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Advancing education for sustainable development and global citizenship education raises issues such as: 1) decision making and informed action by citizens (for instance citizens’ consultation and inputs into the implementation and monitoring of the Sustainable Development Goals or voting patterns based on debate), 2) civic engagement and mass participation in information for public good; governance, holding business, local community leaders, public officials, and those in power, to accountability and transparency; ownership and democratization of communication channels; civic participation, public access to information and ensuring equitable access; public debate and democratization of ideas in the public sphere, etc.

Based on the principles of civic engagement in development and democratic representativity, institutions-based journalism can be questioned  based on how it represents diverse multilingual populations. This is why UNESCO and partners are champions for . At the same time, conventional media and digital communication companies should democratize their practices for more engaged diverse opinions. This consideration ought to form the basis for plurality of media and digital platforms, therebyproviding more opportunities for citizens to own their own media, compete for more sources of information and counter the effects of years of gaps, omission or marginal reporting on certain societal issues occasioned by concentration of media ownership and algorithmic amplification of a limited number of 'influencers' by digital communications companies.

With the advent of new media and social media afforded by the new information and communication technologies, citizens are now being captivated with prolific content which has now become a challenge. The challenge in many countries of today’s public sphere is no longer a dearth or scarcity of information, but that of overload with all its attendant conflation of misinformation, disinformation,, hate speech and deep fakes. In order to achieve information for public good, citizens need to become media and information literate.

In other words, citizens in today’s 21st century, need the critical thinking skills to assess diverse content and to contribute to information for public good and effectively navigate the ‘infodemic’ in making informed decisions. In this sense, media and information literacy is itself a public good. Contributing information by citizens can take many forms - from corrections posted on social media, through to Wikipedia entries, and even citizen journalism, involving reportage and professional ethics.

• In summary: as discussed earlier in this Curriculum (Part 1) various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested Activities below and others that you may formulate.
• What is your understanding of citizen journalism? Discuss, interview and collate divergent view of people's (in different social and economic status) understanding of citizen journalism. Summarize their different perspectives. Do you notice discerning trends?
• How do conventional media view the notion of citizen journalism? Make a deliberate effort to interview different people in the conventional media houses in order to know their perception about citizen journalism and compare with the results in the exercise above. Do you notice any difference in perception?

• Citizens participation in community media can include production of information and journalism, but also equally engagement in dialogues, representing culture, etc. “UNESCO advocates strongly for community media that are independent, and which are run for and by the community... Community radio is crucial for providing an outreach mechanism for increased access to education, self-expression and communication among rural and hard-to-reach populations. Such stations

  allow communities a sense of ownership about their own development agenda, becoming self-empowered to publicly express opinion, debate issues, and promote the culture, history and language of their community.” Organize a classroom debate around this statement. Appoint of group of learners that will document the outcomes of the debate and prepare a report. Which organizations are promoting community media in your country or region? Are there community media in your communities? If no, discuss why not? If yes, are they sustainable? Are women and girls involved in managing the community radio and reflected in content equally with men and boys? Formulate and answer other questions through the debate. Share the report with relevant authorities in your community or country.

• Use the as a basis of further discussions, research and actions.
• Consider how people share information (text, video, graphics etc.) on different social media platforms. Would you say citizen-driven information on these platforms has contributed positively to the public sphere and is an enabling information and digital communication ecosystem?
• Discuss how mainstream media engage with social media, and how citizen journalists through social media influence their news content. What are the implications of these engagements for citizen-driven information? Does social media engagement lead to greater citizen participation in civic public sphere discourse? What do you consider as likely key concerns and interests?
• Consider how media and digital technology 'influencers' relate to citizen journalism. Considering this reflection, discuss the various ways that algorithm- driven information on the lnternet has affected the citizen driven information? What are the implications of these influenced narratives in citizens' public access to information for future political engagement and intercultural dialogue? See Module 11 for more on Artificial lntelligence and algorithms.
• Discuss the imperative of Media and Information Literacy education training for citizen journalists and the impact such training has on citizen-driven information, more broadly. Consider the UNESCO resource , in the discussions for this and other activities in this section.
• Analyze how Media and information literacy education can influence the quality of information that citizens access on Internet search engines and the impact of such literacy on citizens’ empowerment for civic engagement. Organize hands-on activities online in the process.
• Divide learners into groups. Guide them to research different Open Databases as well as databases of masters and doctoral theses. Guide a discussion around these repositories as citizen-driven information. Search for research reports related to gender equality, community development, or any other topics of interest. Discuss the following questions and write additional questions. Are these sources of information being used in local and national debates? Why not? What can be done to make the local community, national governments, and international development organizations more aware of some of these findings? Are there topics of interest to you where you find that there is little or no research reports at the masters and doctoral level? What can be done? Prepare a brief report of the process. Plan follow-up actions in school, community centres, etc. See more about the information lifecycle and how academic information is constructed and validated in Module 3.

