FINAL REPORT ON THE FIRST INTERNATIONAL FORUM

ON MEDIA AND INFORMATION LITERACY,

FEZ, KINGDOM OF MOROCCO, JUNE 15-17, 2011


1. Under the Auspices of His Majesty King Mohammed the Sixth, the First
International Forum on Media and Information Literacy (MIL) was organized by the
Research Group on Mass Communication, Culture and Society; the Laboratory of Discourse,
Creativity and Society: Perception and Implications; the Faculty of Arts and Humanities, Sais-
Fes; and Sidi Mohamed Ben Abdellah University, Fez, Morocco, on June 15-17, 2011 at the
Faculty of Medicine and Pharmacy, Fez, with the collaboration of the United Nations
Educational, Scientific and Cultural Organization (UNESCO) as lead partner, the Islamic
Educational, Scientific and Cultural Organization (ISESCO), the Arab Bureau of
Education for the Gulf States (ABEGS), and the United Nations Alliance of Civilizations
(UNAoC) as key partners. The other partners that contributed in various ways to the success
of the Forum were the Moroccan Ministry of Education; the Moroccan Ministry of
Communication, Moulay Ismail University, Meknes, Morocco; the European Association for
Viewers' Interests (EAVI); the International Association for Media and Communication Research
(IAMCR); the World Summit on Media for Children Foundation (WSMCF); the Asian Media,
Information and Communication Centre (AMIC); the Philippine Communication Society (PCS);
Lagos State University, Nigeria; the Mentor International Media Education Association
(MENTOR); the Master's programme AIGEME "E-learning and media education engineering",
University of Sorbonne Nouvelle Paris 3, France; and the Asian Institute of Journalism and
Communication (AIJC).

2. Over 200 participants took part in this Forum, representing 15 international and
regional organizations and 40 countries namely: Australia, Bangladesh, Brazil, Bulgaria,
Canada, China, Egypt, Estonia, Finland, France, Germany, Greece, India, Indonesia, Iraq, Italy,
Jamaica, Jordan, Kenya, Kuwait, Lebanon, Mauritania, Myanmar, Netherlands, New Zealand,
Nigeria, Oman, Palestine, Pakistan, Philippines, Russian Federation, Saudi Arabia, Spain,
Sudan, Sweden, Thailand, United Kingdom, United States, Yemen, and Morocco.

3. This first edition of the International Forum on Media and Information Literacy
(MIL) gathered researchers, academics, professionals, and experts in a wide range of

disciplines, including media, communication and information sciences; media literacy,
information literacy, journalism, ICTs, curriculum development, educational sciences, sociology,
economy, international relations, linguistics, semiotics, family law, institutional law, science and
technology, Internet technologies, history, cultural studies, gender studies and Islamic studies.
The Forum also gathered high level experts and representatives of international organizations,
regional organizations, Arab national commissions for UNESCO, and representatives of Arab
ministries of education, information and communication.

4. This Forum was the first at the international level to examine both media and
information literacy because we believe that in the digital age and convergence of
communications, information literacy and media literacy should go hand in hand to achieve full
human development, to build up civic societies, and to lay the foundations for world peace and
intercultural constructive dialogue. In fact, seeing that media literacy and information literacy are
closely intertwined, UNESCO took the lead in blending the two concepts in education curricula
to cope with the challenges of inclusive-information and knowledge-based societies. This First
International Forum on MIL was timely in harmonizing these two formerly distinct fields,
presenting media and information literacy as a combined set of competencies (knowledge, skills
and attitudes), and showing the empowering effects of MIL practices in all aspects of life to
seek, evaluate, use and create information effectively in order to achieve personal, social,
occupational and educational goals.

