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

MIL MIL MIL MIL MIL MIL MIL MIL MIL MIL MIL MIL MIL

THANK YOU