This training was previously titled “MEDIA EDUCATION. Fighting bullying and foster inclusion” and it was focused on developing Media Education with the aim to fight bullying phenomena and foster inclusion. 

These aims are also included in this new proposal which has been updated and modernized according to a new scenario from the year 2021 which started with a global pandemic still existing in our lives. In the past the literature of different types of education created the “Media Education”. Nowadays, the new term is “MIL Media and Information Literacy” which distinguishes media and information, even though they are strongly connected. 

The modern understanding of literacy encompasses much more than “being able to read and write” which is the definition you find in dictionaries.

The same Council of the European Union indicated in 2018 with the “Key Competences for lifelong learning” of May 2018 as the 1st competence: literacy. The explanation of the document is long and very clear. In summary, literacy competence is, yes, the ability to be able to read and write in a correct way, but it is also, confidence and willingness to engage with language to acquire, construct and communicate meaning in all aspects of daily living. Language is explained as a socially and culturally constructed system of communication.

Literacy is critical in helping us make sense of our world. From the time we wake up to the time we go to sleep, we are constantly making meaning of the world around us.

The development of literacy across subject areas has the dual effect of enriching students’ understanding of the subject area content while increasing their skills in literacy. Literacy practices are firmly linked with both thinking and learning. When students use literacy in every subject, they become more adept at applying literacy in all their learning. Literacy is the responsibility of all subject area teachers.

Media and Information Literacy is the way we think can facilitate this process crossing subjects and empowering a complex of skills. 

The increasing use of social media and media tools at school and the increasing phenomena of bullying starting from very young students. Media has a high impact in our life and school is a long term period of our existence where teachers have the key role of being educators, but also mentors and persons themselves establishing a link with the outside reality. Teachers are in the middle between school directors and parents and represent a point of reference for students growing inside classrooms in need to become young adults and adults, European citizens and ready to become freelancers, entrepreneurs or employees.

Approximately 32 percent of students report being bullied at school. Bullied students are more likely to take a weapon to school, get involved in physical fights, and suffer from anxiety and depression, health problems, and mental health problems. They suffer academically (especially high-achieving black and Latino students). And research suggests that schools where students report a more severe bullying climate score worse on standardized assessments than schools with a better climate.

Computer (or digital) literacy emphasizes the binary character of signals that are transmitted and therefore relates to computing. Audio-visual literacy highlights the importance of the language that combines image and sound. The term information literacy stresses the importance of the information explosion phenomenon that accompanies information societies.

This is all common sense to educators. They have known for decades that students need to be in safe, supportive learning environments to thrive. And the vast majority care deeply about keeping children safe. But especially given that commitment to student safety, why do so many children experience bullying? In this training we will explore both main topics: preventing and fighting bullying and how to develop and use Media Education.

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Target group

Teachers can be any kind of teacher working in a public or private school or educational institutions. Participants are usually school leaders, including school directors or the persons in charge of school management and coordination. 

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Like with all our programs, the present one is flexible and adaptable to special requests, depending on the subject taught or on the starting level of the participant. 

Furthermore, in line with the JUMP Academy method, our courses are based on a strategic balance between formal and non-formal education, indoor and outdoor education and the team takes care of a very important aspect of international mobility which is the intercultural learning which we develop with short excursions and facilitating the interaction with local partners, especially schools of the territory. 

We always try to connect our learners to local teachers and students to cooperate in developing innovation and networking for future projects. If possible, inside the program, a morning is spent inside a local school, visiting, observing, and cooperating in the realization of one or more lessons. The proposed program JUMP works, in European dimension and with an international spirit, at the local level and, according to the period of the training along the year and the weather, it is possible to change some sessions and add visits and meetings, in cooperation with our network of partners including schools involved in European projects).