# data[].attributes.body
I would be interested in finding out how other countries approach the question whether to have a dedicated subject and teacher and hours per week (how many?) or if it should be done in all subjects by teachers who have not received proper training.

# data[].attributes.body
Do you teach your students to type? Isn’t that the most important step to media literacy??

# data[].attributes.body
Paul Tullock
Kidsafe Social Media

For a safer, healthier, kinder digital world

# data[].attributes.body
Lorna Levack
A visual search engine for kids, offering safe kids web, image, and video search. Results are vetted by editors.

# data[].attributes.body
Lorna Levack
A printed version of our SMART rules for primary aged children, containing useful safety websites and advice to help keep you and your friends safe when using the internet and mobile devices.

# data[].attributes.attachment_link.readable_text
A printed version of our SMART rules for primary aged children, containing useful safety websites and advice to help keep you and your friends safe when using the internet and mobile devices.

# data[].attributes.attachment_link.description
A printed version of our SMART rules for primary aged children, containing useful safety websites and advice to help keep you and your friends safe when using the internet and mobile devices.

# data[].attributes.body
Here you will find information, advice and free education resources addressing a range of internet safety issues and concerns.

# data[].attributes.body
Miriam Walsh (?)
Computers are an everyday part of modern society. Software systems allow us to communicate, calculate, create, design, learn and play. Through gaining an understanding of how these digital systems work students will build up a bank of knowledge for use in the creation of their own programs. Samples of student work, demonstrating the approaches taken will become available over time.

# data[].attributes.body
Miriam Walsh (?)
Short course digital media literacy

# data[].attributes.body
Sari Lantto
Promoting Media and Information Literacy in Finland

# data[].attributes.body
Sari Lantto
Media Literacy School (this website) is a portal for all educators to find infomation and exercises that support media education activities in schools, libraries, youth centres etc. All resources are free of charge and many of the resources are available in English.

# data[].attributes.attachment_link.readable_text
Safer Internet Day is celebrated in Finland as Media Literacy Week. The aim of Media Literacy Week is to advance the media literacy skills of children and young people, as well as to support professional educators, guardians and other adults in their important media educational tasks.

Media Literacy Week celebrates diversity in creating and developing a better internet. The number and scope of the activities designed for SID 2019 in Finland illustrate the variety of the perspectives related to fostering wellbeing in this digitalised world. For this year's Media Literacy Week, altogether almost 30 different materials or campaigns are created together and in cooperation with around 55 partner organisations from all sectors of society, from public institutions to NGOs and private companies.

Activities are designed for various groups from professional educators (such as the early childhood educators, teachers, librarians and youth workers) to the general public. Activities vary from events and campaigns to publishing educational materials. Media Literacy Week is celebrated, for example, in seminars, workshops, webinars and public discussions. Most importantly, Media Literacy Week encourages local institutions (such as schools, libraries, youth work centres, museums and kindergartens) to arrange local educational events during the campaign week. More detailed descriptions of the materials and campaigns can be found on the mediataitokoulu.fi website.

In today's society, the internet and other digital media offers various opportunities for wellbeing and good life. By fostering the key competences of today and tomorrow, it is possible to foster the possibilities to actively participate, for example, by creating media content or connecting respectively. Safer Internet Day is celebrated as Media Literacy Week in Finland to promote the knowledge and competences needed to act as part of the change. Safer Internet Day in Finland reminds us that a better internet starts with you and everybody can participate.

This year, the Finnish Safer Internet Centre (SIC) has published a print and online version of a Media Literacy Week 2019 magazine to support and foster the celebration of Media Literacy Week. The magazine illustrates the diversity of themes and activities by providing descriptions of the campaigns from the partner organisations, ready-to-use educational material, expert interviews and also information about current topics such as emotion education, critical media literacy and media creation.

The power images and visual communication is well emphasised in Media Literacy Week 2019. One of the main campaigns this year is related to the visual culture as part of media literacy. Mielen kuvitusta - opas visuaaliseen medialukutaitoon (Image-a-nation - guide for visual media education) is a media educational material which approaches visual literacy from three perspectives: identity, interpretation and self-production. The material well be published at the end of January 2019.

Media Literacy School (this website) is a portal for all educators to find infomation and exercises that support media education activities in schools, libraries, youth centres etc. All resources are free of charge and many of the resources are available in English.
You can find our resources with English translations here
Click the link "Open in a new window" next to the text "EN: Download" to download the resource in PDF format.

