POLITICAL EFFICACY HANDBOOK
BB&R EDITIONS
POLITICAL EFFICACY HANDBOOK
Authors: Pablo Biderbost, Alonso Escamilla. Design & Visuals: Alonso Escamilla. Published: 2018 © BB&R Editions Building Political Efficacy through Digital Media Literacy. Project 2017-2-ES02-KA105-009735 implemented by Biderbost, Boscan & Rochin (BB&R) in collaboration with Human Right Youth Organisation (HRYO) and Østfold fylkeskommune. http://buildingpoliticalefficacy.eu/
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Biderbost, Boscan & Rochin Gran Vía, 59-61, Floor 1, Office 2 37001 Salamanca, Spain bbyr@bbyr.com www.bbyr.com This project has been funded with support from the Erasmus+ Programme of the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
contents CONTENTS 1
preface… 6
2
youthpass… 9
3
energisers & icebreakers… 13
4
outdoor activities… 17
5
media literacy… 23
6
evaluation & feedback… 39
7
partners… 47
PREFACE Building Political Efficacy through Digital Media Literacy (2017-2-ES02-KA105-009735) was designed to generate a comprehensive youth exchange on how to promote media literacy mindsets in the new generation of Europeans, specially those from Italy, Norway and Spain. The mobility event was celebrated between 3th-9th July, 2018
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At the same time, the project achieved the following goals. First, unveiled the Erasmus+ Programme to the young participants from these three countries. Second, strengthened their civic competences and increased their European citizenship. Third, equip them with documentary video skills to identify the needs of their communities. Forth, to make them aware of fake news and advertising, and how to fight them.
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Is important to mention that, in order to develop the previous learnings, the protagonists of the exchange produced short documentaries about the European Union and the feelings of the citizens of Salamanca to this institution. With this, the young people were able to reflect about their own lived experience, build their confidence, develop a critical thinking (question and challenge political leaders/mass media) and reach local audiences.
In these times of increasing disaffection and inequality, it is more important than ever to engage young people in their communities, specially in the political dialogue, so the youngsters can have a voice, express their needs and be democratically represented. In this regard, the youngsters had the opportunity to become “civic journalists� and held structured dialogues with local entities (Entreculturas Salamanca and Europe Direct Salamanca).
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It is important to thank the Erasmus+ Programme, the Youth Institute of Spain and the Youth Institute of Castilla y LeĂłn, who without them this project would not have seen the light. As well as the San Estanislao Kostka School, Entreculturas Salamanca and Europe Direct Salamanca. And, specially, to the youngsters and youth leaders who were the protagonists of this project.
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With all this, we hope to support youngsters to become active citizens in their local communities and, furthermore, to contribute to the development of a more inclusive Europe.
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Yours sincerely,
YOUTHPASS
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! YOUTHPASS KEY COMPETENCES (1)
Communication in the mother tongue: using native language in different life contexts. Expressing ideas, opinions, feelings, needs, facts by listening, speaking, writing and reading. Understanding others.
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Communication in foreign languages: using different language(s) in different life contexts. Expressing in foreign language(s) your ideas, opinions, feelings, needs, facts by listening, speaking, writing and reading. Understanding others. Being open for others cultures, habits and realities.
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Mathematical competence and basic competences in science and technology: calculating, budgeting, controlling and planning expenses, solving problems, logic and critical thinking, looking for data, needs analysis, presenting facts by models and charts, being sensitive toward your environment.
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Digital competence: use means of IT in your free and working time and as a mean of communication. Producing, storing, analysing information. Sharing information via internet. Using different media means as mobile phones, digital cameras, etc.
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Learning to learn: To be able to organize and manage own learning. To set own aims and objectives, identify the optimal ways and means to achieve them and to monitor and evaluate own learning process. To know own learning abilities and optimal use of time, information and learning opportunities. To develop further on already gained experience and competences. To be able to apply achieved competences and experiences in ones personal, professional and social life. To know how to increase own motivation and self confidence.
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! YOUTHPASS KEY COMPETENCES (2)
Social and civic competence: To be able to participate in social, civic and working life. To be able to deal with people coming from different social and cultural backgrounds. To be able to cope in a constructive way with conflicts. To have a knowledge, skills and attitudes needed to be active as a citizen. To participate as much as possible in civic live at local, regional, national, European and global level.
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Sense of Initiative and Entrepreneurship: to turn ideas into actions, to be creative and innovative, to take a risk, to plan and manage projects, to be aware of different working contexts and being able to optimally use given opportunities for own development. To be aware of ethical values.
