Abstract:
In this chapter, we consider the implications of the recent position espoused by the United Nations Educational, Scientific and Cultural Organization (UNESCO) that media and information literacy is a fundamental human right (Wilson, Grizzle, Tuazon, Akyempong, & Cheung, 2011). Taking this position seriously means that schools and initial teacher education (ITE) programmes must prepare today’s children, youth, and teachers to effectively engage with an increasingly digital, networked, and media-saturated world. Indeed, UNESCO sees teachers “as principal agents of change” (p. 11) and its Media and Information Literacy Curriculum for Teachers as “launching a catalytic process which should reach and build capacities for millions of young people” (Wilson et al., 2011, p. 11). Following UNESCO, we argue for the need to embed critical media and information literacy within all learning areas and levels of the formal curriculum. We also argue that, if teachers are to be effective in enabling young people to successfully navigate an increasingly digital, mediated, information-saturated, and fragmented world, there needs to be a concerted effort within ITE and teacher professional development programmes to prepare and support them for this role.