# data[].attributes.attachment_link.description
Safer Internet Day is celebrated in Finland as Media Literacy Week. The aim of Media Literacy Week is to advance the media literacy skills of children and young people, as well as to support professional educators, guardians and other adults in their important media educational tasks.

# data[].attributes.body
Sari Lantto
Media literacy in Finland is the media literacy policy and the national media education policy document, published by the Ministry of Education and Culture in 2019. The document updates and extends the cultural policy guidelines for media literacypublished in 2013.

# data[].attributes.attachment_link.readable_text
Proposals for Action

Objective 1 - Comprehensive Media Education

The media education provided in Finland is comprehensive in terms of its content, perspectives, target groups and geographic distribution.

Everyone is entitled to extensive and meaningful media literacy. The objective is that in Finland, a variety of actors provide geographically comprehensive, available and accessible media education that takes into account various target groups, subject matters and perspectives. Media educators that are confident with their strengths are able to find cooperation partners and collaborate in an goal-oriented manner. The versatility of target groups and local particularities are taken into account in the planning, development and practice of media education.

Following actions support achieving the objective:

Media education covers different topics extensively

Media education covers various media, their use and content creation as well as their significance in people's lives, cultures and society, and each individual's own rights and the rights of others in media culture extensively. Forums are created for discussion about media education. Meaningful contents of media education, and various approaches to it are identified in collaboration with citizens and experts from other sectors.

Media education is targeted to diverse groups

Media literacies are seen as an element of civic competence. Everyone's opportunities for the versatile use of media and improvement of media literacies are enhanced. The diversity of the target groups and the fact that an individual may belong to various target groups simultaneously is taken into account when planning new measures or further developing existing ones.

Networks to support media education are founded, maintained and developed. Relevant collaboration is also conducted in the networks of other sectors.

Digital opportunities are utilised

Opportunities that digital media offer, such as online training courses, remote access and publicly available archives and collections, are made use of in the practice and development of media education and in networking.

Local and regional media education work is improved

Local particularities are taken into account in practical media education. Local partnerships, strengths and sources of funding are used in a systematic manner. Actors familiarise themselves with the local media education work and, if necessary, guide people to find media education services provided by other actors.

Communication in the field of media education is developed

Flow of information among multidisciplinary media education professionals is improved. Awareness of media education, its signifigance and related services is strenghtened in various target groups and communities.

Strengths of different actors in media education are utilized

It is acknowledged that media education is provided in different organisations both as main occupation and as a part of other tasks. In addition to this, many organisations are engaged in work related to media education or work that supports it. Different actors evaluate their strengths and make them visible in order to improve media education work accordingly.

Results of media education are shared openly

Publicly available, Creative Commons licenced materials are favoured in media education, and proprietary media education materials are published under open licences. Media education with public funding in particular focuses on the extensive usability and accessibility of the resulting materials. Access to and communications on materials are improved.

Objective 2 - High-Quality Media Education

Media education in Finland is of high-quality, meaningful and non-discriminatory. The quality of media education is assessed and developed based on research.

Media literacies can best be improved with the help of high-quality media education. Media education in Finland is topical, goal-oriented and relevant. Media education is ethical, accessible, sustainable and effective. The quality of media education is improved based on self-assessment and in collaboration between sectors. The development of quality is reviewed extensively from different perspectives. High-quality media education aims to promote human rights, equality and non-discrimination and to create preconditions for sustainable development.

Following actions support achieving the objective:

Whenever possible, media education activities are developed, planned and practiced based on research. Domestic and international research data on media education is disseminated and made available by means of drafting publications, popularisation of and communication on research, and through tranings and other types of events.

Media education competences are improved

Key competence requirements related to media education in the work of professionals of different sectors are identified. Systematic and needs-based basic and in-service training as well as versatile means of developing skills are used in improving their expertise. Long-term development that is connected to everyday work tasks is emphasized in in-service training. New and innovative means of training, such as peer mentoring, are developed to meet various kinds of competence requirements.

Evaluation of media education is improved

Evaluation practices of media education are developed, and actions are improved based on evaluation. Self-evaluation of professional activity is promoted.

Media education is a collaborative activity in which those receiving education are respected

When possible people in the target groups can influence the activities, objectives, content and practical implementation of the planning, development, research and implementation of media education. The target groups of education are respected.

Media education involves international collaboration

The quality of media education is improved in international collaboration. International development and research in the field is followed and meaningful collaboration is conducted at Nordic, European and global levels. Finnish media education is made visible globally by means of networking, collaboration and communication.

