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Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions:

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  • Información y media literacy (es)
  • Information and media literacy (en)
  • Éducation aux médias et à l'information (fr)
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  • Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions: (en)
  • L’éducation aux médias et à l’information vise à développer les connaissances et les compétences des individus pour leur permettre d’utiliser avec discernement les médias de manière critique et créative tant dans la vie quotidienne que professionnelle. (fr)
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  • Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions: 1. * Who is the author? 2. * What is the purpose of this message? 3. * How was this message constructed? Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Nowadays, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. The term "information and media literacy" is used by UNESCO to differentiate the combined study from the existing study of information literacy. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy. IML is a combination of information literacy and media literacy. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. (en)
  • L’éducation aux médias et à l’information vise à développer les connaissances et les compétences des individus pour leur permettre d’utiliser avec discernement les médias de manière critique et créative tant dans la vie quotidienne que professionnelle. Par le terme « médias », on entend tous les moyens d’information, de communication, de divertissement, d’influence, de réseautage, d’enseignement et d’apprentissage, d’organisation du quotidien, etc., autrement dit, non seulement les médias de masse traditionnels (livres, journaux, cinéma, radio, télévision), mais aussi les médias numériques (Internet, réseaux sociaux, applications de communication, agents conversationnels, dispositifs de réalité virtuelle ou augmentée, jeux informatiques, etc.). L'éducation aux médias et à l'information est, dans le système éducatif français, un enseignement pluridisciplinaire, présent dans les programmes des cycles 2 et 3 (du CP à la 6e), du cycle 4 (de la 5e à la 3e) et du lycée (de la seconde à la terminale). C'est la raison d'être du CLEMI (Centre de liaison de l'enseignement et des médias d'information), fondé en 1983 ; la notion apparaît pour la première fois dans le socle commun en 2006, puis dans la loi d'orientation et de programmation pour la refondation de l'École de la République du 8 juillet 2013. Son objectif est de permettre aux élèves d'acquérir une culture de l'information et des médias. Il s'appuie sur les préconisations de l'UNESCO qui promeuvent une nécessaire maîtrise de l'information pour devenir citoyen d'une société numérique. Il s'inscrit dans le parcours Citoyen, l'un des quatre parcours éducatifs prévus par la loi de refondation de l'école de 2013. (fr)
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