Julia Rodina develops the media literacy of both teachers and students.
Photo: Private collection.
Media literacy education was added to the Estonian school curriculum as early as the 2011–2012 academic year, but not as a compulsory subject. Students acquire basic knowledge of fact-checking within the framework of other subjects. This means that teachers must continuously update their own knowledge in the fields of media literacy and information security.
Helping them in this effort is Julia Rodina – the founder and head of the non-profit organization Tuleviku Meedia (Future Media). This organization promotes media education and literacy while also supporting quality journalism. Last year, Julia carried out more than ten media literacy projects, involving over 250 teachers and 220 young people across Estonia.
Last year, 250 teachers participated in your seminars. Is this a sign of a special interest in media literacy?
Yes, the past year was particularly busy because media literacy is a highly relevant topic for teachers. I was able to implement projects that sparked teachers’ interest and, hopefully, were also beneficial to them.
Why have you focused specifically on training teachers? Usually, the target group for media literacy training consists of young people who are taught how to assess the reliability of information.
Of course, it would be great if teachers already knew everything, but practice shows otherwise. Educators have a very heavy workload: in addition to teaching their subject, they communicate with students, parents, and colleagues and participate in organizing various events. At the same time, they are also active media consumers, and the world of information technology is evolving at an incredible pace. Three years ago, we were discussing certain risks, but over the past two years, the rapid development of artificial intelligence has triggered a true revolution, significantly expanding the risks associated with media consumption.
In addition, Russian-speaking teachers face a new challenge: media literacy has now been added to the school curriculum. For many of them, this is a serious test, as it is not always clear how to teach this topic, where to start, and how to structure the information for students.
There is a generational gap between traditional media, new social networks, and artificial intelligence technologies. My task is to help teachers find the right path in this vast ocean of information.
Teachers in Russian-language schools are very interested in developing their media literacy.
Photo: Private collection.
What general trends do you notice among teachers? Are there areas where knowledge gaps are particularly evident?
The situation is very uneven – much depends on the specific school, its traditions, and the age of the teachers. Younger educators usually acquire new skills related to technological advancements more quickly. However, teachers should not be underestimated. I have seen how, in just one day of training, teachers learned filming and video editing and created a fully developed video story from scratch, even though they previously thought they couldn’t even use a smartphone.
Many countries around the world have banned the use of smartphones in schools. Some Estonian teachers are doing the same. What is your opinion on this, and can you say how often our teachers allow the use of smart devices in lessons?
Once again, much depends on the specific school’s approach and its rules, as well as the teacher’s ability to connect with students and build trust.
Of course, it is a problem when students scroll through social media posts during class. However, if a smartphone is used for information searches, creating presentations, or verifying data, then it becomes a learning tool.
In my opinion, the discussion about regulating smartphone use is necessary because children are often overwhelmed by an overload of information. They spend long hours on the internet, consuming content that is not always of high quality. This can negatively impact their ability to concentrate. It is important for teachers to guide students in using technology effectively and to explain why and when modern devices should be used.
Eiko Lainjärv / National Library of Estonia
Who do you think is more media literate – the average student or the average teacher?
Both students and teachers are media literate, but in different areas. Teachers navigate traditional media better and can assess the reliability of information. At the same time, students often have a better understanding of social media, recognize visual manipulations more quickly, and may even guide teachers in using new technologies.
Julia Rodina has over 20 years of experience in media, marketing, and education. From 2019 to 2021, she worked as the brand manager for Russian-language projects at Postimees Group. Between 2012 and 2017, she was the editor-in-chief of Rus.Delfi.ee. She has also served as a guest lecturer in journalism at Tallinn University and as the coordinator of Estonian programs at the Stockholm School of Economics in Riga Media Centre.