Goal-orientation and methods of media education are developed

High-quality media education is goal-oriented work. The goal setting, content and methods of media education work are improved. Information on operating models and methods is shared within the media education community in networks, training events and through communications, for example. In addition to successes, failures are also seen as valuable lessons that the community can learn from.

The value base of media education is visible in action

The common value base of media education work is based on international human rights conventions in particular, but sector- and organisation-specific values are also taken into account in the work. The value bases of media education are discussed openly, and the significance of the values is recognised.

Media education is topical and relevant

Changes and trends in the world, society and culture are anticipated and followed, and they are taken into account in the action.

Objective 3 - Systematic Media Education

The media education offered in Finland is systematic and consistent.

Media education is developed into more systematic activity by means of planning, leading and allocating resources in a relevant manner. Consistent and coherent media education facilitates the accumulation of competence, development of practices and its institutionalising in society. Planning helps those involved take the themes and accessibility of media education into account and reach the target groups extensively.

Following actions support achieving the objective:

The knowledge base of media education is consolidated

The knowledge base of media education is consolidated using academic research and studies conducted by other organizations. The knowledge requirements are discussed with researchers, financiers, developers and those who work at a practical level.

The financial base of media education is consolidated and diversified.

The financing of media education is improved to support non-discriminatory, high-quality, comprehensive and consistent work. Where possible, international, national, regional and local sources of financing are used, and possible financing for media education activities are mapped on a multidisciplinary basis. Efforts are made to ensure consistent media education through sufficient resourcing in organisations.

Planning of media education is improved

The drafting of media education plans is piloted, developed and supported at national, regional, local and organisational levels. Media education plans can be sector-specific or cross-sectoral. The role of media education is consolidated in existing plans and when preparing new plans.

Leadership in media education is improved

Leadership is improved at various levels of operation in media education. Data should be gathered to support the improvement efforts.

Existing structures are taken into account in media education

Media education has been taking place for a long time, and the field is diverse. When planning and financing media education activities, existing structures, resources, actors and networks are taken into account and new ones are created, if necessary. Where possible, new media education activities are developed as a part of existing structures to ensure continuity.

Media education work and its development and assessment are described as operating models that can be shared. Existing models of media education are used and developed further, taking the particularities of contexts and target groups into account.

# data[].attributes.attachment_link.description
The media education provided in Finland is comprehensive in terms of its content, perspectives, target groups and geographic distribution. Everyone is entitled to extensive and meaningful media literacy. The objective is that in Finland, a variety of actors provide geographically comprehensive, available and accessible media education that takes into account various target groups, subject matters and perspectives.

# data[].attributes.body
Sari Lantto
Safer Internet Day is celebrated in Finland as Media Literacy Week. The aim of Media Literacy Week is to advance the media literacy skills of children and young people, as well as to support professional educators, guardians and other adults in their important media educational tasks.

# data[].attributes.attachment_link.readable_text
Safer Internet Day is celebrated in Finland as Media Literacy Week. The aim of Media Literacy Week is to advance the media literacy skills of children and young people, as well as to support professional educators, guardians and other adults in their important media educational tasks.
50 partner organisations

Media Literacy Week celebrates diversity in creating and developing a better internet. The number and scope of the activities designed for every MLWillustrate the variety of the perspectives related to fostering wellbeing in this digitalised world. Every year around 30 different materials or campaigns are created together and in cooperation with more than 50 partner organisations from all sectors of society, from public institutions to NGOs and private companies.

Lots of activities

Activities are designed for various groups from professional educators (such as the early childhood educators, teachers, librarians and youth workers) to the general public. Activities vary from events and campaigns to publishing educational materials. Media Literacy Week is celebrated, for example, in seminars, workshops, webinars and public discussions. Most importantly, Media Literacy Week encourages local institutions (such as schools, libraries, youth work centres, museums and kindergartens) to arrange local educational events during the campaign week. More detailed descriptions of the materials and campaigns can be found on the mediataitokoulu.fi website.

What is Media Literacy?

In today's society, the internet and other digital media offers various opportunities for wellbeing and good life. By fostering the key competences of today and tomorrow, it is possible to foster the possibilities to actively participate, for example, by creating media content or connecting respectively.

Materials in English
Messages in a Bottle Explorers of the Media Map, under 8 years old Explorers of the Media Map, 6-12 years old Explorers of the Media Map, over 12 years old Did you take the clickbait? Digital Gold Miners
Searching for Reliable Information

# data[].attributes.attachment_link.description
Safer Internet Day is celebrated in Finland as Media Literacy Week. The aim of Media Literacy Week is to advance the media literacy skills of children and young people, as well as to support professional educators, guardians and other adults in their important media educational tasks.