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Cultural awareness and expression: To be creative in expressing ideas through music, all possible ways of art, literature and theatre. To be appreciative for expression of ideas through music, theatre, literature and other forms of art. To be aware of own cultural context and cultural context of others.
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ENERGISERS & ICEBREAKERS
EUROPEAN PASSPORT
Name: Nationality: Age: Home City: What is your favorite song?
What is the one thing that always makes you smile?
What are the two things you value most in life? 1. 2. What is your favorite food?
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EUROPEAN BINGO Who has been in more than two European countries?
Who has a fish as a pet?
Who likes to dance?
Who is motivated to defend the environment?
Who likes sports?
Who has already taken part of an Erasmus+ project?
Who has at least 2 brothers or sisters?
Who likes to read?
Who was born in October?
Who can move their ears?
Who from here feels like a European citizen?
Who plays any musical instrument?
Who likes ice-cream?
Who likes drawing or painting?
Who was born in 2003?
Who would like to go backpacking all around Europe?
Who is a member of a youth organisation?
Who likes to run?
Who speaks three or more languages?
Who has more than 3 animals?
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OUTDOOR ACTIVITIES
EUROPEAN QUEST Welcome to the European Citizenship Quest. This paper contains all the challenges that you must face in order to win. In this regard, all the activities are related to Europe and Salamanca. You will have only 1 hour to conquer all the challenges and win! MAY EUROPE BE WITH YOU!
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1. All the members of the team must take a picture with citizens from 3 different EU Member Countries (upload it to Instagram). 2. Achieve that one citizen say "Europe" and “European Union" in 3 different languages (and it can not be in English, Greek, Spanish and Italian). 3. Get (literally) a European currency other than the Euro. 4. Find a person who can tell you what is the UK's most important television and radio network (record its answer on Instagram). 5. Achieve that one person tell you the capital of Latvia, Estonia and Lithuania. 6. All the members of the team must take a selfie with the commemorative plaque of the European Capital of Culture achieved by Salamanca in 2002. 7. Find a person who can tell you which is the European Youth City of 2018 (record its answer on Instagram). 8. All the members of the team must take a picture with the European Union flag (upload it to Instagram). 9. Achieve that 3 citizens write you in three different languages “European Citizenship" (and it can not be in English, Greek, Spanish and Italian). 10. Take a picture combining elements from Greece, Italy and Spain, post it on Instagram with #NonCognitiveSkills, #BelieveInEurope & #ErasmusPlus, and reach at least 10 likes. 11. Find a person who can tell you what country has a HARP in its Euros (record its answer on Instagram). 12. Once you finish all the challenges above, be at the clock on the Main Square of Salamanca and tell to the facilitator the name of the song that is hidden in this paper.
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GROUP 1
SALAMANCA QUEST
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Welcome to the Salamanca Quest. Here all the challenges that you must face in order to win. All the activities are related to Salamanca history. You are NOT ALLOWED TO USE INTERNET to find the solutions. But you can USE A MAP and ASK TO ALL THE CITIZENS that you like. You will have only 1 hour and 15 minutes to conquer all the challenges! MAY EUROPE BE WITH YOU!
CLUE
It’s very common in Salamanca, that when waiting for a person, you wait for them “UNDER THE CLOCK”.
TASK
Miguel de Unamuno, from the beginning of his residency in Salamcana, was an active participant in cultural life, and he was constantly present on the terrace of the Novelty Café, next to the city hall, a custom that was maintained until 1936. He described this location as: “A four sided room. Irregular, but surprisingly harmonic”. Find his medallion, and all the group must take a selfie with him.
CLUE
This remains as the place of residence for the Dominicans.
TASK
The doctrine of Maestro Francisco de Vitoria, both in its philosophical foundation and in its legal application, has given important contributions —with its slight differences—to the global human rights movement. Take a group photo with Francisco de Vitoria.
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GROUP 1
CLUE
¿Where do you find the SCALA COELI?
TASK
¡You found it! A new balcony on the towers of la Clerecía in which you can discover, from the very top, the splendor of this city of world heritage. Now look for the university gate, and take a group photo like you were an excited student on its first day of class.
CLUE
The New, Gothic, Renaissance, and Baroque styles are created, and then grow from one another. La Vieja, of a Romanesque style.
TASK
Look for the astronaut and the devil eating an ice-cream, and take a selfie with them.
