Inclusive media literacy

The instructional principles for inclusive media literacy help media educators in different fields to reflect and find ways to improve their own practice. Below you will find a PDF and a video series for your convenience.

In a media-saturated world, media literacy is an essential skill for each of us. Therefore, it is
important to look for ways to develop media literacy equity.

While media literacy is important for everyone, different people may have different needs. There is
also no single right way to develop media literacy—there are many possibilities. This encourages us
to think about media literacy and the work to promote it from the perspective of the people

Developing inclusive media literacy work is not a simple or easy goal. It requires time, commitment,
experimentation, and learning. However, there is always an opportunity for everyone to do
something. You can take small steps and you do not have to do everything on your own. The
important thing is to start with courage, even if you do not know everything beforehand.

Development is a shared process: everyone can learn from others and everyone has something to
teach others. Activities can be planned and implemented independently, with a partner or
colleague, with stakeholders and networks, or together with the participants. Leadership, planning,
and structure are important in creating the conditions for equal work.

These instructional principles will serve as a checklist and help you to reflect and find ways to
improve your own practice. Rather than providing ready-made content, the instructional principles
will help you to get started or to develop your work further. They are not a precise instruction, but a
collection of perspectives, considerations, and advice to help you plan your activities from your
own point of view. They are also a basis for discussion and for identifying your own strengths. You
can start by looking at them, for example, from the principle you consider the most important.

The instructional principles are discussed from the perspectives of media education practices,
material production, and communication. To help you put them into practice, they include
examples of different ways of working and practical tips. The example list is not exhaustive.

Please feel free to adapt the instructional principles and their content to suit your own work. You
can also supplement and develop them based on your experience and expertise. You can also find
the principles in a table form in the annex.

Instructional principles

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