5. In the presence of the Wali of His Majesty on the Fez Boulemane Region, the
President of Sidi Mohamed Ben Abdellah University opened the inaugural session.
Speakers who participated in the inaugural ceremony were as follows: Mr. Philippe Quau,
Director of UNESCO Office in Rabat and Representative of UNESCO in the Maghreb on behalf
of UNESCO, our lead partner. Then our key partners took the floor: Dr. El Mahjoub Bensaid,
Representative of ISESCO and Dr. Ali Al-Karni, Director General of the Arab Bureau of
Education for the Gulf States. We renew our thanks to these partners for having supported us
both at the financial level and with intellectual input. Mr. Jordi Torrent, Representative of
UNAoC, was the fourth speaker, followed by Dr. Brahim Akdim, Dean of the Faculty of Arts and
Humanities Sais-Fes. The inaugural speeches ended with the intervention of Dr. Drissia Chouit,
Coordinator of the Forum and Dr. Abdelhamid Nfissi, Chair of the International Forum on Media
and Information Literacy.

6. After the Opening Session, two major events took place in the first plenary
session devoted to the launching of the UNESCO Media and Information Literacy Curriculum
and the launching of UNESCO-UNITWIN-UNAoC University Network on Media and Information
Literacy and Intercultural Dialogue (UNESCO-UNITWIN-UNAoC-MILID).

6.1. Dr. Vladimir Ga, Acting Director of the Division of Freedom of Expression and
Media Development, Communication and Information Sector, UNESCO Headquarters,
Paris, France, Chair of this first plenary session launched the UNESCO Media and
Information Literacy Curriculum.

6.1.1. In his presentation, Dr. Ga gave an overview of UNESCOs MIL strategy. In
summary, he spoke on the Media and Information Literacy Curriculum, stating that this
comprehensive curriculum on media and information literacy was the outcome of three
years of intense collaborative work of experts from around the world, representing all
regions. Now that it has come to existence, it is yet to be tested in all regions and
adapted to particular contexts and realities, taking into account social and cultural
identities, specific needs and aspirations. Policies and strategies will be necessary for
the curriculum, and should be tailored by experts/specialists and integrated in education
systems at the regional and national levels. UNESCO will be always present to assist
and provide guidance. To this end, UNESCO is preparing policy and strategy guidelines
on MIL for its Member States. He also informed participants that UNESCO is preparing
MIL Indicators to facilitate monitoring and measurement of MIL in societies globally.
Finally, he informed the Forum that UNESCO and UNAoC are partnering to set up an
international clearinghouse on MIL to serve as a resource centre to help all those
working in the field of MIL get access to information, documents, and good practices.

6.1.2. Then, three of the authors of the MIL Curriculum took the floor. Mr. Alton
Grizzle, Programme Specialist, Division of Freedom of Expression and Media

Development, Communication and Information Sector, UNESCO Headquarters, Paris,
delivered a presentation entitled Media and Information Literacy: Towards an Engaging
Civic Education Movement. He explained that the MIL Curriculum for Teachers stems
from the conviction that it is in the minds of men, women, and children that we should
construct the defences of MIL, intercultural dialogue, mutual understanding, and world
peace. In other words, if the understanding or misunderstanding of media and other
information providers begins in the minds of men, women and children, it is in the minds
of men, women, and children that we should construct or correct this. The same applies
to the use, misuse or lack of use of media and information. The MIL Curriculum, he
added, is part of UNESCO's strategy to ensure that MIL becomes an engaging civic
education movement. Through MIL, citizens will, therefore, be placed at the centre of
development and good governance by equipping them to be integrally and effectively
engaged with media and other information providers in the governance and the
development process. The ultimate goal of MIL is to empower citizens to participate
fully in public, community and economic life. He highlighted seven underlying principles
of the MIL Curriculum: (i) MIL should enhance the capacity of citizens all over the world
to enjoy full benefits of all human rights, including article 19; (ii) in this converging world,
media literacy and information literacy should be considered as a complete and
harmonious set of competencies, to be addressed as a whole; (iii) MIL is necessary to
empower citizens globally; (iv) MIL provides skills to demand free, independent and
pluralistic media; (v) MIL also gives skills to produce information and to become
entrepreneurs of information and knowledge producers; (vi) MIL empowers
marginalized groups, and (vii) MIL should be seen as a tool to facilitate and enhance
intercultural dialogue and mutual understanding between nations. In fact, UNESCO's
vision behind the MIL Curriculum, which puts teachers at the heart of this empowering
process, is to facilitate media and information literate teachers in order to come up with
media and information literate students, and ultimately, media and information literate
societies. Then, he gave a brief presentation of the various modules of the curriculum,
which can be accessed in the following link:
http://unesdoc.unesco.org/images/0019/001929/192971e.pdf

