Between 1 March 2021 and 30 April 2023, a consortium (consisting of in the Netherlands: the National Library of the Netherlands (Koninklijke Bibliotheek -KB), The Hague University of Applied Sciences, the Netherlands Institute for Sound and Vision in Hilversum; in Belgium: Media & Learning Association in Leuven and Public Libraries 2030 in Brussels; and in Spain: Fundación Platoniq in Barcelona) carried out an Erasmus+-funded research project on news media literacy among young people. It involved Dutch, Belgian and Spanish young people aged 12-15. The acronym SMILES, which stands for 'innovative methodS for Media & Information Literacy Education involving schools and librarieS', was chosen for the project title. The main goals of the SMILES project are: • Forming pairs between librarians and secondary school teachers in the three European countries, who were empowered through train-the-trainer workshops to teach secondary school students about news media literacy in relation to disinformation; • Helping students use digital technologies more safely and responsibly with a focus on recognising reliable and authentic information versus becoming more resilient to disinformation; • Developing five building blocks serving as teaching materials for Dutch, Belgian and Spanish pupils aged 12-15 with the aim of making them recognise disinformation and making them more resilient against it; • A scientific evaluation of the effectiveness of the implemented lessons through impact measurement using 'pre-knowledge tests' and 'post-knowledge tests'; • A strengthening of existing collaborations and creation of new collaborations between schools and libraries in the three partner countries. The SMILES project was implemented through three work packages. In the first work package, five so-called 'Baseline studies', or literature reviews, were conducted. The focus was on what the different educational approaches in Spain, Belgium and the Netherlands are with regard to disinformation and how these approaches can be linked. Based on these studies, the five building blocks were developed in the second work package. In addition, the teaching pairs were offered the training programme developed by SMILES through a 'train-the-trainer methodology' to safely and responsibly deploy the use of digital media tools during lessons with students. Also, based on the disinformation literature, the knowledge tests were designed to conduct an impact measurement of the train-the-trainer workshops and lessons among the trainers (teaching pairs) and students, respectively. These knowledge tests contained statements on disinformation that were answered correctly or incorrectly by respondents. The number of correctly answered statements prior to the lessons was compared with the number of correctly answered statements after the lessons. In this way, an attempt was made to prove a positive learning effect of the deployed lessons. In the third work package, the results from the pre-knowledge tests and the post-knowledge tests were analysed. In addition to these quantitative analyses, qualitative results were also used to analyse and look at the extent to which the training provided to trainers (teaching pairs) and the lessons with the five building blocks for students proved effective in teaching, recognising and becoming more resilient to disinformation, respectively. In doing so, we also reflect on whether the methodology tested has been effective in the three countries: what are the best practices and where do we see areas for improvement?
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In The Guardian, Alan Rushbridger compared the future of newspapers to climate change. Five years ago, many climatologists were sceptical whether climate change was a real and serious issue. Today, most scientists agree that global warm ing is a fact of life. In the world of newspapers, at present, almost everyone agrees that the traditional, particularly quality, newspapers are facing huge problems. The blog ‘Print is dead’ chose a fitting title for Rushbridger’s article: Print is dead: an inconvenient truth. Another traditional icon of the information society, the public library, is facing similar problems as the newspaper industry. The information function, the core business of the library, is under threat. People tend to use search engines at home instead of visiting and accessing the (virtual) library and ask for professional advice. It is important to note that these search engines are more and more driven by commercial interests than by a genuine concern of quality information. Ranking algorithms are more beauty contests and quality stamps. (Local) governments tend to demand more and more new social services included in the library. Commercial publishers’ concerns are understandable. In the United States and Europe the world of the press faces a real crisis, and the battle to survive is a race against the clock. Newspapers, especially the quality press, will only survive if they can persuade the audience of generation Z to read them on the Web. Failure to do this will signal their demise. We will discuss the tensions in this field by addressing the mutual relationships between the stock market driven economic business model and the traditional characteristics of quality journalism as well as the cultural changes in consuming news stories and analyses in print and on the web. The key question is: how these societal tendencies will affect the quality of information consumed by the public and hence the public quality of discourse? This paper aims to address both issues by asking whether quality is really under siege and to what extent can the new, convergent media improve the quality of the information society by fostering the interaction of the roles of journalists and librarians. In the new world of journalism and librarianship both will prove their roles and functions by engagement, enrichment, empowerment and entertainment for both readers and library users.
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Informal learning spaces create opportunities for children and youth to develop their talents and to experience new social roles. In recent years, several public libraries in the Netherlands have established makerspaces to empower youth by facilitating the development of their digital skills in conjunction with their creativity. The Amsterdam Public Library created a network of makerspaces (Maakplaats021) and provided training for the makerspace-coaches. These coaches – former librarians or other professionals – have a central role in the makerspace and fulfill several functions. This contribution describes informal learning of children in these makerspaces and distills critical features that enforce learning through the lens of children aged 8–12 and their makerspace-coaches.
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