacy policy, media and information supply, media and information access and use and civil society. >> More

Tier II: MIL competencies

The section presents the MIL Competency Matrix and their composition (MIL components, MIL matters, competencies, performance criteria and levels of proficiency), assessing both individual and institutional competencies, particularly targeting teachers in service and in training. MIL competencies can reflect the contextual national factors that facilitate the creation of an enabling and favourable environment for MIL. >> More

The third chapter provides methodological guidance and practical recommendations for conducting MIL Assessment at national level. It also offers suggestions for further application of the assessment results. On the basis of these results, countries will be enabled to make informed decisions for interventions aimed at the further development of MIL, by fostering an enabling environment and enhancing the competencies of their citizens. >> More

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