6.1.3. Dr. Carolyn Wilson, President of the Association for Media Literacy (AML),
Ontario, and Instructor, Ontario Institute for Studies in Education, University of Toronto,
Canada, drew attention to the fact that in the information age of today, those who are
not media and information literate are considerably disadvantaged and disempowered.
She considers the MIL Curriculum to be a preparation for life and work both for teachers
and students. And beyond the classroom, MIL has the potential to engage all sectors of
the community. In this way, MIL is a life-skill that can have a significant impact both on
individuals' lives and on their communities.

6.1.4. Dr. Ramon Tuazon, President of the Asian Institute of Journalism and
Communication (AIJC) and Chairman of the Technical Committee for Communication,
Commission on Higher Education (CHED), Philippines, focused on what should be done
next after the launching of this milestone publication. He thinks that one of the most
important MIL competencies is the ability to collaborate and work harmoniously
together. He stated that in the next few months, many meetings will take place to adapt
the MIL to local realities. Therefore, there will be lessons and experiences to be gained
and shared. Seeing that there is an urgent need for a platform to share knowledge and
experiences, he called on the International Forum on Media and Information Literacy
and the organizers of its first edition to take this issue seriously and create a platform for
collaboration, in order to create a community of MIL advocates and experts.

6.2. Dr. Vladimir Ga and Mr. Jordi Torrent, Representative of the United Nations
Alliance of Civilizations launched the UNESCO-UNITWIN-UNAoC University Network on
Media and Information Literacy and Intercultural Dialogue (UNESCO-UNITWIN-UNAoC-
MILID).

6.2.1. This is a joint project between UNESCO and UNAoC in the framework of the
UNITWIN/UNESCO Chairs Programme. The main objective of this Cooperation
Programme is that the UNESCO-UNITWIN-UNAoC-MILID will act as an observatory to
critically analyze the role of MIL as a catalyst for civic participation, democracy, and
development for the promotion of free, independent and pluralistic media. It also aims to

highlight the role of MIL in the prevention, resolution of conflicts and international
tensions and polarizations.

6.2.2. The original Memorandum of Understanding (MoU) had already been signed
by the Director General of UNESCO and the Higher Representative of UNAoC. During
the launching ceremony, representatives of the eight (8) universities, members of the
Network had to sign the original MoU.

6.2.3. The following six (6) representatives of member universities signed the MoU:
(i) Universidad Autonoma de Barcelona (UAB), Spain, represented by its Vice-
President; (ii) Cairo University, Egypt, represented by its Vice-President; (iii) Tsinghua
University, Beijing, China, represented by its Dean; (iv) Temple University, Philadelphia,
United States, represented by its Interim Dean; (v) The University of So Paulo, Brazil,
represented by the Director of the Division of Diffusion and Culture and the Department
of Film, Radio and Television, School of Arts and Communications; and (vi) Sidi
Mohamed Ben Abdellah University, Fez, Morocco, represented by its President. Mr.
Alton Grizzle read a message on behalf of the Queensland University of Technology,
Australia. Both the University of West Indies, Jamaica, and the Queensland University
of Technology, Australia, were not able to send their respective representatives to the
official signing of the agreement. Each representative of the signatory universities was
given five minutes to present their respective universities and prospect contribution to
the Network UNESCO-UNITWIN-UNAoC-MILID.