CLUE
Legend has it that under one of these shells, you can find and ounce of gold…
TASK
This building has a very interesting story. In order to know it, search for a person to tell you about the legend, record it in video or audio.
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GROUP 1
CLUE
Another legend says that if you find this FROG you will pass your exams.
TASK
This place contains the medallion of the Catholic Monarchs (Fernando and Isabel). Take a picture pointing directly to the spot where is the frog.
CLUE
Look for “EL CIELO DE SALAMANCA” (The Salamanca sky).
TASK
On almost every university building, you will find famous "vítores". In the courtyard, find the vítores that the group likes the most, take a picture.
CLUE
¿What place did Fernando de Rojas choose to recreate CALIXTO Y MELIBEA?
TASK
Make a video representing a scene from La Celestina: “Calixto enters the garden of Melibea and, upon seeing her, falls in love with her (with Melibea). He begins to speak to her, but she rejects him”.
THE FINISH LINE
Upload all your tasks (photos and videos) on the Facebook Group, Run and wait “under the clock”!
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MEDIA LITERACY
MEDIA LITERACY DEFINITION
MEDIA LITERACY IS THE ABILITY TO ACCESS, ANALYSE, EVALUATE AND CREATE DIFFERENT CONTENTS. THIS MEANS, THAT YOU HAVE THE COMPETENCES TO UNDERSTAND THE COMPLEX MESSAGES YOU RECEIVE FROM TELEVISION, RADIO, INTERNET, NEWSPAPERS, MAGAZINES, BOOKS, BILLBOARDS, VIDEO GAMES, MUSIC (AND ALL OTHER FORMS OF MEDIA). ! FURTHERMORE, MANY EDUCATORS HAVE DISCOVERED THAT MEDIA LITERACY IS AN EFFECTIVE AND ENGAGING WAY TO APPLY CRITICAL THINKING SKILLS TO A WIDE RANGE OF ISSUES. AT THE SAME TIME, MEDIA LITERACY INCREASE THE PROBABILITIES OF BECOMING ACTIVE CITIZEN OF YOUR COMMUNITY. ! YOU SHOULD BE CURIOUS AND SKEPTICAL ABOUT WHAT YOU SEE AND HEAR, RECOGNISING TACTICS AND APPROACHES USED BY MEDIA MAKERS. THIS INFORMATION IS TAKEN FROM: MEDIALITERACYPROJECT.ORG
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DIFFERENTIATING ADVERTISEMENTS CLAIMS
ADVERTISING THAT DESCRIBES A PRODUCT, PROMOTES SPECIFIC FEATURES OR MAKES CLAIMS ABOUT WHAT A PRODUCT OR SERVICE CAN DO FOR THE POTENTIAL CUSTOMERS PROVIDES SUCCESSFUL RESULTS BY INFORMING, EDUCATING AND DEVELOPING EXPECTATIONS IN THE BUYER. ! CLAIMS CAN STATE FACTS SUCH AS "LOCALLY GROWN" OR "NEW, LOW PRICE". CLAIMS CAN ALSO USE A BIT OF HYPE, SUCH AS CALLING ONE BRAND OF ORANGE JUICE ”HIGH IN VITAMIN C" OR LABELLING A TOY "LOVED BY KIDS EVERYWHERE". CLAIMS LIKE THESE CAN GRAB A SHOPPER'S ATTENTION AND HOPEFULLY HELP CLOSE A SALE, BUT BE CAREFUL TO AVOID EXAGGERATIONS THAT COULD BE CONSIDERED BLATANTLY UNTRUE, AS THESE COULD LEAD TO LEGAL PROBLEMS.
