Innovation in content requires innovation in teaching.”
— Anonymous

BACKGROUND AND RATIONALE

This curriculum document on media and information literacy (MIL) should be viewed within the broader field of communication, as informed by modern learning theories. Teaching and learning are closely related and are integral parts of the communication process. In fact, neither can be effective without the other (Ndongko, 1985). Teachers and students consciously or unconsciously apply elements of a basic and sometimes complex communication process in the classroom.

Teaching and learning are made more challenging when new technologies, such as mass media (radio, television and newspaper libraries), are integrated into the classroom. The acquisition of MIL skills by teachers and students opens up opportunities to enrich the educational environment and promote a more dynamic teaching – learning process.

The interaction of teachers and students with the media and other information providers can help to create learning environments that are democratic and pluralistic, and that also foster knowledge creation. Awareness of these dynamic forces as acted out in the classroom brings into focus the cognitive and metacognitive processes identified in learning theories.

This module, the last in the core section of the curriculum, serves as a capstone by drawing on content covered in the earlier modules. It explores links between communication and learning (including learning theories), and suggests how MIL can enhance this relationship. It ends with a discussion on managing change in order to foster an enabling environment for MIL.