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The target groups for the curriculum are essentially educators and learners. Educators and  learners  are  understood  in  the  broadest sense of the terms to include teachers at the secondary and primarily tertiary levels, persons involved in training or learning on all forms in NGOs, CSO, community centers, the media, libraries, online or offline. Given that the curriculum was developed with adaptation in mind, it can be used by various stakeholders interested in the field of MIL. Users may need to adapt the content to make it more relevant or accessible to specific target groups. The curriculum is also relevant to government officials and ministries, and other social and international development organizations. 

Media and information literacy seeks to bring together disciplines that were once separate and distinct. It recognizes that digital advancement has driven convergence in information processing and the competencies needed to engage critically with various types of content across platforms and content providers. The MIL Curriculum is comprehensive and inclusive. It has been developed with a non-prescriptive approach, and with adaptation in mind. It is presented in the form of modules.

This modules in this curriculum document include all or some of the following sections: 

• Background and rationale
• Key topics
• Learning objectives
• Pedagogical approaches and sample activities
• Assessment & Recommendations
• Topics for further consideration
• Resources and References

The learning objectives identify the key goals of each of the modules for educators and learners, in general. They also identify the competencies (knowledge, skills, attitude, and values) that educators and learners should be able to demonstrate after completing each module/unit. In any adaptation plan, these should be considered in the overall context of the Curriculum and Competency Framework and the model MIL curriculum modules which are part of this package.

The background and rationale section explores the topic of the module, outlining and describing content and context. It is important to note that the commentary is not intended to be exhaustive, but is meant to illustrate the possible considerations and directions that users might explore.

The same can be said for the suggested pedagogical approaches and sample activities that have been included. These have been developed to illustrate the many ways in which the skills and knowledge acquired in each module can be demonstrated. These pedagogical approaches and activities should be seen as examples only. Educators are encouraged to use these as a basis to prepare more locally or culturally relevant activities. To assist the efforts of users, UNESCO will be updating a dynamic multimedia online version of the MIL Curriculum which will include a multimedia databank of MIL-related resources, lessions plans, activities, etc. UNESCO will explore offline packaging of the multimedia version and will stimulate open educational resources. 

The section on assessment and recommendations includes suggestions for formative and summative assessment. These recommendations are meant to highlight possibilities for assessment, which include assessment for learning, assessment of learning, and assessment as learning. Additional topics for further consideration are offered to the users who want to go further. 

Finally, modules conclude with a section of resources and references that have been recommended for use with the modules. Users may find they have their own local resources which they would like to add to this list. 

In the implementation and adaptation of this resource, consideration has to be given to the realities that exist in a variety of  learning spaces - whether offline, online, or distance - the priorities and goals of the users or institutions, existing interests, programme content and proirities, timelines, availability, and time constraints. The following recommendations are offered as a way of ensuring that the curriculum meets the needs of the users involved in all forms of learning. 

• Identification of key stakholder groups and setting up a steering committee. 
• In the initial stages, a comprehensive review of the MIL Curriculum and the Curriculum and Competency Framework should take place. This will enable users to identify priority areas in the curriculum which can best meet their needs.
• An assessment of present knowledge if individuals and curricula in respect to institutions or countries should be completed in order to ascertain whether or not elements of MIL are already included in existing curricula. This will obviously help to avoid unnecessary repetition and overlap. It will also help to identify any gaps in existing curricula and programmes that may be filled by the MIL Curriculum. 
• The best approach to implementing MIL will have to be determined by each institution, with consideration given to time available and required resources (i.e., including both materials and personnel). Key questions to consider here include: How should MIL be taught? How should it be integrated? Is there MIL expertise within the institution? If not, where can it be found? Is there access to the necessary materials and resources? If not, where can these be located? How do these identified needs affect the desired adaptation strategy?
• This MIL Curriculum will need to be prepared for adaptation. This means it may be necessary to prepare a tailored version of the MIL Curriculum based on considerations mentioned above. The UNESCO Open Educational Resources (OER) can assist with the actual adaptation process. Open educational resources are learning materials that have been released under an intellectual property license such as Creative Commons that allows their free use by others. (See Box at the end of this section for more details).
• Once the adapted curriculum or tailored version has been developed, it is important that a pilot test take place. This testing stage will have to be monitored and the outcome of the pilot will need to be assessed.
• Based on the assessment of the pilot, necessary revisions should be made to the adapted curriculum, including recommendations for implementation.
• At this stage, institution-wide integration of the curriculum will be ready, based on the integration strategy chosen by the institution (see below).
• Ongoing documentation, monitoring and assessment of the curriculum should be completed. Where appropriate, the development and documentation of case studies should be completed as a way of sharing best practices and informing the larger educational community of the work being done at various institutions.
• The extent of adaptation depends on many of the variables mentioned above as it relates to the users, groups/associations, or institutions.

The following strategies for integrating the MIL Curriculum are offered for consideration:

• Stand-alone course: The MIL Curriculum can be offered as a stand-alone course for credit(s). It can be offered as a mandatory or optional course for various learners or educators. For educators who are in-service, the curriculum can be adapted as a certificate programme for up-skilling.
• Institute approach: This involves a one or two-week, face-to-face intensive training experience, followed by a project assignment which educators have 2-3 months to complete. Credit(s) can also be offered for this training programme. 
• Multi-components integration: Different components of the MIL Curriculum can be integrated into various related courses already being offered to learners and educators. Examples include education technology, literacy, social studies, civic education, etc. This is perhaps the most complex of the strategies proposed here. In order for this integration to be effective, careful planning will be required with consideration given to overall programmes goals and assessment. Keep in mind that the focus attention that MIL requires may be lost with this approach. 
• Online course: The course could be offered online for various users. This could include partnership with another institution in or outside the respective country. It is important to note that the users, groups/associations, or institutions would not have to set up its own onilne course but could partner with another institution that has facilities in place for offering online courses. The institution may consider offering the course as a certificate, diploma or degree programme. (MOOC: Think Critically, Click Wisely: Media and Information Literacy in the next normal)

In the long term, a combination of two or more of these strategies could also be explored. A blended approach is likely to have greater impact. Evidently, the adaptation process and integration strategies employed will vary among users, groups/associations or institutions depending on a number of defining factors. Some obvious ones are level of readiness, knowledge, availability of resources and expertise, and depth and scope of the integration.