# data[].attributes.body
Aimed slightly towards parents but a great resource.

# data[].attributes.attachment_link.readable_text
97% of children aged 12-15 have their own mobile phones, going up to 100% for 16-17s. They use a variety of devices and platforms including video games, video-sharing platforms and social media apps. On average: boys play around 4 hours of video games per day while girls play around 2 hours; children aged 7-16 spend just under 3 ½ hours per day online; children aged 4-15 spend just under six hours per week watching video content. Additionally, 62% of 7-16s have access to their mobile phones at all times, which means they may spend more time than is recorded.

In the same report from Ofcom as the above, 40% of parents say they struggle to manage their child's screen time. Support from schools is vital in helping children understand how to balance screen use.

Balanced screen use means using devices for different purposes. This may be playing video games or browsing social media but could also include completing homework, doing school work, learning new skills, practising wellbeing and more. It also means taking breaks from digital to focus on offline activities like school, spending time with family and friends, staying active and more.

In our report created with TikTok, we found that most teens are aware of their need to manage their screen time. They do so through a variety of methods including screen time apps. While they recognise they may need some support, they want the ability for flexibility. Teaching teens how to find balance is an important skill they can take with them beyond school.

Additional reading

Primary school resources to support children

# data[].attributes.attachment_link.title
Online safety resources for secondary schools | Internet Matters

# data[].attributes.attachment_link.description
97% of children aged 12-15 have their own mobile phones, going up to 100% for 16-17s. They use a variety of devices and platforms including video games, video-sharing platforms and social media apps.

# data[].attributes.headline
Safer Internet in Austria - Resources for Teens (German)

# data[].attributes.subject
Safer Internet in Austria - Resources for Teens (German)

# data[].attributes.body
https://www.saferinternet.at/zielgruppen/jugendliche/

# data[].attributes.attachment_link.description
Du liebst dein Handy, Gaming, Instagram, WhatsApp & alles Digitale? Dann bist du hier goldrichtig! Bei uns gibt's topaktuelle Infos, Tipps und Tricks, wie du Handy und Internet sicher nutzen kannst.

# data[].attributes.headline
Fake News Project - Lesson Plan with diverse activities in Padlet (Keynote file)

# data[].attributes.subject
Fake News Project - Lesson Plan with diverse activities in Padlet (Keynote file)

# data[].attributes.body
https://padlet.com/aliciabankhofer/newspapers

# data[].attributes.headline
Denken lernen, Probleme lösen Sek IDigitale Grundbildung in der Sekundarstufe 1Arbeiten mit dem BBC micro:bit (Österreich) Projektbericht als PDF-Download

# data[].attributes.subject
Denken lernen, Probleme lösen Sek IDigitale Grundbildung in der Sekundarstufe 1Arbeiten mit dem BBC micro:bit (Österreich) Projektbericht als PDF-Download

# data[].attributes.body
Learning to think, learning to solve. Media Literacy in Lower Secondary Schools. Working with BBC micro:bits (Austria) Project report download as pdf

# data[].attributes.headline
Denken lernen, Probleme lösen. Digitale Grundbildung in der Primarstufe (Österreich) Projektbericht als PDF-Download

# data[].attributes.subject
Denken lernen, Probleme lösen. Digitale Grundbildung in der Primarstufe (Österreich) Projektbericht als PDF-Download

# data[].attributes.body
Learning to think, learning to solve. Media literacy in primary schools (Austria) Project report download as pdf

# data[].attributes.headline
The Digital Citizenship Handbook for School Leaders

# data[].attributes.subject
The Digital Citizenship Handbook for School Leaders

# data[].attributes.attachment_link.readable_text
In today's schools and districts, just saying "no" to bad technology practices is not enough. This leadership posture can take the form of extreme blocking and filtering of websites, providing little access to devices and declining to integrate digital tools and resources into learning out of fear of what else a student might do. Such a mindset can also lead to adults choosing not to engage -- or being unable to engage -- in conversations when students share stories about what a peer did online or through the latest app.

Digital citizenship curriculum needs to be taught at two levels at once -- horizontal (the world immediately around students) and vertical (connecting to the rest of the world). This book provides education leaders a strategic road map that demonstrates how to incorporate these concepts into the curriculum so that digital citizenship isn't just "one more thing," but is threaded into the DNA of how educators teach and work.

The book:

Provides a five-year-plan for developing a digital citizenship program in your school.