• , UNESCO
• , UNESCO.
• DEEEP. (2015). . DEEEP: United Kingdom
• DiMaggio, P., E. Hargittai, W.R. Neuman and J.P. Robinson (2001) `Socialimplications of the Internet’, Annual Review of Sociology 27: 307±36.
• Elementary Teachers’ Federation of Ontario (ETFO), (2010). . Toronto: ETFO.
• , UNESCO and UNDOC,
• Funk, S., Kellner, D. &Share, J. (2016). .
• , UNESCO.
• Jones, R. H. and Hafner, C. A. (2012). Understanding Digital Literacies: A Practical Introduction. New York: Routledge.
• Maguth, B. M. (2013). The use of social networks in the social studies for global citizenship education: Reflecting on the March 11, 2011 disaster in Japan. The Georgia Social Studies Journal, 3(2), 80-93.
• Share, J., Mamikonyan, T. & Lopez, E. (2019). . In Journalism and Ethics: Breakthroughs in Research and Practice (pp. 318-348). Hershey, Pennsylvania: ICI Global.
• UNESCO (Deardorff, D et al.) (2018). .Paris: UNESCO.
• UNESCO (Office Bangkok and Regional Bureau for Education in Asia and the Pacific). (2018). . Bangkok: UNESCO.
• UNESCO (Santiago Offce). (2017). . Santiago: UNESCO.
• UNESCO. (2014). . Paris: UNESCO. 

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  Since its establishment in 2000 through an Agreement between UNESCO and the Government of the Republic of Korea, APCElU has put forth its utmost efforts in search of measures to empower learners with such values. APCEIU has strived to become an influential catalyst of GCED through the following main programme areas: capacity- building of educators, research and policy development, dissemination of information, development of teaching/learning materials and international teacher exchange programme. APCElU is fulfilling UNESCO's mandate through various programmes of Education for International Understanding and Global Citizenship Education.
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  Bridge 47 was created to bring people together to share and learn from each other. It mobilizes civil society from all around the world to contribute to a transformation towards global justice and eradication of poverty through Global Citizenship Education.
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  GENE – Global Education Network Europe – is the network of Ministries and Agencies with national responsibility for Global Education in European countries. GENE brings together Ministries, Agencies and other bodies that develop national policy and provide funding for Global Education in European countries. Ministries and Agencies participating in GENE combine their expertise through structured networking, sharing strategies, and a peer learning approach that leads to enhanced results nationally.
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  The GCED Clearinghouse is a global database on GCED jointly set up by UNESCO and APCEIU to facilitate information sharing and enhance knowledge and understanding of GCED.
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  International Development Education Association Scotland (IDEAS) is a network of organizations and individuals across Scotland (United Kingdom) that actively support and promote Development Education and Education for Global Citizenship.
• (Canada's Centre for Digital and Media Literacy)
  MediaSmarts is a Canadian not-for-proft charitable organization for digital and media literacy. Its vision is that children and youth have the critical thinking skills to engage with media as active and informed digital citizens. To achieve this goal, it provides leadership in advancing digital and media literacy in Canadian schools, homes and communities; develops and delivers high-quality Canadian-based digital and media literacy resources; and conducts and disseminates research that contributes to the development of informed public policy on issues related to media.
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  The McLuhan Foundation is committed to digital media literacy, and to establishing a real and virtual Global Village Square. The Foundation facilitates the sharing of best practice among the thousands of initiatives, NGOs, associations and agencies involved in digital media literacy worldwide. The Square is a virtual and real meeting place for educators, practitioners, industry players and policy makers. Through collaboration, exploration and public outreach, the Global Village Square is an international hub to navigate innovation and partnerships in digital media literacy.
• UNESCO's programme on Global citizenship and peace education
  UNESCO works by supporting Member States in their efforts to implement GCED. This includes raising awareness on GCED, advocating for its implementation, and developing guidance and capacity-building tools. UNESCO’s approach to GCED is:
  • Holistic: addressing learning content and outcomes, pedagogy and the learning environment in formal, non-formal and informal learning settings
  • Transformative: seeking to enable learners to transform themselves and society
  • Contextualized: adapted to local needs and cultural realities
  • Value based: promoting universally shared values such as non-discrimination, equality, respect and dialogue
  • Set in a larger commitment to promote inclusive, equitable quality education