{"id":1771,"date":"2023-10-12T22:11:00","date_gmt":"2023-10-12T22:11:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1771"},"modified":"2024-02-13T14:45:32","modified_gmt":"2024-02-13T14:45:32","slug":"name-it-to-tame-it-irex-for-media-literacy-in-lithuania","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/name-it-to-tame-it-irex-for-media-literacy-in-lithuania\/","title":{"rendered":"\"Nommer pour apprivoiser : IREX pour l'\u00e9ducation aux m\u00e9dias en Lituanie"},"content":{"rendered":"<p><strong>Objectifs et buts<\/strong><\/p>\n\n\n\n<p>Le paysage m\u00e9diatique moderne exige aujourd'hui des comp\u00e9tences et des connaissances de grande qualit\u00e9 pour naviguer et utiliser de mani\u00e8re critique des flux d'informations consid\u00e9rables. Les connaissances et les comp\u00e9tences en mati\u00e8re d'\u00e9ducation aux m\u00e9dias aident les individus \u00e0 \u00e9valuer le contenu de l'information dans la vie quotidienne et les dotent des comp\u00e9tences n\u00e9cessaires pour reconna\u00eetre la d\u00e9sinformation et la propagande (Terzis et al., 2020).<\/p>\n\n\n\n<p>L'objectif de cet article est d'analyser et de pr\u00e9senter les principales activit\u00e9s et les r\u00e9sultats du projet 2022 d'\u00e9ducation aux m\u00e9dias dans les pays baltes \u00e0 l'universit\u00e9 de Vilnius et de partager les meilleures pratiques. Le projet fait partie du programme d'\u00e9ducation aux m\u00e9dias dans les pays baltes qui vise \u00e0 permettre un meilleur engagement dans le traitement critique de multiples formes de m\u00e9dias. Il s'appuie sur le programme et l'approche de formation \u00e0 l'\u00e9ducation aux m\u00e9dias L2D (Learn to Discern) mis en \u0153uvre par l'organisation IREX (International Research &amp; Exchanges Board) avec l'aide du D\u00e9partement d'\u00c9tat am\u00e9ricain et de l'Agence des \u00c9tats-Unis pour le d\u00e9veloppement international (USAID). Il s'inscrit dans le cadre d'un effort international coordonn\u00e9 visant \u00e0 aider les gens \u00e0 acqu\u00e9rir des connaissances et \u00e0 d\u00e9velopper les comp\u00e9tences indispensables \u00e0 l'\u00e8re des m\u00e9dias et de l'information post-v\u00e9rit\u00e9. Elle vise \u00e0 emp\u00eacher la propagation d'informations manipulatrices, de d\u00e9sinformation, de discours haineux et de propagande qui apparaissent \u00e0 travers de multiples sources d'information et de contenu (Learn to discern. Media literacy : trainer's manual, 2020).<\/p>\n\n\n\n<p><strong>R\u00e9sultats<\/strong><\/p>\n\n\n\n<p>Nous avons d\u00e9velopp\u00e9 les principales activit\u00e9s et produits du projet d'\u00e9ducation aux m\u00e9dias dans les pays baltes \u00e0 la facult\u00e9 de communication de l'universit\u00e9 de Vilnius. En tant que partenaire de ce projet, nous avons analys\u00e9 les r\u00e9sultats \u00e0 l'aide de donn\u00e9es statistiques et des commentaires des participants. Pour ce faire, nous avons cr\u00e9\u00e9 des formulaires destin\u00e9s aux \u00e9tudiants universitaires, aux universitaires, aux sp\u00e9cialistes de l'information et aux \u00e9coliers. Nous avons organis\u00e9 des s\u00e9minaires et des ateliers d'\u00e9ducation aux m\u00e9dias pour les \u00e9tudiants ne parlant pas le lituanien dans les \u00e9coles secondaires partenaires. Nous avons organis\u00e9 des s\u00e9minaires\/ateliers pendant les cours d'\u00e9t\u00e9 pour les \u00e9tudiants et les universitaires de l'universit\u00e9 de Vilnius. Enfin, nous avons pr\u00e9par\u00e9 un article pour la recherche universitaire et une revue de la litt\u00e9rature sur l'\u00e9ducation aux m\u00e9dias. L'universit\u00e9 de Vilnius a accept\u00e9 le cours universitaire g\u00e9n\u00e9ral \"\u00c9ducation aux m\u00e9dias et \u00e0 l'information\" que nous avons cr\u00e9\u00e9. Nous avons adapt\u00e9 et int\u00e9gr\u00e9 la m\u00e9thode JEDI (Journalism in the Era of Disinformation) dans ce cours. L'objectif de ce cours \u00e9tait de d\u00e9velopper les capacit\u00e9s des \u00e9tudiants \u00e0 comprendre la sph\u00e8re de l'information et ses processus dans les m\u00e9dias et d'acqu\u00e9rir des comp\u00e9tences essentielles pour une consommation consciente et critique du contenu des m\u00e9dias. Les \u00e9tudiants ayant suivi ce cours devraient \u00eatre capables d'\u00e9valuer et de g\u00e9rer tous les flux d'information quotidiens, ainsi que de discerner les sources d'information fiables et non fiables, les contenus cr\u00e9dibles et la d\u00e9sinformation, les fausses informations et les \"fake news\" (fausses nouvelles). Enfin, la facult\u00e9 de communication de l'universit\u00e9 de Vilnius a organis\u00e9 la conf\u00e9rence internationale des \u00e9tudiants, SOLUTION2022, sur l'\u00e9ducation aux m\u00e9dias https:\/\/www.kf.vu.lt\/dokumentai\/Programme-Final-Public.pdf en coop\u00e9ration avec l'universit\u00e9 Vytautas Magnus de Kaunas (Lituanie).<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>IREX (2020). Learn to discern. Media literacy: trainer\u2019s manual. Retrieved January 15, 2023 from https:\/\/www.irex.org\/sites\/default\/files\/node\/resource\/learn-to-discern-media-literacy-curriculum-english-3.pdf<\/li>\n\n\n\n<li>Terzis, D., Kloza, D., Ku\u017eelewska, E., &amp; Trottier, D. (Eds.). (2020). Disinformation and digital media as a challenge for democracy. Retrieved January 22, 2023 from https:\/\/www.cambridge.org\/core\/books\/disinformation-and-digital-media-as-a-challenge-for-democracy\/4AA403BC2691C317616CBD580894A02D<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Martynas Petrikas,\u00a0Jurgita Rud\u017eionien\u0117<\/strong><br><em>Universit\u00e9 de Vilnius, Lituanie<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>Objectives and Aims Modern media landscape today requires high quality skills and knowledge to navigate and use critically tremendous information flows. Media literacy knowledge and skills help individuals evaluate the information content in daily life and equips them with the necessary competences to recognize disinformation and propaganda (Terzis et al., 2020). Our goals for this [&hellip;]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[35],"tags":[54,53],"class_list":["post-1771","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"trp-custom-language-flag":false},"uagb_author_info":{"display_name":"InLitAs","author_link":"https:\/\/inlitas.org\/fr\/author\/admin\/"},"uagb_comment_info":0,"uagb_excerpt":"Objectives and Aims Modern media landscape today requires high quality skills and knowledge to navigate and use critically tremendous information flows. Media literacy knowledge and skills help individuals evaluate the information content in daily life and equips them with the necessary competences to recognize disinformation and propaganda (Terzis et al., 2020). Our goals for this\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1771","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/comments?post=1771"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1771\/revisions"}],"predecessor-version":[{"id":1772,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1771\/revisions\/1772"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1771"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1771"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1771"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}