7. The Forum aimed to examine on priority basis the state of the art of MIL in
developing countries, to learn from experiences of countries that are more advanced in
respect to MIL take-up, and to set the stage for MIL from cross-cultural perspectives.
These were some of the key variables of MIL that the Forum deliberated on extensively. In this
regard, the initiative of UNESCO to organize jointly with the Research Group on Mass
Communication, Culture, and Society, in close cooperation with ISESCO, the Arab Region
Consultation on the Media and Information Literacy Curriculum was highly appreciated and fully
successful.

8. The following countries from the Arab Region participated in the Regional
Consultation for the adaptation of the UNESCO Model Curriculum on Media and
Information Literacy: Egypt, Iraq, Jordan, Kuwait, Lebanon, Oman, Palestine, Saudi Arabia,
Yemen and Morocco. The Consultation was led by Mr. George Awad, Programme Officer,
Communication and Information Sector, UNESCO Regional Office in Beirut, Lebanon, and Ms.
Misako Ito, Adviser for Communication and Information in the Maghreb, UNESCO Regional
Office in Rabat, Morocco, in cooperation with Dr. El Mahjoub Bensaid, Representative of
ISESCO. This cooperation is part of the cooperation programme between UNESCO and
ISESCO for the biennium 2011-2012 to promote media and information literacy especially in the
Arab Region, as Dr. Bensaid stated it. Ms. Misako Ito set the main objectives of the
Consultation as follows: (i) to give a detailed presentation of the various modules of the
Curriculum; (ii) to examine ways and means for the adaptation of the MIL Curriculum to the Arab
context and to share experiences to this effect; (iii) to agree on a plan of action to integrate MIL
in curricula; (iv) to sensitize teachers to the importance of media and information literacy
because they are key to the success of the project; and (v) to identify pilot institutions to test this
programme, in collaboration with UNESCO. Mr. George Awad emphasized that this meeting
was only the beginning of a process which will continue over some time. Its main aim is to lay
the foundations for future consultations, hence the importance of this interactive workshop.

9. The Forum was divided into panel sessions in the morning and plenary sessions
in the afternoon. The Arab Region Consultations on the MIL Curriculum were undertaken in
parallel sessions with other panels on 16 and 17 June morning. There were 16 panels in total,
which examined the following themes: The Arab Region Consultation on the MIL Curriculum;
Critical Analyses of Media and Information Systems Worldwide; Media and Information Literacy
Education; New Media and Information Systems, Culture and Society; Media and Information
Literacy as Platform for Intercultural Dialogue and Improvement of Life Quality; and Media and
Information Literacy for Social and Economic Development. The following themes were
examined in Arabic: Critical Analyses of Media and Information Systems, and Media and
Information Literacy Education:


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The last panel was examined in French:
Information, Communication et Socit (Information, Communication and Society).


10. Seven Plenary sessions took place, and examined the following themes:

Launching of UNESCO Media and Information Literacy (MIL) Curriculum, and launching
of UNESCO-UNITWIN-UNAoC University Network on Media and Information Literacy
and Intercultural Dialogue (UNESCO-UNITWIN-UNAoC-MILID);
Blending Media and Information Literacy: A Unifying Vision;
Media and Information Literacy Skills;
World Experiences in Media and Information Literacy I;
World Experiences in Media and Information Literacy II;
Media and Information Systems and New Literacies for Full Citizenship
The seventh plenary session included the closing ceremony and the presentation of
following video shows:
- Video on the UNESCO Power of Peace Network;
- Video on PLURAL+ Youth Video Festival, an initiative of UNAoC;
- BEWARE ONLINE: Video on "Digital Bubbles".

