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Guide educators to reflect on and write a short public journal about their own self- assessment of the following seven types of awareness.* They should do this without further research. Now guide them to do further research, reflect again, and rewrite the journal; encourage learners to start a blog and publish their experiences and reflects or share on social media.

• Self-awareness
• Information needs awareness
• Communication awareness
• Language awareness
• MIL awareness
• Learning awareness
• Change management awareness

Using search engines and other resources, conduct a search of programmes, projects or initiatives in media and information literacy that currently exist in various learning spaces including online, communities, schools, and institutes for teacher education. Consider both local and international examples. Select one of these examples and identify the key areas addressed. In what ways is the programme different from this curriculum, which has included MIL? In what ways can this programme still serve as a resource for educators and learners interested in MIL?

Conduct a search of associations and organizations that support the goals of MIL. What information and resources (human and material) do these programmes offer educators and learners?

Guide educators and learners to research and get involved in:

• National MIL associations or networks, and 

To ensure the success of MIL courses and programmes, many experts have developed a set of recommendations. Several of theseecommendations are listed below. Explain the ways in which this list could be applied to your particular situation. Identify any additional recommendations you would make to ensure the success of MIL in your department or institution.

Suggested Recommendations

• Identify content
• Identify key participants and supporters at programme and policy levels
• Develop a strategic plan for implementation/integration, etc.
• Develop a plan for promoting MIL
• Identify supporting agencies/associations
• Identify available and required resources
• Develop evaluation tools for MIL courses and programmes

Does this list change when one considers the criteria of a successful programme for students? Identify any additional considerations here.

Considering the needs of your own learning and educational community, what are the ways in which MIL could be integrated into existing programmes for educators and learners, or developed as a stand-alone programme? What are the advantages and disadvantages of each? Cite specific modules as examples.

Making change requires identifying the stakeholders and analysing the obstacles to and benefits of change. It requires selection of priorities and the building of alliances. Ask participants to develop a theory of change that can inform a strategy and plan for specific action.

Develop a plan for promoting MIL to policy-makers, programme directors, UN and other international development organizations, and educators in your institution or community. What are the key priorities or needs for each group? Explain how this MIL curriculum can help address those needs. Identify other stakeholder groups that could be included here. What role could each play in the promotion of MIL?

* Inspired by lecture of Dr. Drissia Chouit on the .

. 2010.Teaching Information Literacy Through Literature, Big6 eNewsletter 11.1, 4.

, International Federation of Library Association and Institution.

.

: Media and Information Literacy, Digital Classroom.

Teaching information literacy through learning styles: The application of Gardner’s multiple intelligences. Intan Azura Mokhtar, Wee Kim Wee, School of Communication and Information (WKWSCI) at Nanyang Technological University (NTU), Singapore, 2008

University Library Service. 2009. Handbook for Information Literacy Teaching, third revision

Paris, UNESCO. 2003. Media Education in the Pacific: A Guide for Secondary School Teachers