The Media and Information Literacy and Intercultural Dialogue (MILID) Yearbook 2017 is
currently seeking proposals of articles. The MILID Yearbook is a peer reviewed academic
publication and a joint initiative of the UNESCO-UNAOC University Cooperation Programme on
Media and Information Literacy and Intercultural Dialogue. The cooperation programme was
launched in 2011 within the framework of the UNESCO University Twinning Programme
(UNITWIN). The MILID University Network now consists of 19 universities from all regions of
the world. The MILID Yearbooks 2013, 2014 and 2015 were published in cooperation with the
Nordic Information Centre for Media and Communication Research (NORDICOM) and since
2016 directly by UNESCO.
The objectives of the Yearbook are to:
• Strengthen and deepen the knowledge concerning MILID on global, regional and national
levels including in the frame human rights, dialogue, democracy and peace
• Widen and deepen the collaboration and exchange between academics and partners on
media and information literacy
• Visualize and stimulate research and practices within as well as outside the UNITWIN
Network in the field of MILID while promoting a more holistic perspective of MIL
Theme of the Yearbook 2017:
The year 2017 comes with a lot of challenges and major alterations taking place worldwide in
the realms of politics, economy and social life. It has become more challenging than ever
before to make sense of the abundance of information charged with agendas, hidden
messages, fake news and leading frames. This does not concern only media but all forms of
information including research findings on which important policy and decisions are based.
Thus, understanding the media and making meaning of the information environments become
an essential constituent of the learning process.
Perceived as a fundamental citizenship competency in the 21st century, MIL contributes to
helping people understand how they come to know or learn, transforming information into
acquired knowledge based on which decisions can be made.
Learning and information environments are giving more autonomy to learners, and all people,
coupled with flood of information which is hard to verify. This difficulty of verification calls
attention to the major issue of the immediacy of dissemination opposed to the quality of
information. This challenge is further amplified when taking into account the interplay of
sensationalism and propaganda, fake news and alternate facts for influence. The
implementation of corrective measures through MIL for all necessitates equal access of
women and men to MIL related capacity building.
We live in an era in which traditional approaches to learning and education are outdated.
Synchronization between the rapid technological evolution, which shapes the environments of
children and youth, and how they perceive and learn, has proven itself existent. Current
education should prepare tomorrow´s critical citizens who are to make informed decisions.
Hence, acclimation of the mindsets of teachers, educators and academics emerges as a
precondition to reinvent and transform the ways of learning in the current information
environment. With the massive alterations educational frames are undergoing in our current
societies, tweaking curricula and teaching methodologies accordingly to integrate the required
skills becomes a necessity. With the objectives of and competencies provided by Media and
Information Literacy, and the significance of its pedagogy, its integration to education comes
to be inevitable as demonstrated impactful in the learning route.
Hence, MIL is believed to be transforming, reforming and reinventing the dynamics of learning
in many countries and contexts. Intending to delve deeper and explore the main aspects of this
change, “Media and Information Literacy in Critical Times: Re-imagining Ways of Learning”
has been selected as the main theme for the MILID Yearbook 2017.
Deadline for proposals: 10, April 2017
For more information, please click here.