MEDIA INFORMATION LITERACY NEEDS AND CONTRIBUTIONS OF A MEDIA CONTENT PROFESSIONAL PROF. JAMAL EDDINE NAJI
MEDIA INFORMATION LITERACY
NEEDS AND CONTRIBUTIONS OF A
MEDIA CONTENT PROFESSIONAL
PROF. JAMAL EDDINE NAJI
1. POSTURES OR ROLES TO BEINTERROGATED
• ARE MEDIA PROFESSIONALS « NATURAL » ALLIES OF MEDIA LITERACY
WHAT VISION DO THEY HAVE OF THEIR MISSION
WHAT PROFESSIONAL ADDED VALUE DO THEY ENCOUNTER IN THIS
MISSION
HOW DO THEY LIVE WITH THE PARADIGM:
ADULT TARGET VERSUS CHILD/YOUNG PERSON TARGET
CONTENTS / « ADULT » TYPES / CONTENT – « MINOR » TYPES (ELITISM,
PRESTIGE, MOTIVATIONS…)
• ARE PROFESSIONALS AWARE OF RISKS AND CHALLENGES FOR THE CHILD/YOUNG PERSON
SUBCULTURE UNDER THE IMPACT OF MEDIA
FAULTY GOVERNANCE / HOSTILE TO CONTINUOUS TRAINING, CRITICAL
THINKING ON MEDIA, INITIATIVE…
WHAT IS THE INTEREST / KNOWLEDGE DEDICATED TO CHILDREN AND
YOUTH RIGHTS (REALITIES, CHALLENGES, EXPECTATIONS AND
AMBITIONS…)
• DO PROFESSIONALS DISPOSE OF BEFOREHANDTHE REQUIRED CAPACITIES/COMPETENCIES FOR
MEDIA LITERACY
WHAT ABOUT THE CURRICULA
INTERMEDIATE CURRICULA VERSUS MEDIA LITERACY
(IMPLEMENTATION CASES AND STANDARDS IN AFRICA AND THE ARAB
WORLD, AS WELL AS MOROCCO’S CASE)
UNESCO CURRICULA MODELS
• WHAT ABOUT CONTINUOUS TRAINING
MEDIA OPERATORS INPUT
CORPORATIONS AND NGOs INPUT
INTERNATIONAL ORGANIZATIONS INPUT
OUTLINES OF HACA PROJECT IN MOROCCO
2. PERIMETER TO BE DELIMITED FOR MEDIA PROFESSIONALS:
PERIMETER OF ALLY/PARTNER, CRITICAL RESPONSIBLE, ENGAGED
CITIZEN
LIMITS OF RESPONSIBILITIES
FOR A CONTENT PROFESSIONAL
FOR A MEDIA MANAGER (GOVERNANCE…)
FOR OTHER CONTENT PROFESSIONALS ( PRODUCERS, AUTHORS, CREATORS…)
LIMITS OF RESPONSIBILITIES FOR A MEDIA OPERATOR
VERSUS « SOCIAL CONTRACT »
VERSUS « SPECIFICATIONS »
VERSUS CHARTERS (EDITORIAL, ETHICAL)
VERSUS OMBUDSMAN AND ETHICS COMMITTEES
VERSUS PARTNER INSTITUTIONS (MINISTRIES, REGULATORS…)
WHAT ARE THE CONTENTS/PRACTICES TO BE PROMOTED
• RECOMMENDED PRACTICES
• SUPPORT AND GUIDANCE TOOLS
• SUBSTANTIAL PARTNERSHIPS AND STAKEHOLDERS TO RALLY
• HACA MOROCCO PROPOSALS