Daniela Hau works as a coordinator for the “Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques” (SCRIPT), a part of the Luxembourgish Ministry of Education, Childhood and Youth, and specialises in media and information literacy. Daniela Hau has been involved in the development and implementation of the national media competence framework ‘Medienkompass’. She devotes a lot of time liaising with schools and teachers to review the effectiveness of digital media competences in every-day learning settings. Daniela Hau is interested in evidence-informed approaches in pedagogy, especially in the fields of artificial intelligence, virtual and augmented reality, e-assessment and digital game-based learning.
Daniela Hau works as a coordinator for the “Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques” (SCRIPT), a part of the Luxembourgish Ministry of Education, Childhood and Youth, and specialises in media and information literacy. Daniela Hau has been involved in the development and implementation of the national media competence framework ‘Medienkompass’. She devotes a lot of time liaising with schools and teachers to review the effectiveness of digital media competences in every-day learning settings. Daniela Hau is interested in evidence-informed approaches in pedagogy, especially in the fields of artificial intelligence, virtual and augmented reality, e-assessment and digital game-based learning.
This general overview of digital literacy curricula in Luxembourg illustrates the development and implementation of a transversal-competence-approach and the contribution of newly-introduced digital media subjects. A brief historical review highlights the necessity for a holistic approach in digital literacy education. To reflect the interconnectedness of digital and non-digital literacy education, this article parts from the idea of an inclusive education comprising both digital and non-digital media competences. This idea is developed in the national framework ‘Medienkompass’ which defines digital media literacy as a transversal, cross-curricular competence. This approach is further developed by the introduction of specific subjects dedicated to ensure the basic understanding of underlying technological and ethical concepts.
As teaching digital media literacy represents an essential educational duty for all teachers, it cannot be done solely on the basis of a competency framework but requires teacher training and flexible approaches for every-day-use in class. In a broad overview, this article will illustrate the initiatives of the Ministry of Education, Childhood and Youth as well as the challenges that lie ahead to consolidate inspiring practices and make digital media literacy an integral part of all levels of education.
FIGURE 6 OVERVIEW OF THE EDUCATIONAL SYSTEM IN LUXEMBOURG
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LUXEMBOURG