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Description
The main goal of the project is to improve media and information literacy (MIL) skills in Latvian society with four key activities: 1. Within the project, undertake qualitative analysis and evaluation of state and NGO sector initiatives in the field of MIL; 2. Analyze the Norwegian and Finnish experience in developing national MIL policies, its institutional framework, and implementation mechanisms, to prepare policy recommendations to the government on how to develop a comprehensive and interinstitutional MIL policy in Latvia 3. Based on the research, bring together representatives of the state and NGO sector and develop recommendations for the MIL section of the Latvian media policy guidelines which should enter into force in 2023;; 4. The final activity of the project is the development of methodological materials and courses (in-person and digital) for general education teachers, thus providing support for a qualitative integration of media and information literacy in the curriculum of general education. A study of existing MIL activities will help the government and the NGO sector to identify which activities are successful and sustainable, and the information gathered on all actors in the field will create synergies. Research-based recommendations will also be made, firstly for the MIL policy section of the national media policy guidelines and secondly for policy recommendations to the government on how to develop a coordinated and effective policy in this area, involving both public authorities and academia and NGOs. The current school study program (Skola2030) requires an increased media literacy but lacks methodological materials and teachers'' skills to integrate MIL into the curriculum. Therefore, the courses and methodological materials provided in the project will be an important support in the work of teachers. The project will be implemented together with the Norwegian Human Rights Academy and the Riga Graduate School of Law.
Summary of project results
Several critical challenges related to media and information literacy were faced in Latvia and the broader Baltic region before this Active Citizens Fund strategic project. The spread of disinformation, especially following Russia''s aggression in Ukraine in 2014, was identified as a significant threat to democratic foundations. Efforts to manipulate the information space, including interference in elections and the global wave of fake news during the COVID-19 pandemic, were recognized as exacerbating the issue.
A low level of media literacy was noted within Latvian society, with only 23% of people being confident in distinguishing trustworthy media information by 2020. Despite the growing importance of these skills, no coordinated national policy was in place to address the problem. Educational initiatives were fragmented, and teachers lacked the necessary training and resources to effectively incorporate media literacy into the curriculum.
The approaches of Norway and Finland in coordinated cross-sector policies for media literacy were also to be learned from. Methodologies and educational materials were to be developed to support teachers as key agents in improving media literacy among students and society as a whole. Enhancing media literacy was recognized as essential for fostering an informed, critical, and participatory democratic culture in Latvia.
1. Analysis of the impact and sustainability of media literacy initiatives by state and NGO sector.
The project promoter conducted a comprehensive study analyzing the impact and sustainability of 27 media literacy projects implemented in Latvia from 2020 to 2023. This analysis identified trends in project sustainability and effectiveness, providing quantitative insights and stakeholder perspectives. The findings offered valuable data to inform future media literacy initiatives, highlighting key areas for improvement and guiding the development of more sustainable and impactful programs.
2. Utilization of Norwegian and Finnish practices for Media literacy policy recommendations in Latvia.
Drawing on international best practices, the project promoter conducted in-depth studies on Finnish and Norwegian inter-institutional coordination in media literacy. As a result, the project developed "Policy Recommendations for Improving Coordination of Media Literacy Issues in Latvia," integrating insights from these countries'' successful practices.
3. Contribution to the preparation and submission of Media literacy content under the New Latvian Media Policy Guidelines
The project promoter played an active role in shaping Latvia''s new Media Policy Guidelines, contributing proposals and participating in working groups focused on strengthening the media environment. BMIC also organized informal meetings with representatives from civil society organizations and public administration to discuss policy recommendations, enhancing coordination on media literacy issues.
4. Development of media literacy training programs and materials for Latvian school teachers
To support the integration of media literacy in primary and secondary education, the project promoter developed presentations, lesson plans, and practical tasks on four critical topics: media literacy in the context of elections and politics, the role of media as the fourth estate, the real cost of social media use, and audiovisual content creation and analysis. These materials were presented and tested in 11 seminars across Latvia, engaging a total of 215 school teachers. Teachers from various regions, including Kuldīga, Rēzekne, Daugavpils, Valmiera, Ventspils, Sigulda, Riga, Liepāja, Jūrmala, and Jelgava, participated, ensuring wide regional representation and diverse feedback. The materials were well-received by the educators, with many expressing readiness to apply them in their classrooms immediately. Following this successful implementation, the materials were evaluated by NEPLP, which invited them to be included in a special media literacy education platform—an extensive knowledge repository for media literacy in Latvia.
Main outcomes of the project:
- Influence on media policy guidelines: The project significantly contributed to shaping the Media Policy Guidelines, with some recommendations incorporated into the second draft.
- Fostering inter-institutional collaboration: The project helped enhance collaboration between civil society organizations, government bodies, and other stakeholders, ensuring that voices from the media literacy sector were actively heard in the policymaking process.
- Empowering the media literacy NGO sector: The project increased the self-organization and awareness within the media literacy NGO sector, leading to a stronger desire to influence policy and greater recognition of BMIC''s role in coordinating and representing sector interests.
- Strengthened role of civil society: Civil society''s influence on media literacy policy development was strengthened, creating a platform for future advocacy and ongoing collaboration between NGOs and government bodies.
- Capacity building for educators: The project played a key role in developing and delivering media literacy training materials for educators. These materials were positively evaluated by the NEPLP, which invited their inclusion in a national platform for media literacy resources. Teachers who participated in the training found the materials immediately applicable in the classroom.
- Vision for continued efforts: The organization plans to establish regular, nationwide media literacy training for educators. This project served as a significant first step, with a Cooperation Agreement signed with NEPLP to ensure continued media literacy efforts in Latvia.
Summary of bilateral results
The involvement of the Norwegian partner organization, the Human Rights Academy, in the project included the following key contributions:-It conducted a research report titled "Media Literacy Practices in Education and Inter-Institutional Collaboration in Norway." This report served as a factual data source and provided examples of good practices, which were used in the development of policy recommendations. -The Norwegian team visited Riga for a work trip to offer their proposals and suggestions for the forthcoming media literacy methodological materials.-Responded to questions and provided clarifications regarding Norway’s media literacy policy practices. Their answers were used to refine and supplement the policy document (report).