Irene Kerssies, learning support coordinator for the upper-primary years, explains that this is done partly using the following methods: “As a Christian primary school, we work with the Trefwoord method. This method also covers media literacy. We also work with Kwink, a method specifically for social-emotional learning. Learning how to deal with social media is also largely a social skill. How do you respond to certain messages? How do you interpret an emoji or a comment when you cannot see a facial expression alongside it? We also discuss fake news, how to look things up, and the amount of time spent using media.”
More anonymous
In addition, media literacy is discussed in the classrooms when there is a direct reason to do so. Irene: “There can sometimes be trouble in a group chat. Someone may say something unkind, or a child may be excluded. On their mobile phones, it feels more anonymous to the children, making it easier for them to say something hurtful. They still need to learn how to deal with social media. They need guidance with that.” She believes this is a responsibility shared by both the school and the parents. “Fortunately, we see that parents are keeping a close eye on what their children are doing. But it is new for them too. Last school year, we organized a parents’ evening about media literacy. It was very informative for both the parents and the teachers.”
Mobile phones
Social media, games, Netflix—there is so much entertainment available that it is almost inevitable that children’s media use has increased. Irene confirms this: “Most students in grades 7 and 8 already have a mobile phone, and some get one even earlier. This has grown rapidly in recent years. There are practical reasons for parents too. It is useful when children want to arrange to meet up or when they want to know where their children are. Among younger children, gaming is especially popular, while in the upper grades social media such as Snapchat, TikTok, and WhatsApp also become part of the picture.”
The positive aspects
According to Irene, it is a constant search for balance. “There are positive aspects to media use as well. They are social media, and it is also a social activity. You can easily arrange to meet someone, quickly get in touch with others, and they also learn from the games they play, for example.” Irene notices that the media literacy lessons make the students more aware: “They are more conscious of everything they post online, and they learn to think before posting something. It has a preventive effect and, together with parents keeping an eye on their children, helps prevent online bullying.”
Media Literacy Week
During Media Literacy Week, they work with additional Kwink lessons, Irene explains: “In the lower grades, the learning objective is: ‘I discover that I can make choices when watching videos.’ In the middle grades: ‘I think before I respond to messages.’ In the upper grades: ‘I discover the effects of false reporting.’ In addition, eighth-graders play the game Mediamasters. It is a free online game for eighth-graders that covers online bullying, social media, fake news, advertising, and internet safety.”
Bringing it to people’s attention
Media Literacy Week is also a good opportunity to reconnect with parents about the Media Literacy theme. “We inform the parents that we will be focusing on media literacy during this week, which ensures that the subject is brought to their attention again as well.”