11. Keynote speakers in the Forum included the following:

- Dr. Al-Awwad Khalid, Arab Bureau of Education for the Gulf States (ABEGS), Saudi
Arabia
'-`' _-'-- ` ,--' --- ,-`= _,'=' -' -' (Media Literacy Programme in the Arab
Bureau of Education for the Gulf States)

- Dr. Carlsson Ulla, University of Gothenburg, Sweden
Young People in the Digital Media Culture: Good institutions, Public Spaces and Media
Literacy

- Celot Paolo, European Association for Viewers Interests (EAVI), Brussels, Belgium
Presentation of the EAVI Study Assessment Criteria for Media Literacy Levels in
Europe"

- Dr. Chouit Drissia, Moulay Ismail University, Meknes, Morocco
Towards an Integrated Media and Information Literacy Approach
- Ding Susanne, European Commission, Brussels, Belgium
Media Literacy Policy in the European Union: Background and Current Trends
- Dr. Frau-Meigs Divina, International Association for Media and Communication
Research (IAMCR)
Transliteracies: Sharing a vision and an engaging concept for MIL in the digital era

- Dr. Hoechsmann Michael, McGill University, Montreal, Canada
From Media Literacy 1.0 to Media Literacy 2.0: The 7 Cs of Contemporary Youth Media
Engagement

- Dr. Moore Penelope Anne, New Zealand
Articulating Media and Information Literacy Policies and Strategies

- Dr. Nfissi Abdelhamid, Sidi Mohamed Ben Abdellah University, Fez, Morocco
Media and Information Literacy in Morocco: Realities and Perspectives

- Okello Orlale Rosemary, African Woman and Child Feature Service, Gender Links,
Nairobi, Kenya
Media and Information Literacy and Women


- Onumah Chido, Youth Media and Communication Initiative, Abuja, Nigeria
Globalizing Media and Information Literacy: The Case for a Pan-African Centre

- Dr. Thompson Steven John, Towson University, Baltimore, United States
Endless Empowerment and Existence: From Virtual Literacy to Online Permanence in
Presence


12. After the general report was presented to participants by Dr. Drissia Chouit, the
floor was opened to comments on the Draft Declaration. Participants were highly
appreciative of the Draft Declaration and the efforts invested in the organization of this First
international Forum on MIL. The Draft Declaration was adopted with few amendments.

13. Mr. George Awad presented a brief report on the Arab Region Consultation on the
MIL Curriculum, which was very successful, but which would need more meetings and
consultations. He said that participants in the Consultation benefited greatly from world
experiences in MIL presented in the plenary sessions, and had the opportunity to share
experiences of the Arab World in the Consultation meetings. He also stated that Moroccan
participants in the Regional Consultation were among the most enthusiastic for the inclusion of
media and information literacy in the national curricula.

14. As a follow-up action to the Arab Region Consultation on the MIL Curriculum, a
plan of action is being consolidated for piloting the MIL Curriculum in teacher training institutions
in Morocco, Lebanon and Oman. Discussion is ongoing with other countries in the region. More
details about follow-up action to the first edition of the Forum are contained in the Fez
Declaration below.

15. Dr. Ulla Carlsson, Sweden, informed us about the willingness of NORDICOM and the
International Clearinghouse on Children, Youth and Media at the University of Gothenburg,
Sweden, to be considered a permanent partner of the International Forum on Media and
Information Literacy. We thank her for this support and welcome NORDICOM and the
International Clearinghouse on Children, Youth and Media, as a new partner.

16. The closing ceremony was chaired by Dr. Abdelhamid Nfissi, Forum Chair. Closing
speeches included the speech of Mr. Alton Grizzle on behalf of UNESCO, our lead partner,
followed by Mr. Jordi Torrent on behalf of UNESCO-UNITWIN-UNAoC-MILID.

17. On behalf of the President of Sidi Mohamed Ben Abdellah University, Dr. Brahim
Akdim, Dean of the Faculty of Arts and Humanities Sais-Fes read a message of thanks and
allegiance to His Majesty King Mohammed the Sixth. Then, the President of the University,
Dr. Esserrhini Farissi, delivered his speech of thanks and gratitude to all partners and
participants.