THIS INFORMATION IS TAKEN FROM: MEDIALITERACYPROJECT.ORG
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DIFFERENTIATING ADVERTISEMENTS ASSOCIATION
ASSOCIATING A PRODUCT OR COMPANY WITH A FAMOUS PERSON, CATCHY JINGLE, DESIRABLE STATE OF BEING OR POWERFUL EMOTION CREATES A STRONG PSYCHOLOGICAL CONNECTION IN THE CUSTOMER. ! SPORTING EQUIPMENT COMPANIES USE SUCCESSFUL ATHLETES IN THEIR ADS, AUTOMAKERS DISPLAY THEIR CARS IN FRONT OF MANSIONS, BREWERS SHOW THEIR BEER CONSUMED BY GROUPS OF FRIENDS HAVING FUN AND COSMETIC COMPANIES SIGN CELEBRITIES TO REPRESENT THEIR PRODUCTS. ! THESE ADS ENCOURAGE AN EMOTIONAL RESPONSE IN CUSTOMERS, WHICH THEN IS LINKED TO THE PRODUCT BEING A D V E R T I S E D, M A K I N G I T AT T R A C T I V E T H R O U G H TRANSFERENCE. THIS INFORMATION IS TAKEN FROM: MEDIALITERACYPROJECT.ORG
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DIFFERENTIATING ADVERTISEMENTS BANDWAGON
THE BANDWAGON TECHNIQUE SELLS A PRODUCT OR SERVICE BY CONVINCING THE CUSTOMER THAT OTHERS ARE USING IT AND THEY SHOULD JOIN THE CROWD. ! OTHER BANDWAGON ADVERTISEMENTS SUGGEST THAT THE CUSTOMER WILL BE LEFT OUT IF THEY DO NOT BUY WHAT’S BEING SOLD. THESE ADS OFTEN EMPLOY “GLITTERING GENERALITIES,” WORDS LINKED TO HIGHLY VALUED IDEAS OR CONCEPTS THAT EVOKE INSTANT APPROVAL, WHICH MAY OR MAY NOT RELATE TO THE SUBJECT OF THE ADVERTISEMENT. “AMERICA LOVES…” CONNECTS PATRIOTISM WITH A PRODUCT, CREATING AN AUTOMATIC POSITIVE RESPONSE.
THIS INFORMATION IS TAKEN FROM: MEDIALITERACYPROJECT.ORG
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DIFFERENTIATING ADVERTISEMENTS PROMOTIONS
COUPONS, SWEEPSTAKES, GAMES WITH PRIZES AND GIFTS WITH PURCHASES CREATE EXCITEMENT, AND PARTICIPATION ENCOURAGES CUSTOMERS TO BUILD A RELATIONSHIP WITH THE SPONSORING PRODUCT OR SERVICE. ! THE ATTRACTION OF GETTING SOMETHING “FREE” OR EARNING “REWARDS” MAKES PROMOTIONS SUCCESSFUL. LIMITED-TIME OFFERS AND ENTRY DEADLINES ADD URGENCY TO THIS ADVERTISING TECHNIQUE’S CALL TO ACTION.
THIS INFORMATION IS TAKEN FROM: MEDIALITERACYPROJECT.ORG
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DIFFERENTIATING ADVERTISEMENTS EXERCISE - CLAIMS THE EUROPEAN COMMISSION HIRES YOU TO DEVELOP AN ADVERTISEMENT OF THE ERASMUS PLUS PROGRAMME. THE OBJECTIVE IS TO GIVE VISIBILITY OF THE PROGRAMME AMONG YOUNG PEOPLE, SO THEY CAN KNOW IT AND JOIN ERASMUS PLUS ACTIVITIES.
! AS A MEDIA COMPANY, YOU DECIDED TO DEVELOP THE ADVERTISEMENT THROUGH THE CLAIMS TECHNIQUE AND USE A CEREAL BOX AS SYMBOL OF THE ERASMUS PLUS PROGRAMME.
! THE ADVERTISEMENT MUST HAVE THE FOLLOWING CHARACTERISTICS:
! • THE FOUR LANGUAGES OF THE PROJECT MUST APPEAR IN THE ADVERTISEMENT IN ANY FORM (I.E. ENGLISH, ITALIAN, NORWEGIAN AND SPANISH).
! • THE ADVERTISEMENT MUST HAVE A DURATION OF AT LEAST 1 MINUTE.
! • ALL THE MEMBERS OF THE GROUP HAVE TO PARTICIPATE AND BE IN THE ADVERTISEMENT.
! • YOU HAVE TO TUNE AND PERSONALISED THE CEREAL BOX. THE CEREAL BOX HAS TO APPEAR IN THE ADVERTISEMENT.
! • THE ADVERTISEMENT MUST HAVE A FINAL PHRASE ACCORDING TO THE COMMERCIAL TECHNIQUE OF YOUR ADVERTISEMENT (USE THE CEREAL BOX).
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DIFFERENTIATING ADVERTISEMENTS EXERCISE - ASSOCIATION THE EUROPEAN COMMISSION HIRES YOU TO DEVELOP AN ADVERTISEMENT OF THE ERASMUS PLUS PROGRAMME. THE OBJECTIVE IS TO GIVE VISIBILITY OF THE PROGRAMME AMONG YOUNG PEOPLE, SO THEY CAN KNOW IT AND JOIN ERASMUS PLUS ACTIVITIES.
