a. Advise the SLT on the assessment procedures of the VET system and on how it could possibly
contribute to and facilitate the assessment process, for the teachers’ and students’ benefit;
b. Design MLE assignments based on the VET system that include various tasks, and that offer
students various possible modes of assessment;
c. Design assignments aligned to the assessment objectives and curriculum criteria;
d. Develop a comprehensive understanding of the vocabulary of MLE, especially with regard to the
assessment of the various components of its content;
e. Schedule the planning for the submission of students’ tasks in view of the necessary IV and EV visits
that will follow assignment corrections;
f. Guide students throughout their entire assessment process especially in how to provide them with
feedback that would serve as feedforward in their work;
g. Ensure that all students have opportunities to work on their assignments with focus and creativity,
and in ways that help them explore identity issues;
h. Create the appropriate learning environment, through the right pedagogies, that makes it possible
for students to access, analyze, evaluate, and create media in a variety of forms, through their
assessment tasks;
i. Plan and design MLE units.

a. Identify various AfL strategies, techniques and educational activities that enrich the pedagogy of
MLE for its various units and topics addressed;
b. Distinguish and understand the continuity between assessment for learning (formative) and
assessment of learning (summative):
c. Distinguish between criteria that are assessed in the assignment briefs and those in the controlled
assessment;
d. Familiarize oneself with the correct terminology included in the VET policy document for MLE;
e. Review the verification process in the VET system for quality assurance purposes;
f. Explain the principles and concepts of a valid quality assurance procedure.

a. Create a scheme of work for the different MLE units;
b. Design an assignment according to the knowledge, comprehension and application criteria
specified, that is fair and reliable;
c. Write a concise scenario that is relevant to the assignment and that the students can relate to, and
that offers students opportunities for exploration of identity issues;
d. Create detailed marking schemes for the assignment, that would include possible student answers
that are correct;
e. Design different observation sheets that could be used for the assessment of various assessment
criteria;
f. Verify the assignment/s prepared by a colleague.

This module will be assessed through: Hands-On Tasks, Group 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