Covers such topics as digital ethics and leveled approaches to digital citizenship.

Walks through the digital citizenship responsibilities and opportunities inherent in various roles, including library media specialists, classroom educators and special ed teachers.

Offers strategies for spreading digital citizenship internationally and explores the future of digital citizenship.

This book will help schools and districts develop a meaningful approach to embedding digital citizenship into established programs, and ultimately, help students succeed in a digital world.
About the Authors
Mike Ribble (@digcitizen) is the author of Digital Citizenship in Schools, now in its third edition. Ribble has served as a classroom teacher, a secondary school administrator, a network manager and a university instructor. His nine elements of digital citizenship have informed audiences around the world and inspired dialogue around responsible technology use. He has presented at national and international conferences, and helped form the ISTE Digital Citizenship PLN. He offers resources for teaching digital citizenship on his website (digitalcitizenship.org).

Marty Park, Ed.D., (@martypark) is the chief digital officer with the Kentucky Department of Education where he focuses on strategic implementations and experience design of emerging technologies for learning. He previously served as a regional education technology leader for the department and, prior to that, was the chief information officer and district technology coordinator for one of Kentucky's largest school districts. Park also consults on federal and state programs and is a frequent speaker at international, national and statewide events. He's an adjunct professor at the University of Kentucky in Lexington and Georgetown College in Georgetown, Kentucky, and an innovation fellow for the Digital Learning Design Lab.

# data[].attributes.attachment_link.title
The Digital Citizenship Handbook for School Leaders

# data[].attributes.attachment_link.description
In today's schools and districts, just saying "no" to bad technology practices is not enough. This leadership posture can take the form of extreme blocking and filtering of websites, providing little access to devices and declining to integrate digital tools and resources into learning out of fear of what else a student might do.

# data[].attributes.body
Moving Students from Digital Citizenship to Digital Leadership

# data[].attributes.attachment_link.readable_text
This website is meant to continue the conversations, provide additional resources, and inspire you to think differently about the role of social media in school.

Social LEADia provides examples, and support to teachers who want to empower their students to use technology and social media to move beyond just being ethical and responsible citizens towards becoming digital leaders. It brings together the experiences and stories of educators, and the voices of students who are leveraging social media to learn & share learning, to address social inequality, and to be a positive influence in the lives of others.

Read the first few chapter for FREE here: bit.ly/socialleadiaFREE

Listen to me talk about the book here

# data[].attributes.attachment_link.description
This website is meant to continue the conversations, provide additional resources, and inspire you to think differently about the role of social media in school. Social LEADia provides examples, and support to teachers who want to empower their students to use technology and social media to move beyond just being ethical and responsible citizens towards becoming digital leaders.

# data[].attributes.body
Helping Tweens and Teens Thrive in an Unbalanced Digital World

# data[].attributes.attachment_link.readable_text
Social Media Wellness: Helping Tweens and Teens Thrive in an Unbalanced Digital World

Over the past decade, the new language created by social media and technology have ostensibly widened the communication divide between generations. Though students have long managed to find distractions, today's technology innovations present new challenges for students and adults, and many adults struggle to keep up with what their kids are doing online. With a proactive, practical approach based on over fifteen years of working with students in private practice and in schools, Ana provides simple, implementable solutions focused around the three main tenets of socialization, self-regulation and safety. In the face of our "always on" culture, Social Media Wellness: Helping Tweens and Teens Thrive in an Unbalanced Digital World creates a new conversation around social media wellness - one that encourages tweens and teens to think about their own personal values and daily choices, while emphasizing the importance of parental attitude and a collaborative approach in helping all of us build healthier online habits and create more balanced lives.

"This is the book I've been waiting for. Ana Homayoun gives concrete strategies for parents to talk with their teens without using judgment and fear as tools. This is a guidebook you can pick up at anytime, and which your teen can read, too. I'll be recommending it to everyone I know."

Rachel Simmons
author of New York Times bestseller The Curse of the Good Girl: Raising Authentic Girls with Courage and Confidence

Download free resources to accompany Social Media Wellness: Our guide to the best apps for productivity, and a sample media use agreement for parents.

"I am currently reading Social Media Wellness and loving it - I literally want to highlight every other page."