! AS A MEDIA COMPANY, YOU DECIDED TO DEVELOP THE ADVERTISEMENT THROUGH THE ASSOCIATION TECHNIQUE AND USE A CEREAL BOX AS SYMBOL OF THE ERASMUS PLUS PROGRAMME.
! THE ADVERTISEMENT MUST HAVE THE FOLLOWING CHARACTERISTICS:
! • THE FOUR LANGUAGES OF THE PROJECT MUST APPEAR IN THE ADVERTISEMENT IN ANY FORM (I.E. ENGLISH, ITALIAN, NORWEGIAN AND SPANISH).
! • THE ADVERTISEMENT MUST HAVE A DURATION OF AT LEAST 1 MINUTE.
! • ALL THE MEMBERS OF THE GROUP HAVE TO PARTICIPATE AND BE IN THE ADVERTISEMENT.
! • YOU HAVE TO TUNE AND PERSONALISED THE CEREAL BOX. THE CEREAL BOX HAS TO APPEAR IN THE ADVERTISEMENT.
! • THE ADVERTISEMENT MUST HAVE A FINAL PHRASE ACCORDING TO THE COMMERCIAL TECHNIQUE OF YOUR ADVERTISEMENT (USE THE CEREAL BOX).
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DIFFERENTIATING ADVERTISEMENTS EXERCISE - BANDWAGON THE EUROPEAN COMMISSION HIRES YOU TO DEVELOP AN ADVERTISEMENT OF THE ERASMUS PLUS PROGRAMME. THE OBJECTIVE IS TO GIVE VISIBILITY OF THE PROGRAMME AMONG YOUNG PEOPLE, SO THEY CAN KNOW IT AND JOIN ERASMUS PLUS ACTIVITIES.
! AS A MEDIA COMPANY, YOU DECIDED TO DEVELOP THE ADVERTISEMENT THROUGH THE BANDWAGON TECHNIQUE AND USE A CEREAL BOX AS SYMBOL OF THE ERASMUS PLUS PROGRAMME.
! THE ADVERTISEMENT MUST HAVE THE FOLLOWING CHARACTERISTICS:
! • THE FOUR LANGUAGES OF THE PROJECT MUST APPEAR IN THE ADVERTISEMENT IN ANY FORM (I.E. ENGLISH, ITALIAN, NORWEGIAN AND SPANISH).
! • THE ADVERTISEMENT MUST HAVE A DURATION OF AT LEAST 1 MINUTE.
! • ALL THE MEMBERS OF THE GROUP HAVE TO PARTICIPATE AND BE IN THE ADVERTISEMENT.
! • YOU HAVE TO TUNE AND PERSONALISED THE CEREAL BOX. THE CEREAL BOX HAS TO APPEAR IN THE ADVERTISEMENT.
! • THE ADVERTISEMENT MUST HAVE A FINAL PHRASE ACCORDING TO THE COMMERCIAL TECHNIQUE OF YOUR ADVERTISEMENT (USE THE CEREAL BOX).
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DIFFERENTIATING ADVERTISEMENTS EXERCISE - PROMOTIONS THE EUROPEAN COMMISSION HIRES YOU TO DEVELOP AN ADVERTISEMENT OF THE ERASMUS PLUS PROGRAMME. THE OBJECTIVE IS TO GIVE VISIBILITY OF THE PROGRAMME AMONG YOUNG PEOPLE, SO THEY CAN KNOW IT AND JOIN ERASMUS PLUS ACTIVITIES.
! AS A MEDIA COMPANY, YOU DECIDED TO DEVELOP THE ADVERTISEMENT THROUGH THE PROMOTIONS TECHNIQUE AND USE A CEREAL BOX AS SYMBOL OF THE ERASMUS PLUS PROGRAMME.
! THE ADVERTISEMENT MUST HAVE THE FOLLOWING CHARACTERISTICS:
! • THE FOUR LANGUAGES OF THE PROJECT MUST APPEAR IN THE ADVERTISEMENT IN ANY FORM (I.E. ENGLISH, ITALIAN, NORWEGIAN AND SPANISH).
! • THE ADVERTISEMENT MUST HAVE A DURATION OF AT LEAST 1 MINUTE.
! • ALL THE MEMBERS OF THE GROUP HAVE TO PARTICIPATE AND BE IN THE ADVERTISEMENT.
! • YOU HAVE TO TUNE AND PERSONALISED THE CEREAL BOX. THE CEREAL BOX HAS TO APPEAR IN THE ADVERTISEMENT.
