1. 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,

2. 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

3. 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

4. WORKING FILOSOPHY OF MIRA MEDIA SINCE 1986

5. 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

6. 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

7. 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.

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

9. 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

10. 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

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

12. 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

13. FASE 1: NEIGHBOURHOOD NETWORK

14. 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)

15. FASE 1: TRAINING INTERCULTURAL MEDIACOACHES MEDIACOACHES

16. 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.

17. 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.

18. 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.

19. 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.

20. FASE 2: TOPICS IN PARENT MEETINGS MEETINGS

21. FASE 2: CYBERPARENTS

22. FASE 2: FOLLOW UP ACTIVITIES

23. Participation of 1100 parents.
RESULTS
Participation of 1100 parents.

24. 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.

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

26. 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!

30. 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

31. 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

33. 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

34. THANK YOU FOR YOUR ATTENTION!