This interview is part of the ”Digital Media Literacy in EDMO Round Table’‘ interview series that is published every month to highlight the work of the 14 EDMO hubs.
IBERIFIER, Iberian Digital Media Observatory.
Authors: Vitor Tomé, Autonomous University of Lisbon, Portugal & Charo Sádaba Chalezquer, University of Navarra, Spain.
Can you give us an update on your media literacy activities since our last interview?
Since our previous interview in May 2023, we have completed phase one of IBERIFIER, having exceeded the objectives set for all the work packages. For the Media Literacy work package, we have created and published manuals for both trainers and trainees, which have been used in 44 IBERIFIER training actions, in-person and online. These sessions involved 997 participants, including journalists, teachers and other communication professionals (e.g. the Spanish National Police). Training activities were also organised for other audiences, such as very young children, elderly people, and people in disadvantaged situations. These courses took place not only in Portugal and Spain but also in Africa and Latin America. In addition, we initiated various Media Literacy activities, such as training sessions and partnerships, in collaboration with European organisations like the Council of Europe and Lie Detectors, North American groups such as the International Council for Media Literacy and the Getting Better Foundation, and Latin American organisations including UNESCO Latin America. We also showcased the project at international conferences and within the training courses offered by EDMO. Following these achievements, we set the groundwork for IBERIFIER Plus.
What exactly is planned as part of IBERIFIER 2.0?
In the second phase of the Iberian Digital Media Observatory (IBERIFIER), the Media Literacy work package is organised into three main segments. The first segment includes 30 training sessions targeting diverse audiences across various venues in Europe, as well as in Portuguese and Spanish-speaking countries. Since May 2024, we have conducted 17 sessions within Europe and 5 outside Europe, in locations such as Cape Verde, Ghana, and Ecuador, involving at least 886 participants (we are currently awaiting additional data). These participants include journalists, teachers, students, politicians, militaries, police officers, and members of the general public. Additionally, we will launch 10 Media Literacy campaigns and publish a special issue of the scientific journal Educação e Cultura Contemporânea (Brazil), whose call for papers is open until 20 February.
The second segment focuses on creating the ‘Mundus IBERIFIER’ network, a long-term initiative aimed at engaging stakeholders from Portuguese and Spanish-speaking countries, such as researchers, journalists, educators, students, and other professionals interested in media literacy. The network is being developed methodically to ensure stability, with an implementation and development plan anticipated by 2026.
The third segment involves establishing a project dedicated to defending democracy by engaging young people in media production activities that adhere to democratic principles. Our goal is to reach 1,000 young individuals in Portugal and Spain and to publish the results and methodologies to facilitate potential replication in other countries.
How do you define what constitutes an effective media literacy initiative in your context?
Fortunately, there are numerous Media Literacy initiatives in Spain and Portugal, encompassing regional, national, and international efforts. However, many of these initiatives lack effective impact assessment and proper monitoring. Consequently, we have high hopes for the EDMO Guidelines for Effective Media Literacy Initiatives, which we are incorporating into all our activities. Additionally, we are actively promoting these guidelines to all stakeholders we collaborate with.
Which groups do you target most often with your media literacy initiatives? (e.g. teachers, librarians, journalists, youth workers, young people, older people) What is the motivation for targeting these groups, and how do you reach them?
In the first phase of IBERIFIER (2021-2024), our primary focus was on engaging journalists, teachers, and students, connecting with them through newspaper organisations, information agencies, teacher training centers, and universities. However, we have gradually broadened our reach to include other audiences, ranging from young children to older adults. As previously mentioned, our audience is now diverse in both professional backgrounds and geographical locations. For instance, we encourage training activities not only in formal educational settings but also in informal venues such as museums, theme parks, book fairs, and more.
Is there potential for collaboration with those outside civil society in your country/ies? For example, with policymakers, regulatory authorities or the tech industry. If so, what form does such collaboration take?
Drawing inspiration from the theory of economist Thomas Malthus, the IBERIFIER network initially expanded arithmetically. However, the collaborative efforts of the consortium’s more than 20 partners have led to geometric growth. We currently engage with a substantial number of organisations, encompassing public bodies (such as policymakers and public media), private entities (including private media, schools, and universities), and third sector organisations (like NGOs), both in Spain and Portugal, as well as at the European and international levels, with a particular focus on Portuguese and Spanish-speaking countries.
Our approach emphasises mutual yet effective collaboration, resulting in a range of activities, projects, and outputs. These collaborations can be formal, marked by the signing of memoranda of understanding, or more informal. Regardless of the format, what truly matters is that the outcomes of our collaboration are evident and impactful.
Where do you think the best opportunities lie for you going forward in promoting media literacy and tackling disinformation in your country/ies?
That is an excellent question; however, the response may not meet that level of complexity. In Portugal, for instance, the Government has introduced a new National Media Literacy Plan, which will be up for discussion at the beginning of this year. This plan aims to engage all relevant organisations across the country and holds great promise, particularly in its central focus on combating disinformation. We are optimistic about the outcomes of this plan, which is why IBERIFIER is collaborating with the Media Mission Structure, the public body tasked with designing, implementing, and evaluating the plan.
In Spain, given the diversity of its 17 autonomous communities, there are various approaches to media literacy, many of which are already well-established. By respecting the uniqueness and specific contexts of each area, as foreseen in the EDMO Guidelines for Effective Media Literacy Initiatives, we believe there are significant opportunities to promote Media Literacy and address disinformation.
On an international level, while involving Spain and Portugal, IBERIFIER is collaborating with other research projects that target specific audiences. For example, the MIL-Community Connections project, developed by IBERIFIER member organisations (Iscte-Portugal, Learn to Check-Spain and EDMO Ireland (Dublin City University), will train librarians from public libraries in these three countries to create, implement, and evaluate community Media Literacy projects that also aim to combat disinformation. Additionally, in the Algowatch – Decoding Algorithms Media and AI Literacy for All we are contributing to the training of teachers, journalists, and librarians, which includes validating resources such as eye openers, quizzes, and video games created by the Algowatch partners (Savoir Devenir, France; DKMK, Croatia; Maynooth University, Ireland; Iscte, Portugal), targeting the general public with a specific focus on young individuals aged 13 to 17.