! • THE ADVERTISEMENT MUST HAVE A FINAL PHRASE ACCORDING TO THE COMMERCIAL TECHNIQUE OF YOUR ADVERTISEMENT (USE THE CEREAL BOX).
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CIVIC JOURNALISTS DOCUMENTARY CHALLENGE
THE CITY COUNCIL OF SALAMANCA HIRES YOUR AUDIOVISUAL COMPANY TO DEVELOP A DOCUMENTARY TO KNOW THE OPINION OF SALAMANCA CITIZENS REGARDING THE EUROPEAN UNION. THE COUNCIL WANTS TO GENERATE A DISCUSSION ABOUT WHETHER IT IS BETTER TO STAY OR LEAVE THE EU. IN THIS REGARD, THE COUNCIL REQUIRES TO INTERVIEW AT LEAST 6 CITIZENS AND SHOW THEIR TESTIMONIES IN THE DOCUMENTARY.
! 1. YOU HAVE TO CREATE THE NAME OF YOUR AUDIOVISUAL COMPANY. 2. YOU MUST THINK WHAT APPROACH YOU WILL TAKE DURING THE DOCUMENTARY: POSITIVE ABOUT EU, NEGATIVE ABOUT EU OR A NEUTRAL PERSPECTIVE ABOUT EU. WHICH WOULD BE MORE INTERESTING TO ADDRESS OR DEBATE? 3. YOU HAVE TO THINK IN AT LEAST 5 QUESTIONS THAT YOU MUST ASK THE CITIZENS TO OBTAIN THE BEST DOCUMENTARY. 4. THE SHORT DOCUMENTARY MUST HAVE AT LEAST 5 MINUTES. 5. ALL THE MEMBERS OF THE TEAM MUST PARTICIPATE IN THE DOCUMENTARY (RECORDING, INTERVIEWING, NARRATING, FIGURING, EDITING, MAKING-OF OF THE DOCUMENTARY, BEING INTERVIEWED, ETC). 6. THE DOCUMENTARY MUST HAVE A TITLE, THE DESCRIPTION OF THE PROBLEM, THE CLIMAX WITH THE CITIZENS AND YOUR CONCLUSIONS. BE CREATIVE!
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CIVIC JOURNALISTS DOCUMENTARY CHALLENGE (2)
HERE YOU HAVE SOME EXAMPLES OF QUESTIONS THAT YOU CAN ASK TO THE CITIZENS: ! • WILL THEY LIKE TO STAY IN THE EU OR THEY WILL PREFER TO GO OUT? • WILL THEY TAKE A PICTURE WITH THE EU FLAG? • CAN THEIR PROBLEMS BE SOLVED BY THE EU? • DOES BELONGING TO THE EU CAUSE THEM MORE PROBLEMS? • DO THEY FEEL EUROPEANS? / IS THE EUROPEAN UNION A FAILED PROJECT? • WHAT ARE THE PROBLEMS THAT MUST AFFECT YOU: MIGRATION? HOUSING? UNEMPLOYMENT? CORRUPTION? ANYTHING ELSE? ! THINK IN MORE!
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6 WAYS TO EVALUATE INFORMATION
E S C A P E EVIDENCE DO THE FACTS HOLD UP? Look for information you can verify. • Names • Numbers • Places • Documents
SOURCE WHO MADE THIS, AND CAN I TRUST THEM? Trace who has touched the story. • Authors • Publishers • Funders • Aggregators • Social media users
CONTEXT WHAT’S THE BIG PICTURE? Consider if this is the whole story and weigh other forces surrounding it. • Current events • Cultural trends • Political goals • Financial pressures
AUDIENCE WHO IS THE INTENDED AUDIENCE? Look for attempts to appeal to specific groups or types of people. • Image choices • Presentation techniques • Language • Content
PURPOSE
EXECUTION
WHY WAS THIS MADE?
HOW IS THIS INFORMATION PRESENTED?