18. The Forum Chair announced that the second edition of the International Forum on
Media and Information Literacy will take place in March/April 2013; and that the Edited
Book of the Forum Proceedings will be published by June 2012. Then he closed the Forum.



Dr. Drissia CHOUIT
Coordinator of the Forum
15 July 2011,
Fez, Morocco











Fez, June 17, 2011

FEZ DECLARATION ON MEDIA AND INFORMATION LITERACY

Preamble:

Under the Auspices of His Majesty King Mohammed the Sixth, the First
International Forum on Media and Information Literacy (MIL) was organized by the
Research Group on Mass Communication, Culture and Society; the Laboratory of Discourse,
Creativity and Society: Perception and Implications; the Faculty of Arts and Humanities,
Sais-Fes; and Sidi Mohamed Ben Abdellah University, Fez, Morocco, on June 15-17, 2011 at
the Faculty of Medicine and Pharmacy, Fez, with the collaboration of the United Nations
Educational, Scientific and Cultural Organization (UNESCO) as lead partner, the
Islamic Educational, Scientific and Cultural Organization (ISESCO), the Arab Bureau
of Education for the Gulf States (ABEGS), and the United Nations Alliance of
Civilizations (UNAoC) as key partners. The other partners that contributed in various
ways to the success of the Forum were the Moroccan Ministry of Education; the Moroccan
Ministry of Communication; Moulay Ismail University, Meknes, Morocco; the European
Association for Viewers' Interests (EAVI); the International Association for Media and
Communication Research (IAMCR); the World Summit on Media for Children Foundation
(WSMCF); the Asian Media, Information and Communication Centre (AMIC); the Philippine
Communications Society (PCS); Lagos State University, Nigeria; the Mentor International
Media Education Association (MENTOR); the Master's programme AIGEME "E-learning and
media education engineering", University of Sorbonne Nouvelle Paris 3, France; and the
Asian Institute of Journalism and Communication (AIJC).

Over 200 participants from forty (40) countries, representing the five continents,
took part in this Forum, namely: Australia, Bangladesh, Brazil, Bulgaria, Canada, China,
Egypt, Estonia, Finland, France, Germany, Greece, India, Indonesia, Iraq, Italy, Jamaica,
Jordan, Kenya, Kuwait, Lebanon, Mauritania, Myanmar, Netherlands, New Zealand, Nigeria,
Oman, Palestine, Pakistan, Philippines, Russian Federation, Saudi Arabia, Spain, Sudan,
Sweden, Thailand, United Kingdom, United States, Yemen, and Morocco.

This first edition of the Forum on Media and Information Literacy (MIL) gathered
researchers, academics, professionals, and experts in a wide range of disciplines, including
media, communication and information sciences; media literacy, information literacy,
journalism, ICTs, curriculum development, educational sciences, sociology, economy,
international relations, youth media, linguistics, semiotics, family law, institutional law,
science and technology, Internet technologies, history, cultural studies, gender studies, and
Islamic studies. The Forum also gathered representatives of international organisations,
regional organizations, Arab national commissions for UNESCO, and representatives of Arab
ministries of education, information and communication.


Reaffirming the conviction that media and information literacy is a fundamental
human right, particularly in the digital age of explosion of information and
convergence of communication technologies;
Considering that media and information literacy enhances the quality of human life
and sustainable development and citizenship;
Emphasizing the importance of media and information literacy for social, economic
and cultural development;
Noting that the main obstacle for the comprehensive development of media and
information literacy is the current unawareness of its empowering capacities;
Believing that media and information literacy is key to engage all citizens, men and
women, with particular focus on the youth, in active participation in society;
Highlighting the critical role that media and information literacy can play in building a
culture of peace towards intercultural dialogue, mutual knowledge and understanding
among civilizations;
Concerned about the perceived decline of ethical values and sound professional
practices among media and information providers, and the shrinking of the watchdog
function of the press and the public sphere;
In furtherance to the Grunwald Declaration, the Paris Agenda on Media Education,
and the Alexandria Declaration on Information Literacy, as well as the Declaration
and Action Plan of the World Summit on the Information Society (WSIS), particularly
Action Line 9

