a. Advise the SLT on the importance of MLE in the school curriculum;
b. Develop lesson plans that focus on the students’ interpersonal skills and abilities as they engage in
group activities that stimulate reflection and deep experiential learning, within the VET system;
c. Develop lesson plans and resources focusing on hands-on, practical, and experiential activities that
transpire from real world scenarios;
d. Collaborate with SMT to implement a cross-curricular approach regarding MLE;
e. Guide students to understand and appreciate the true value of MLE and its aims and objectives,
especially in making them more creative and responsible digital citizens, who can contribute to
their community and society in general;
f. Ensure that all students have opportunities to learn the basic knowledge, skills, and competences
of MLE, so that they feel empowered to access all media and create their own multimodal
productions responsibly, experiencing maturation of their identity in the process;
g. Create the appropriate learning environment, through the right pedagogies, which makes it
possible for students to access, analyze, evaluate, and create media in a variety of forms.

a. Define Media Literacy Education in all its aspects and components;
b. Identify the aims, content, and core principles of Media Literacy Education, and the various
pedagogies that can address them effectively;
c. Describe various pedagogies in the history of Media Literacy Education, and that are currently used
in different continents and countries;
d. List the strengths and weaknesses of various pedagogical models and pedagogies used for MLE.
e. Describe different engaging and active learning approaches, strategies, and techniques, which can
be employed to learn skills related to various media technologies like photography, graphic design,
and film production;
f. Understand how vocational education is taught in practical contexts that offer problem-solving
opportunities from the media world;
g. Discuss different existing challenges and barriers to the effective applications of creative media
pedagogies in the MLE classroom;
h. Discuss various ways how MLE syllabi content and the subject’s creative pedagogies can be aligned
together, as well as with and through formative assessment techniques employed in the classroom;
i. Describe the collaborative approach methods to teaching and learning;
j. List various initiatives that present students with opportunities in the Media industry;

a. Compare and contrast the various models of MLE and their corresponding pedagogies;
b. Apply knowledge of the various media languages to the deconstruction of messages on various
media texts on different platforms;
c. Demonstrate knowledge of the VET system in media settings that include people working on
various kinds of media productions;
d. Apply the knowledge acquired about lesson planning and instructional design to create effective,
reflective and creative schemes of work, work plans and lesson plans for MLE as a vocational
subject;
e. Apply scenarios to students’ learning activities that promote their exploration of identity and
related issues, while simultaneously practicing media skills related to photography, graphic design
and film production;
f. Apply meaningful and engaging teaching and learning activities in the various topics of MLE, that
also stimulate and facilitate critical thinking and reflection;
g. Explore several resources that can be utilized in the MLE classroom, as well as media events from
which both students and educators can benefit greatly.

This module will be assessed through: Assignment, Group Work, Presentation, Forum Discussion.

Core Reading List:
1. Baker, F.W. (2016). Media Literacy in the K-12 Classroom (2nd edition). International Society for
Technology in Education.
2. Buckingham, D. (2003). Media Education: Literacy, Learning and Contemporary Culture. Polity:
Blackwell.
3. Buckingham, D. (2015a). ‘Defining digital literacy. What do young people need to know about digital
media?’. Nordic Journal of Digital Literacy, 2006-2016, 21-34.
4. Buckingham D. (2015b). ‘Do We Really Need Media Education 2.0? Teaching Media in the Age of
Participatory Culture’. In: Lin TB., Chen V., Chai C. (eds.) New Media and Learning in the 21st
Century. Education Innovation Series. Singapore: Springer.
5. McDougall, J., Zezulkova, M. & Sternadel, D. (2018). Teaching media literacy in Europe: evidence of
effective school practices in primary and secondary education. NESET Analytical Report (This
document has been prepared for the European Commission; however, it reflects the views only of
the authors, and the Commission cannot be held responsible for any use which may be made of
the information contained therein). Luxembourg: Publications Office of the European Union.
6. Potter, J.W. (2021). Media Literacy (10th edition). University of California. Sage, 2021.
7. Scheibe, C. & Rogow, F. (2011). The Teacher’s Guide to Media Literacy: Critical Thinking in a
Multimedia World. Corwin Publishers.
8. SEC 41 Syllabus Media Literacy 2023. (Updated on 14th April, 2021). University of Malta.
9. Silverblatt, A., Ferry, J. & Finan, B. (2009). Approaches to Media Literacy: A Handbook (2nd edition).
Routledge: Taylor and Francis, NY.
10. Smith, J. (2016). Master the Media: How Teaching Media Literacy Can Save Our Plugged-in World.
Dave Burgess Consulting, Incorporated.
11. The International Encyclopedia of Media Literacy. Accessed at:
 https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118978238.ieml0123
12. Wiesinger, S. (2016). Digital Literacy: A Primer on Media, Identity, and the Evolution of Technology.
Peter Lang Inc., International Academic Publishers.
Supplementary Reading List:
Look at the REFERENCES list of the NESET Analytical Report cited in above section. Could be accessed
at:
https://nesetweb.eu/wp-content/uploads/2019/06/AR2_Full_Report_With_identifiers_TeachingMedia-Literacy.pdf