Media education in Estonia: reasons of a failure and success Kadri Ugur Institute of Social Studies University of Tartu

Educational system of Estonia Mandatory education starts at 7 years and lasts 9 years or until pupil is 17 Primary and secondary education is free of charge High scores in PISA and TIMSS tests Tertiary education is free for students (2013) 88% adults have high school diploma or equivalent

Estonian youth in the internet EU Kids Online II All children in Estonia use Internet 96% have broadband connection at home 50% of our kids have had problems because of being too long online 40% of children have experienced bullying or other online risks Digital literacy is a little higher than in European average Parental mediation is reactive, not proactive

ML in Estonian curricula Cross-curricular theme since 2002 Traditions to teach creating media texts as a part of classes of mother tongue Possibility to teach 35 hours in gymnasium level as voluntary subject 2011 national curriculum CCT “Media education” => “Information environment” Mandatory course “Media and influences” in gymnasium level Estonian

ME in school praxis Everything depends on school’s will and teacher’s competency No reports about reality of media education Teacher’s understanding about media literacy varies greatly Pupils are introduced to the media they do not use Newspapers, TV-news, talk radio

Research program “Implementation strategies of cross-curricular themes in Estonian schools” 2009-2011 Based on old national curricula Representative sample of 10 schools Several research instruments Analysis of school’s curricula Interviews with schools’ stuff Teachers’ survey Pupils’ survey Lesson observations (only media education)

Results Teachers interpret cross-curricular themes as natural part of educational process and do not reflect on their own actions or words. Teachers do not feel ready to deal with media education. Pupils are interested for media, but critical about the ways media is mentioned at school.

Why did we fail? In 2011, media education as CCT was in weaker position than other CCT-s. No prove of positive change since Research did not explicitly reveal reasons of failure Combination with other research results allows to make suggestions

Reason 1: lack of cognitive models During pre-service education teachers have got no training for implementing CCT-s How does teaching CCT differ from “time consuming chit-chat about what the kids saw in TV” Attitudes towards media vary in generations and in persons Is media worth of our attention?

Reason 2: overloaded curricula System of assessment supports good factual knowledge, not critical thinking Schools are rated by the results of standardized assessment Teacher concentrate on what they assume will be asked in the tests

Reason 3: lack of critical reading competency Traditional approach to texts is normative, not critical Methodological mousetrap – if you teach kids to critically listen and read media, they will use that skill on you Teacher’s inner insecurity

Reason 4: traditions Literacy = reading and writing and that we can already Media educations = writing news story + using internet If we have one “media crazy” teacher at school, other teachers are “safe” Media is connected to language, not to social sciences or arts

Reason 5: school culture Teacher’s cooperation is not supported What happens in the classroom is defined by teacher’s choice and ability, not by pupil’s needs The walls between subjects are too strong

Reason 6: different media usage Generational gaps, differences in media usage No reflection habits Prejudices and misbelieves about media Verbal vs visual processing?

Reason 7: text books Media is “handled” in text books of many subjects Mostly in out-dated key Simplified concepts are spread constantly Teachers are not able to correct printed misunderstandings Media has changed since last textbook issue!

Course “Media and influence” Gymnasium level Estonian One compulsory + one semi-voluntary practical course 35 + 35 hours Teachers are NOT PREPARED to teach this course Verbal vs audiovisual media, media production etc

Good practices Schools have some free lesson resource and some freedom in curriculum development Media is taught as voluntary subject in several schools by professionals Under the name “media” you may find great variety of content From history of journalism to multimedia production

Good vibes Many media professionals are interested in teaching at schools Courses at bachelor level Media education in secondary school Focused on media as cross-curricular theme Media education in gymnasium Focused on 35hour course Media didactics Focused on media production and supportive editing

School media Long traditions of school newspapers and radio NMK (Youth’s media club) production camps Other forms of non-formal education Separate projects and competitions for motivated students

Changing teacher education Communication skills are trained, not lectured Mediated communication is considered Media didactics is still missing in pre-service training Audiovisual training techniques are used Possible positive influence

In-service training Association of Media Educators NGO Lack of resources and devoted people New national curricula = endless amount of courses for teachers

“Circle of life” or the way out? Reflection of teaching practices and media literacy Research of media usage practices; educational studies Political decisions on national level Curriculum development, methodology, teacher education Media education in the context in formal education and lifelong learning

Suggestions Media education must be built up based on pupils’ needs and media experiences, not from teachers’ competence or existing text books. Creating cognitive schemas during pre-service training of teachers

Sources National curricula http://www.hm.ee/index.php?1512622 http://www.hm.ee/index.php?1512619