We, the Participants in the First International Forum on Media and Information
Literacy commend the Research Group on Mass Communication, Culture and
Society for taking the initiative of organizing this important event, and fully endorse the
far-reaching vision that todays digital age and convergence of communication technologies
necessitate the combination of media literacy and information literacy in order to
achieve sustainable human development, build participatory civic societies, and
contribute to the consolidation of sustainable world peace, freedom, democracy, good
governance and the fostering of constructive intercultural knowledge, dialogue and mutual
understanding.

We, the Participants in the First International Forum on Media and Information
Literacy send out this Universal Call to all Heads of States worldwide, UN system,
particularly to UNESCO, other relevant international and regional institutions, non-
governmental organizations, educators, media and information professionals, policy and
decision makers, and civil society actors, to join efforts for promoting media and information
literacy, and enhancing regional, inter-regional and global cooperation to this effect.

We, the Participants in the First International Forum on Media and Information
Literacy invite UNESCO, UNAoC, ISESCO, ABEGS, and other stakeholders worldwide
to:

1. Reaffirm their commitment to initiatives relating to Media and Information
Literacy for All and consider this International Forum on MIL an international
platform for MIL.
2.

Dedicate a week as World Media and Information Literacy Week to highlight to all
stakeholders the value of promoting and pursuing Media and Information Literacy
throughout the world. It was proposed that this should be celebrated on 15-21
June every year;
3. Integrate media and information literacy in educational curricula both in the
formal and non-formal systems, in order to (i) ensure the right of each and every
citizen to this new civic education, (ii) capitalize on the multiplier effect of
educators to train learners for critical thinking and analysis, (iii) endow both
teachers and learners with MIL competencies to build up media and information
literate societies, setting the stage for knowledge societies;
4.

Include the production and distribution of user generated content (UGC),
particularly youth-produced media, as part of the overall framework of MIL;
5. Conduct research on the state of media and information literacy in different
countries so that MIL experts and practitioners would be able to design more
effective initiatives;
6. Pursue appropriate follow-up to the regional consultations for the adaptation of
the MIL Curriculum for Teachers and the promotion of MIL and Intercultural
Dialogue;
7.

Expand the UNESCO-UNITWIN-UNAoC Media and Information Literacy and
Intercultural Dialogue (UNESCO-UNITWIN-UNAoC-MILID) Network to include

other universities representing all regions of the world; and encourage the
setting-up of national, regional and international institutes or centres or clearing
houses on media and information literacy in all regions to support media and
information literacy initiatives worldwide; making this network a driving force for
fostering MIL throughout societies at large, thus contributing to building
sustainable peace around the world;
8.

Foster media and information literacy for development of local cultures and as a
platform for intercultural dialogue, mutual knowledge and understanding;
9. Ensure that media and information ethics are embedded in all curricula, and
advocate for ethical values on the part of communication, information, and
media providers;
10. Endorse the setting up of a regional MIL Institute or Centre that will operate
under the umbrella of Sidi Mohamed Ben Abdellah University, Fez, Morocco, and
cooperate with this Institute/Centre to enhance its international relevance within
the framework of the UNESCO-UNITWIN-UNAoC-MILID Network;
11. Convene biennial meetings of the International Forum on Media and Information
Literacy to provide a venue for continuing interactions on MIL across borders,
cultures, fields of study and professional practice. The Second Edition of the
International Forum on Media and Information Literacy is proposed to take place
in March/April 2013. The exact dates will be specified in consultation with all
partners.