- Diana Van Der Merwe, School Counselor, International School Manila

The Myth of the Perfect Girl: Helping Our Daughters Find Authentic Success in School and Life

In today's achievement culture, many girls seem to be doing remarkably well - excelling in honors and sports and attending top colleges in ever greater numbers - but beneath the surface, girls are stressed and exhausted from striving to be "perfect." Their efforts to juggle schoolwork and extracurriculars, family and social obligations, as well as relationships online and IRL (in the real world), can make many girls lose sight of their own unique abilities. With honesty, empathy, and a fresh perspective, The Myth of the Perfect Girl presents advice to empower both parents and girls themselves to discover what true success and happiness means to them. This book offers practical, thoughtful solutions to promote the healthy social, emotional, physical and spiritual wellness of today's young girls and women.

"The Myth of the Perfect Girl challenges both girls and the adults who care about them to deeply reflect on the most important issues girls will face as they reach their full potential."
ROSALIND WISEMAN
author of Queen Bees and Wannabes

Download a free activity guide to accompany The Myth of the Perfect Girl.

That Crumpled Paper Was Due Last Week: Helping Disorganized and Distracted Boys Succeed in School and Life

In That Crumpled Paper Was Due Last Week , Ana explains how she's encouraged even the most disorganized, scattered, and unfocused boys to become successful young people who consistently meet and overcome their personal and academic challenges. It starts with a simple fact: Most boys need to be taught how to get organized, how to study, and - most importantly - how to visualize, embrace and meet their own goals. With an approachable, no-nonsense style, Ana's book can be used by parents to identify their son's dis-organizational type, help him set goals that he is intrinsically motivated to meet, and aid him in managing social pressure and anxiety. Much more than a how-to guide, this insightful and user-friendly book provides a roadmap for the success too many boys have trouble finding in school and in life.

"That Crumpled Paper Was Due Last Week provides an innovative and practical approach to helping boys find success. Ana Homayoun presents straightforward, easily implementable solutions that will help transform the lives of boys and parents."
MICHAEL GURIAN
author of The Wonder of Boys and The Minds of Boys

Download free resources to accompany That Crumpled Paper Was Due Last Week: Our study schedule guide, and Taming the Distractions PDF.

# data[].attributes.attachment_link.description
Social Media Wellness: Helping Tweens and Teens Thrive in an Unbalanced Digital World Over the past decade, the new language created by social media and technology have ostensibly widened the communication divide between generations. Though students have long managed to find distractions, today's technology innovations present new challenges for students and adults, and many adults struggle to keep up with what their kids are doing online.

# data[].attributes.body
Teaching Critical Thinking Skills in the Age of Fake News

# data[].attributes.attachment_link.readable_text
The advent of the 24-hour news cycle, citizen journalism and an increased reliance on social media as a trusted news source have had a profound effect not only on how we get our news, but also on how we evaluate sources of information, share that information and interact with others in online communities. When these issues are coupled with the "fake news" industry that intentionally spreads false stories designed to go viral, educators are left facing a new and challenging landscape. This book will help them address these new realities, providing educators with tools and resources to help students discern fact from fiction in the information they access not only at school, but on the devices they carry in their pockets and backpacks.

The book includes:

Instructional strategies for combating fake news, including models for evaluating news stories with links to resources on how to include lessons on fake news in your curricula.

Examples from prominent educators (elementary, secondary and higher ed) who demonstrate how to tackle fake news with students and colleagues.

A fake news self-assessment with a digital component to help readers evaluate their skills in detecting and managing fake news.

A downloadable infographic with mobile media literacy tips, available here.

The companion jump start guide based on this book is Fighting Fake News: Tools and Strategies for Teaching Media Literacy .
About the Authors
Jennifer LaGarde has served as a classroom teacher, teacher librarian, digital teaching and learning specialist, and consultant for the North Carolina Department of Public Instruction and the Friday Institute for Instructional Innovation. She currently works with educators and school and district-level leaders worldwide to develop innovative instructional practices. LaGarde's work has been recognized by School Library Journal, The New York Times and The Carnegie Corporation. She holds a master's degree in library science from Appalachian State University and National Board Certification in school library media.

Darren Hudgins is a former secondary social studies and career tech education (CTE) teacher, staff developer and coach, and is now director of instructional technology at the Organization for Educational Technology and Curriculum (OETC). In addition to his professional development responsibilities, Hudgins is the OETC events lead for several boutique events including IntegratED Portland | AcceleratED Portland, SPARK and Leading Schools. Hudgins holds an M.Ed. along with dual bachelor's degrees in human development and social sciences.

Reviews "VERDICT A thought-provoking resource for teachers and librarians seeking to foster their students' critical thinking." -Laura Fields Eason, Parker Bennett Curry Elementary School, Bowling Green, KY, SLJ

# data[].attributes.attachment_link.description
The advent of the 24-hour news cycle, citizen journalism and an increased reliance on social media as a trusted news source have had a profound effect not only on how we get our news, but also on how we evaluate sources of information, share that information and interact with others in online communities.