Look for clues to the motivation. • The publisher’s mission • Persuasive language or images • Moneymaking tactics • Stated or unstated agendas • Calls to action
Consider how the way it’s made affects the impact. • Style • Grammar • Tone • Image choices • Placement and layout
ESCAPE JUNK NEWS INSTRUCTIONS 1. IN ADVANCE, SELECT A NEWS STORY FOR STUDENTS TO APPLY THE E.S.C.A.P.E. CONCEPTS TO IN THEIR GROUP ACTIVITY. (DEPENDING ON YOUR ANGLE FOR THIS TOPIC, YOU MAY WANT TO CHOOSE A REAL NEWS STORY, A FAKE/QUESTIONABLE STORY, OR BOTH.) 2. ASK STUDENTS HOW THEY DETERMINE WHETHER INFORMATION THEY FIND ONLINE IS TRUSTWORTHY. 3. INTRODUCE THE E.S.C.A.P.E. ACRONYM BY WRITING THE SIX KEY CONCEPTS ON THE BOARD OR PROJECTING THE POSTER. EXPLAIN THAT CONSIDERING EVEN ONE OF THESE SIX CONCEPTS CAN HELP DETERMINE WHETHER INFORMATION IS RELIABLE. 4. GO THROUGH THE SIX CONCEPTS AND ASK STUDENTS TO HELP YOU DEFINE EACH. THEN REVEAL/DISTRIBUTE THE POSTER, INCLUDING THE QUESTIONS TO ASK AND STEPS TO TAKE TO INVESTIGATE EACH CONCEPT. 5. DIVIDE STUDENTS INTO GROUPS, ONE OR TWO PER KEY CONCEPT AND DISTRIBUTE THE SIX KEY CONCEPTS WORKSHEETS AND COPIES OF/LINK TO YOUR SELECTED NEWS STORY. (NOTE: THE CONCEPTS OF AUDIENCE, PURPOSE AND EXECUTION TAKE LESS TIME TO INVESTIGATE, SO YOU MAY WANT TO CONSIDER PAIRING THESE WITH THE FIRST THREE CONCEPTS.) HAVE EACH GROUP TAKE 10-15 MINUTES TO ANALYZE THE NEWS STORY THROUGH THE LENS OF THEIR SPECIFIC CONCEPT. THIS IS A TIGHT TIMELINE, BUT PUSH GROUPS TO WORK QUICKLY AND BROADLY RATHER THAN GETTING BOGGED DOWN. (ALTERNATIVELY: HAVE THE STUDENTS COMPLETE ONE OR TWO CONCEPT WORKSHEET(S) EACH AS HOMEWORK.) 6. HAVE GROUPS/STUDENTS SHARE THEIR FINDINGS. AS A CLASS, DECIDE IF THE STORY IS TRUSTWORTHY OR NOT.
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ESCAPE JUNK NEWS DISCUSSION QUESTIONS
1. FROM ONE E.S.C.A.P.E. CONCEPT ALONE, COULD YOU MAKE A DETERMINATION ABOUT THE RELIABILITY OF THIS STORY? WHY OR WHY NOT? 2. WHICH OF THESE CONCEPTS DO YOU THINK IS THE MOST HELPFUL IN FIGURING OUT WHETHER INFORMATION IS RELIABLE? WHY? 3. WHICH OF THESE CONCEPTS DO YOU THINK IS THE MOST DIFFICULT TO UNDERSTAND OR APPLY? WHY? 4. DID YOU FEEL YOU HAD ENOUGH TIME TO APPLY YOUR CONCEPT TO THIS STORY? IN REAL LIFE, HOW COULD YOU SPEED UP THE PROCESS OF EVALUATING INFORMATION THAT CROSSES YOUR PATH?
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EVALUATION & FEEDBACK
WHAT WAS GOOD?
COMPETENCES YOU HAVE ACQUIRED
FINDINGS OF THE DAY
WHAT WE NEED TO IMPROVE?
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WHAT WAS GOOD?
COMPETENCES YOU HAVE ACQUIRED
FINDINGS OF THE DAY
WHAT WE NEED TO IMPROVE?
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WHAT WAS GOOD?
COMPETENCES YOU HAVE ACQUIRED
FINDINGS OF THE DAY
WHAT WE NEED TO IMPROVE?
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WHAT WAS GOOD?
COMPETENCES YOU HAVE ACQUIRED
FINDINGS OF THE DAY
WHAT WE NEED TO IMPROVE?
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BUILDING POLITICAL EFFICACY | FIRST CONTACT
This survey will allow us to explore your initial sensations regarding Media Literacy and Building Political Efficacy that we will address during this youth exchange. The final aim of this document is to really know if this course is effective on empowering youngsters. Answer the following statements, ‘0’ being ‘little or completely disagree' and ‘4’ being ‘a lot or completely agree'. Please, answer honestly. There are not correct or incorrect answers.
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STATEMENTS Do you feel European or European Citizen?
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Do you feel Italian / Norwegian / Spanish?
