REMEDIS: REthinking MEdia literacy and DIgital Skills in Europe

Adopting an evidence-based approach to REthinking MEdia Literacy and DIgital Skills in Europe, REMEDIS seeks to provide a framework for evidence-based evaluative research of media literacy and digital skills. REMEDIS aims to inform practitioners and policymakers about so far severely underdeveloped evidence that links interventions around different types of media literacy and digital skills in different life domains (such as education, identity development, social relations) to different types of positive outcomes in terms of (digital) inclusion and wellbeing. REMEDIS makes a leap across disciplines to realise its four objectives:

  1. to improve existing theoretical knowledge about the actual outcomes of interventions, paying special attention to target groups (such as disadvantaged youth, refugees, people with lower SES);
  2.  to improve and enhance existing media literacy and digital skills intervention strategies based on the existing and emerging evidence generated across the different geographical and cultural contexts represented by the REMEDIS partners;
  3.  to adopt advanced methods, develop and validate instruments for evaluating interventions by using a range of outcome measures;
  4.  to produce evidence-based policy recommendations and develop a user-friendly, customisable evaluation toolkit.

REMEDIS adopts an evidence-based flow in which each WP provides the inputs for each subsequent WP. WP1: The development of a systematic evidence review will enable us to identify the driving forces and outcomes of media literacy and digital skills and characteristics of potentially effective interventions that lead to positive outcomes. WP2: Co-development of enhancements and improvements of interventions considered promising for fostering (digital) inclusion and wellbeing. WP3: Evaluation and validation of a selected interventions informed by the findings of WP1&2, using randomised experimental evaluations and innovative quasi-experimental methods. WP4: Integration of results with key policymakers/practitioners, leading to the development of evidence-based policy recommendations and an evaluation toolkit.

KEYWORDS:

media literacy, digital skills, intervention programmes, impact evaluation, inclusion, wellbeing, life domains, evaluation toolkit

CONSORTIUM

  • Project Leader: Leen d’Haenens, KU Leuven, Institute for Media Studies, Belgium, e-mail
  • Ellen Johanna Helsper, London School of Economics and Political Science (LSE), Media and Communications, United Kingdom
  • Margus Pedaste, University of Tartu, Institute of Education, Estonia, e-mail
  • Miguel Ángel Casado, University of the Basque Country, Audiovisual Communication and Advertising, Spain
  • Katariina Salmela-Aro, University of Helsinki, Educational Sciences, Finland
  • Lukasz Tomczyk, Uniwersytet Jagielloński, Faculty of Philosophy / Institute of Pedagogy, Poland, e-mail
  • Terhi-Anna Wilska, University of Jyväskylä, Department of Social Sciences and Philosophy, Finland, e-mail

COOPERATION PARTERS

  • Elzbieta Chudoba, International House Integra Bielsko
  • Jorge Flores Fernández, PantallasAmigas
  • Jenni Jävelä, Economy and Youth TAT
  • Helen Milner, Good Things Foundation
  • Hans Martens, European Schoolnet
  • Margus Püüa, Education and Youth Board of Estonia
  • Malgorzata Machaj, Śląskie Centrum Edukacji i Rehabilitacji “Arteria” w Katowicach
  • Christa Prusskij, The Finnish Society on Media Education
  • Antti Rammo, Star Cloud LLC
  • Ludo Deferm, Mediawijs
  • Fay Lant, National Literacy Trust
  • Roberto Alvarez Angulo, Gaptain
  • Elizabeth Gosme, COFACE Families Europe
  • Ilona Kish, Public Libraries 2030

ACHIEVEMENTS

d’Haenens L., Tomczyk Ł., Gierszewski D. & Sepielak D., Digital inclusion from an integenerational perspective: promoting the development of digital and media literacy among older people from a young adult perspective, Pixel-Bit. Media and Education Journal/Revista de Medios y Educación, 2023, https://revistapixelbit.com

Tomczyk Ł., Wnęk-Gozdek J., & Potyrała K., Digital Divide as a Challenge for Polish Social Gerontology, Communications in Computer and Information Science, 2023, https://link.springer.com/chapter/10.1007/978-3-031-44581-1_20#citeas

Tomczyk Ł., Measuring digital competences. Ten common methodological challenges, Problemy Opiekuńczo-Wychowawcze, 2023, https://problemyopiekunczo-wychowaw.pl/resources/html/article/details?id=609950&language=en

Tomczyk Ł., Mascia M.L., Gierszewski D. & Walker C., Barriers to Digital Inclusion among Older People: An Intergenerational Reflection on the Need to Develop Digital Competences for the Group with the Highest Level of Digital Exclusion, Innoeduca. International Journal of Technology and Educational Innovation, 2023. https://revistas.uma.es/index.php/innoeduca/article/view/16433/16960

Tomczyk L., Cívico-Ariza A., Colomo-Magaña A., Guillén-Gámez D.F. A study on the digital competence of teachers in the use of YouTube as a teaching resource according to gender, age, and years of teaching experience, Proceedings of the thirty-eighth Information Systems Education Conference ISECON, 2023, https://www.researchgate.net/publication/370129468_A_study_on_the_digital_competence_of_teachers_in_the_use_of_YouTube_as_a_teaching_resource_according_to_gender_age_and_years_of_teaching_experience

Tomczyk L., Gierszewski D., Digital inclusion of the elderly – from integration to participation, Exlibris Social Gerontology Journal, 2022 https://ojs.wsb.edu.pl/index.php/bgs/article/view/864

d’Haenens L., Vissenberg J., Puusepp M., Edisherashvili N., Martinez-Castro D., Helsper E. J., Tomczyk L., Azadi T., Opozda-Suder S., Maksniemi E., Spurava G., Salmela-Aro K., Sormanen N., Tiihonen S., Wilska T-A., Hietajärvi L., Martinez G., Larrañaga N., Garmendia M., Oliveria-Aruajo R., Donoso V., Pedaste M., & Sepielak D., (2025) Fostering Media Literacy: A Systematic Evidence Review of Intervention Effectiveness for Diverse Target Groups, Media & Communication, 13, https://www.cogitatiopress.com/mediaandcommunication/article/view/8901

Tomczyk, Ł., & Kielar, I. (2024), Empowering the elderly in the information society: Redefining digital education for Polish seniors in the age of rapid technological change, Educational Gerontology, 1–16, https://doi.org/10.1080/03601277.2024.2439908

Tomczyk Ł., & Edisherashvili, N. (2024), Learning Objectives in Older Adult Digital Education – Redefining Digital Inclusion. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(3), 507–520, https://doi.org/10.23947/2334-8496-2024-12-3-507-520

 Start date

1 October 2022

Project duration

24 months

 Project budget

€ 1 135 744

Funding organisations