Erasmus Plus, KA2 – Cooperation and Innovation for Good Practices How to Promote Intercultural Media and Digital Literacy Skills in Multicultural Neighborhoods as a Tool for Social Inclusion. Erasmus Plus, KA2 – Cooperation and Innovation for Good Practices Erasmus Plus Wageningen, 24-06-2019

Content of presentation Introduction Mira Media Mira Media and European projects: lessons learned Origin of the project Intercultural Media and Digital Literacy Skills in Multicultural Neighborhoods Erasmus Plus project: Digital Generation Gap in Migrant and Low Educated Families DGGMLF) 2014 – 2017, Cooperation for innovation and the exchange of good practices, Strategic Partnerships for adult education National execution Transnational experiences Erasmus Plus project: COmmunity LIBraries and digital LITEracy skills for MLF children (COLIBLITE) 2017 – 2020, Cooperation for innovation and the exchange of good practices, Strategic Partnerships for school education Conclusions

MIRA MEDIA origin of the project Mira Media was founded in 1986 by the national migrant organizations in order to realize more diversity in the media. At present Mira Media operates as local social digital mediator in neighborhoods in the city of Utrecht. It supports community- and migrant organizations and schools to help MRS groups (of all generations) to cope with the digitalization in all areas of life. The activities of Mira Media aim: To improve their digital citizenship skills an/or ; To develop educational neighbourhood alliences; To offer management support by implementing digital citizenship policies; To facilitate supporting training of professionals; To facilitate intercultural educational parent meetings; To facilitate out of school activities for children en youngsters in multicultural neighbourhoods in Utrecht

WORKING FILOSOPHY OF MIRA MEDIA SINCE 1986

The origin of the project … Mira Media states that: 1. Migrant families don’t participate proportionally in parent meetings about media education 2. The information and brochures are not suitable for this target group Project: Digital Generation Gap in Migrant and Low Educated Families The origin of the project … Allochtone ouders hebben dezelfde behoeften mbt mediaopvoedingsondersteuning – lastig ondetseunen bij media Selectie en interpretatie van mediabronnen

SURVEY DIGITAL SKILLS MIGRANTS 2013 30 roundtable meetings with migrant parents Questions to the migrant parents: What do parents want to know about their children’s internet use; And what are their needs; How do migrant parents use the internet themselves; What are their own digital skills. Wat wil de allochtone ouder Hoe bewreik je allochtone ouders Een stappenplan Taal en materiaal Interculturele competenties

OUTCOMES SURVEY Migrant parents have same worries and educational questions as Dutch native parents; Migrant parents use internet and same media appliances with internet connection as Dutch parents; Same diversification in use between migrant parents, related to age, educational level, etc. Migrants are using different websites and more often communication tool like Skype to communicate with friends and family in countries of origin. (depending on available internet in those countries; Migrants, especially the Turkish community, are using websites in own language, based in their country of origin as well as in the Netherlands.

PROBLEMS AND OBSTACLES: Local No available experienced intercultural teachers Dutch language skills Computer facilities Insufficient educational infrastructure

REQUESTS Requests from parents: Information meetings and workshops on how to cope with internet use children; Courses to improve own digital skills. Preconditions to participate: During school time children Trusted environment Reliable and intercultural teacher

To develop a comprehensive approach PROJECT SCOPE To develop a comprehensive approach that allows migrant parents to prepare their children to a self-supporting life in a rapidly digitalizing society Wat wil de allochtone ouder Hoe bewreik je allochtone ouders Een stappenplan Taal en materiaal Interculturele competenties

TRANSNATIONAL PARTNERSHIP Italy, Bologna UK, London Romania, Bucharest Netherlands, Utrecht, Amsterdam