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3
4
Which is your predominant identity Italian (IT) / Norwegian (NO) / Spanish (ES) or European?
IT / NO / ES
European
How much do you know about Media Literacy?
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1
2
3
4
How much do you know about Political Efficacy?
0
1
2
3
4
How much do you know about Erasmus Plus?
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1
2
3
4
How much do you understand politics or the political field?
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2
3
4
How much do you think you can influence in decision-makers or politicians?
0
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BUILDING POLITICAL EFFICACY | FINAL CONTACT
This survey will allow us to explore your final sensations regarding Media Literacy and Building Political Efficacy that we addressed during this youth exchange. The final aim of this document is to really know if this exchange was effective on empowering youngsters. Answer the following statements, ‘0’ being ‘little or completely disagree' and ‘4’ being ‘a lot or completely agree'. Please, answer honestly. There are not correct or incorrect answers.
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STATEMENTS Do you feel European or European Citizen?
0
1
2
3
4
Do you feel Italian / Norwegian / Spanish?
0
1
2
3
4
Which is your predominant identity Italian (IT) / Norwegian (NO) / Spanish (ES) or European?
IT / NO / ES
European
How much do you know about Media Literacy?
0
1
2
3
4
How much do you know about Political Efficacy?
0
1
2
3
4
How much do you know about Erasmus Plus?
0
1
2
3
4
How much do you understand politics or the political field?
0
1
2
3
4
How much do you think you can influence in decision-makers or politicians?
0
1
2
3
4
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partners
BIDERBOST, BOSCAN & ROCHIN
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B i d e r b o s t , B o s c a n & Ro c h i n ( B B & R ) i s a professional, international consulting firm located in Salamanca (Spain). BB&R specialises in many distinguished fields of expertise including social responsibility in the field of youth. BB&R’s team consists of ten young and qualified professionals from all over the world, with various backgrounds and proficiencies in different subject matters. BB&R has collaborated with different notable organisations (European Union, EU-LAC Foundation, InterAmerican Development Bank, United Nation Development Programme, World Bank, International Organization for Migration), NGOs and government agencies (Spain, Brazil, Norway, Canada, Bulgaria, UK) in an effort to train European youth to be more qualified in today’s work force, and to live a more active civic life.
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http://bbyr.com/en/
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HUMAN RIGHTS YOUTH ORGANIZATION
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Human Rights Youth Organization (HYRO) is a nonprofit NGO founded in Palermo, Italy in 2009. HYRO aims to facilitate and improve the quality of human rights throughout the world by creating a network of organisations with similar human rights oriented goals. HYRO actively works towards promoting peace by regularly taking part in, and promoting non-violent actions towards liberation of any form of oppression.
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http://www.hryo.org
ØSTFOLD FYLKESKOMMUNE
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The regional body Østfold kulturutvikling is an umbrella organisation owned and operated by the county administration of Østfold, providing a broad spectrum of arts and cultural experiences for people of all ages. Participation in various international projects and organisations has resulted in Østfold having good links with regions in all parts of Europe and access to important European processes. Within Østfold's international work, youth and youth involvement is a prioritised area.
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https://www.ostfoldfk.no/
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CLARIFICATION & CREDITS The handbook makes the following clarifications. The information of the definitions of the advertisement was taken from Media Literacy Project. The activity of E.S.C.A.P.E. Junk News was taken from NewseumED. The blobs shown in this handbook were obtained through "A Blob YMCA Toolbox� and the “Blobshop". In this sense, it is important to mention that this handbook is used only for educational purposes and does not seek to generate any kind of commercial or economic gain.
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DISCLAIMER - CREATIVE COMMONS This handbook is under the licence AttributionNonCommercial-NoDerivatives 4.0 International (CC BY-NCND 4.0) This means that you must give appropriate credit and provide a link to the license, but not in any way that suggests the licensor endorses you or your use (Attribution). You may not use the material for commercial purposes (NonCommercial). If you remix, transform, or build upon the material, you may not distribute the modified material (NoDerivatives).
Building Political Efficacy through Digital Media Literacy. Project 2017-2-ES02-KA105-009735 implemented by Biderbost, Boscan & Rochin (BB&R) in collaboration with Human Right Youth Organisation (HRYO) and Østfold fylkeskommune. http://buildingpoliticalefficacy.eu/
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Biderbost, Boscan & Rochin Gran Vía, 59-61, Floor 1, Office 2 37001 Salamanca, Spain bbyr@bbyr.com www.bbyr.com