# data[].attributes.body
Resource shared by Catherine Mangan: A framework to equip children and young people for digital life

# data[].attributes.body
NOS is brilliant, as is common sense media and NSPCC all have really great lessons, I also use #DitchTheLabel and Digital sisters more recently after seeing them at a conference

# data[].attributes.attachment_link.authors[].name
Georgina W. Teacher - Davenant Foundation School

# data[].attributes.attachment_link.title
Online Safety Training For Schools | National Online Safety

# data[].attributes.attachment_link.description
Our online safety training courses, webinars and resources enable schools to keep children safe online and meet statutory online safety requirements.

# data[].attributes.body
The DQ Institute (DQI) is an international think-tank that is dedicated to setting global standards for digital intelligence education, outreach, and policies. Working together with international agencies and local partners, DQI builds multi-stakeholder coalitions that advance its mission and help people worldwide. DQI’s award-winning educational programs include the #DQEveryChild initiative, which seeks to empower 1 billion children with digital intelligence education.

# data[].attributes.body
The Mediadiamond a practical conversation starter for parents and professionals to help children aged 0-18 grow up in a media literate way. It focuses on the opportunities of media and highlights five sides of media education: Fun, Safety, Together, Content and Balance.

# data[].attributes.attachment_link.readable_text
Safer Internet Day (SID) 2020 will take place on Tuesday, 11 February 2020 with a theme of "Together for a better internet".

Below you'll find a gallery of resources - from across the Insafe network of Safer Internet Centres and beyond - to help you celebrate SID in your school... and indeed promote a safer and better internet all year through! Search by keyword or language to find resources to meet your needs, or just browse the list.

Please note: this gallery of resources is constantly being updated so please check back regularly for the latest content.

# data[].attributes.attachment_link.description
Search our gallery of educational resources - from across the Insafe network of Safer Internet Centres (SICs) and beyond - to help you celebrate Safer Internet Day (SID) in your school. Search by country, language or age to find resources to meet your needs, or just browse the list.

# data[].attributes.body
The STOP.THINK.CONNECT.™ Campaign is a national public awareness campaign aimed at increasing the understanding of cyber threats and empowering the American public to be safer and more secure online. Cybersecurity is a shared responsibility. We each have to do our part to keep the Internet safe. When we all take simple steps to be safer online, it makes using the Internet a more secure experience for everyone.

# data[].attributes.attachment_link.readable_text
The STOP.THINK.CONNECT.™ Campaign is a national public awareness campaign aimed at increasing the understanding of cyber threats and empowering the American public to be safer and more secure online. Cybersecurity is a shared responsibility. We each have to do our part to keep the Internet safe. When we all take simple steps to be safer online, it makes using the Internet a more secure experience for everyone.

Cyber Tips and Resources

# data[].attributes.attachment_link.description
The STOP.THINK.CONNECT.™ Campaign is a national public awareness campaign aimed at increasing the understanding of cyber threats and empowering the American public to be safer and more secure online. Cybersecurity is a shared responsibility. We each have to do our part to keep the Internet safe.

# data[].attributes.body
A lesson plan from the Washington Newseum: Students learn a handy acronym to help them remember six key concepts for evaluating information

# data[].attributes.attachment_link.description
Students learn a handy acronym to help them remember six key concepts for evaluating information, then test the concepts in teams. (Poster also available for download in French, Japanese, Spanish and Ukrainian.)

# data[].attributes.body
The aim of the Digital Citizenship Education (DCE) Project is the empowerment of children through education or the acquisition of competences  for learning and active participation in digital society.

# data[].attributes.attachment_link.readable_text
The aim of the Digital Citizenship Education (DCE) Project is the empowerment of children through education or the acquisition of competences for learning and active participation in digital society.

The DCE Project builds on the achievements of the Council of Europe's longstanding programme on Education for Democratic Citizenship and Human Rights Education (EDC/HRE), and the initial results of the project on Competences for Democratic Culture, as well as co-operation activities in other sectors (Internet Governance and Children's Rights). It was approved by the Steering Committee for Educational Policy and Practice (CDPPE) at its 2015 plenary meeting and launched in March 2016 as part of the 2016-2017 programme.