PROJECT SCOPE Fase 1 Fase 2 Fase 3 ANNUAL TRANSNATIONAL ACADEMIES National- local research; Network investment Pilots and implementation Evaluation and sustainable implementation Het enige verschil met autochtone ouders is dat ouders uit sommige bevolkingsgroepen de voorkeur geven aan het bezoeken van websites uit het land van herkomst. Dit laatste is mede afhankelijk van het aanbod dat het moederland heeft op dit gebied. ANNUAL TRANSNATIONAL ACADEMIES

FASE 1: NEIGHBOURHOOD NETWORK

FASE 1: LOCAL PARTNER ORGANISATIONS Libraries Schools Welfare Community centres Youth health care Municipal health services (GGD) Migrant-organisations Religious institutions Educational organisations (f.i. computer courses)

FASE 1: TRAINING INTERCULTURAL MEDIACOACHES MEDIACOACHES

FASE 1: TRANSNATIONAL CONCLUSIONS Results of national research: Big differences in national environments, targetgroups and experience; Transnational training of intercultural mediacoaches; National coaching by transnational coordinator.

Where did we find our target groups? FASE 2: PROJECT IN PRACTICE Where did we find our target groups?   Het enige verschil met autochtone ouders is dat ouders uit sommige bevolkingsgroepen de voorkeur geven aan het bezoeken van websites uit het land van herkomst. Dit laatste is mede afhankelijk van het aanbod dat het moederland heeft op dit gebied.

Media Education Meeting FASE 2: LOCAL PROJECT IN PRACTICE Media Education Meeting 1. Follow-up meetings 2. Digital skills training 3.Cyberparents Het enige verschil met autochtone ouders is dat ouders uit sommige bevolkingsgroepen de voorkeur geven aan het bezoeken van websites uit het land van herkomst. Dit laatste is mede afhankelijk van het aanbod dat het moederland heeft op dit gebied.

FASE 2: PROJECT IN PRACTICE - UTRECHT Het enige verschil met autochtone ouders is dat ouders uit sommige bevolkingsgroepen de voorkeur geven aan het bezoeken van websites uit het land van herkomst. Dit laatste is mede afhankelijk van het aanbod dat het moederland heeft op dit gebied.

FASE 2: TOPICS IN PARENT MEETINGS MEETINGS

FASE 2: CYBERPARENTS

FASE 2: FOLLOW UP ACTIVITIES

Participation of 1100 parents. RESULTS 2014 - 2015 Participation of 1100 parents.

FASE 2: TRANSNATIONAL CONCLUSIONS How to realize a sustainable implementation: develop a new project with involvement/ownership of the “sustainable keyholders” and use it as a “carrot”! Central role for library Better involvement of schools Ownership (what’s in it for me?) Activities for parents and children! Intercultural media competences for professionals Solution!!!: Development of new Erasmus Plus project together with libraries and schools.

FASE 3: TOOLKIT Local dessimination meetings Local digital newsletters Final European conference Presentations in European meetings Online Toolkit aaaaaaaa

FASE 3: TRANSNATIONAL CONCLUSIONS The “sustainable approach” was successful: Libraries came onboard because of follow-up application Final conference was in national library of Romania Commitments to implement the results of the project were the base of the Erasmus Plus follow-up project. Projects have to be based on national/local/school policies rather than European policies. Central project management local / European is essential!

Local horizontal cooperation between schools, libraries, youth work, community centers and MLF parents Vertical implementation digital citizenship and digital 21st century skills programs in school- and library programs

SIX CYLINDERS OF DIGITAL CITIZENSHIP Naar een mediawijze school SIX CYLINDERS OF DIGITAL CITIZENSHIP 1. Vision & Policies 6. Support children outside school hours 2. Parent involvement Each COLIBLITE partner / school 3. Competencies educational professionals 5. School curriculem 4. Cooperation with partners in the neighbourhood © Mira Media 2016

FASE 3: TRANSNATIONAL CONCLUSIONS One annual transnational meeting is not enough Introduction of webinars Every IO has its own coordinator Format, aims and objectives work for everybody. The implementation is completely different in each country. Competence scheme of DIGI-Comp offers lingua franca. Working visits during transnational meetings are clarifying differences

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