The initial phase of the DCE Project comprises the following elements:

a review of both formalised literature and informal literature (blogs, wikis and websites), examining the concept of digital citizenship, current digital education policies and contemporary digital education practices and challenges in schools;

multi-stakeholder consultations/debates on policy issues regarding the place and better use of online resources and contemporary information technologies (e.g. social networking sites and Web 2.0 or Educational Web 2.0 sites, as well as personal devices) in school settings (curricula and schools organisations), and mapping the administrative and legal responsibilities for school leaders, teachers, students and parents;

on the basis of the report on these consultations, take steps to develop Policy Guidelines to further support national authorities in developing DCE policies to address learning issues as well as the needs of students, and to provide guidance in policy development to help protect students working in open, collaborative, online environments;

the promotion and sharing of best practices from member states on effective interactive programmes for the acquisition of digital citizenship competence for students through the curriculum, and for teachers through initial and in-service education;

based on the experience of member states, establish a set of descriptors of DCE competence and guidance for the integration of such descriptors in current citizenship education curricula;

the development, in partnership with other sectors of the Council of Europe, policy orientations with regard to cross-cutting contemporary educational and legal issues that school authorities face today, such as: cyber-bullying including cyber-misogyny, cyberbullying of teachers, privacy, sexting, digital addiction, student-teacher relationships through social media (Facebook; etc.), digital safe schools, freedom of expression online, and human rights of students in digital settings.

Following the launch of the project, an ad hoc expert group ( DCE Expert Group) was set up comprising experts in the fields Internet Governance and Children's Rights as well as from the education sphere. The Secretariat asked the DCE Expert Group to conduct a review of existing literature on the concept of digital citizenship as well as a multi-stakeholder consultation on the place of DCE projects and programmes in school settings (curricula and schools organisations) and mapping the administrative and legal responsibilities for school leaders, teachers, students and parents.

A review of existing literature on the concept of digital citizenship

A Multi-Stakeholder Consultation

Key findings and recommendation

# data[].attributes.attachment_link.description
The aim of the Digital Citizenship Education (DCE) Project is the empowerment of children through education or the acquisition of competences for learning and active participation in digital society.

# data[].attributes.attachment_link.readable_text
Narrowing the Digital Divide

Our interest in Africa began in 2006 with a personal volunteer initiative. Our attention quickly moved to leveraging our professional expertise. We started working at the grassroots to test and refine a practical and scalable way to deliver a 21st century education in developing countries.

Since proudly winning WestAfricaCom's Game-Changing Innovation Award,
CyberSmart Africa continues to innovate ways to deliver up-to-date quality content directly supporting classroom learning to the vast majority of schools that have no electricity in sub-Saharan Africa. Classrooms with few books and 40-60 students per class.

We recently introduced SmartSenegal.com a social network that uses artificial intelligence (AI) technology - to help Senegalese teachers do what they are already doing - only faster and easier. Teachers are already heavy users of social networks to meet their professional needs; but existing networks are not uniquely designed for them. SmartSenegal.com is.

A Digital Learning Company

We pioneered the very first digital literacy and cyber safety curriculum in 2000. Used by millions of students globally, the CyberSmart Student Curriculum was the very first-of-its kind standards-based online safety and digital literacy program. Its ground-breaking research-based strategy of positive empowerment is now modeled internationally. The CyberSmart Student Curriculum was sold to Common Sense Education.

Today we believe that these skills should not be part of a stand-alone program in schools. Just as the use of ICT has moved out of the computer lab into the classroom, digital literacy skills need to be integrated and embedded within the context of daily classroom instruction. That's why our work in digital literacy supports the learning goals of the core curriculum subjects.

# data[].attributes.attachment_link.description
Our interest in Africa began in 2006 with a personal volunteer initiative. Our attention quickly moved to leveraging our professional expertise. We started working at the grassroots to test and refine a practical and scalable way to deliver a 21st century education in developing countries.

# data[].attributes.body
Teach students how to thrive in the digital age with free, research-backed lesson plans.

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.body
We make it our mission to make the internet a safer place for children.

# data[].attributes.attachment_link.description
Specialists in Online Safety Training for Schools We equip school staff, parents and pupils with the knowledge they need to understand online dangers. Book a free online safety consultation

# data[].attributes.body
Helping children be safe and confident explorers of the online world

# data[].attributes.attachment_link.provider_name
Be Internet Legends - A Program to Teach Children Internet Safety

# data[].attributes.attachment_link.title
Be Internet Legends - A Program to Teach Children Internet Safety

# data[].attributes.attachment_link.description
Be Internet Legends is a multifaceted program that includes a fun and free of charge web-based game called Interland and an educational curriculum to teach children how to be safe and responsible explorers of the online world.