This is a busy week! Today (Monday, October 27, 2025) is Canadian School Libraries Day. The theme this year is #DearSchoolLibrary. This week is also Media Literacy Week, not just in Canada, but around the world. I had the good fortune to attend a conference related to #GlobalMILWeek. Here are my reflections. ETA: There were so many things to write, that I made an executive decision to split this blog post into two, over two days.
Minds Over AI 2025: MIL in Digital Spaces UNESCO Conference
Wednesday, October 22, 2025
10:00 a.m. = Opening Session
Summary:
Four speakers (Tawfik Jelassi, Adeline Hulin, Yonty Friesem, and Drissia Chouit) launched this pre-conference day, devoted to discussing the Media and Information Literacy Alliance.
3 Key Points:
1. Drissia Chouit mentioned that the first international declaration to institutionalize Media Literacy Week occurred in 2011 in Morocco, and that for UNESCO (United Nations Educational, Scientific, and Cultural Organization), media and information literacy is one of their top three priorities, because of the threats to freedom of the press, forced displacement, and surges of disinformation related to artificial intelligence; she asserts that MIL can save the planet and is a fundamental human right.
2. Yonty Friesem stated that media and information literacy is not just a human right, but that we need to consider what approach we use to get there; he advocated for a holistic, collaborative approach that builds communities.
3. Adeline Hulin shared that a strategic action plan has been developed, with plans to endorse the plan as well as a tool to record feedback and increase member engagement / collaboration.
Media Artifacts
Link to Day 0 Program
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| Drissia Chouit |
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| Yonty Friesem |
10:35 a.m. = Presentation of the New Strategic Action Plan
Summary:
Four researchers employed by UNESCO (Martina Chapman from Ireland, Leo Chochon from France, Ricardo Castellini from Ireland, and Asja Roksa-Zubcevic from Bosnia & Herzegovina) described their work studying the current MIL Alliance and MILID Network and how it could be improved.
3 Key Points:
1. This was an oral highlight summary of the 37 page document describing in detail the Review Findings, Visions / Goals, and High Level Actions. For their review methodology, they gathered quantitative and qualitative data, including examining all documentation related to the MIL Alliance, surveys, and stakeholder interviews. Themes they noted in their research included a) membership and operations, b) purpose and impact, c) governance and structure, and d) coordination and communication.
2. UNESCO's vision is to create a global network of Media and Information Literacy networks. They listed four goals: a) to facilitate the global exchange of information, knowledge and resources, b) to enable the MIL community to effectively contribute to and influence the development of MIL-related policies, c) to promote international, regional and national cooperation and collaboration, and d) to facilitate the development and dissemination of MIL-related research.
3. Their new plan involves creating a global board that consists of the chair from UNESCO, 10 geographic representatives, two from each of the five main UNESCO geographic MIL Alliance groups currently in existence, 3 representatives from the former MILID group to represent academia and researchers, and 5 specialist representatives. The proposal also includes the ability to form new chapters based on themes and issues that members decide, as long as the group contains a minimum of ten members with a steering committee of between five and ten individuals, and a promise to align with MIL Alliance goals, naming conventions, and operational guidelines.
So What? Now What?
I represent Canada on the North America / Europe Regional Chapter of the MIL Alliance. There are lots of questions I have about our current group. Do we continue to serve? Do we have a set term limit? Do we consider forming or getting involved in other themed groups? Would it even be useful? Might we be spread too thin? Will this new plan address some of the concerns brought forward during the consultations, such as the chasm between UNESCO and the regional chapters, or "the fatigue following years of voluntary effort" (page 7)?
Visual Media Artifacts:
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| A view of the panel about to start |
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| Martina and Asja were virtual |
12:05 p.m. = What Priorities for the MIL Alliance?
Summary:
This was a panel with Carolyn Wilson, Silvia Bacher, and Roslyn Kratochvil-Moore (substituting for Mirna Abu Zaid and Dun Abiera, who did not make it on time from Jordan and Phillipines).
3 Key Points:
1. When asked about the priorities and practices for the MIL Alliance, Silvia said that it's complicated because the situation embodies the tensions of day and mirrors the global reality. She said we should listen to real questions and amplify voices in decision making spaces.
2. When asked about what would make this more meaningful, Roslyn said that it should not just be educational but democratic as well. She listed three areas of expertise (connecting sides, learning from resilience to elevate local wisdom, and coordinating advocacy). Her example was that if a group has a problem getting into schools or a region, all stakeholders should be engaged, or to consider piloting approaches done in some spots with success and then try elsewhere.
3. When asked how MILIR should fit in, Carolyn said that research was essential because it's a way to tell stories, document work, and explore impact. She advocated for participatory research to make the partnerships practical and transformative, while prioritizing local efforts.
Visual Media Artifacts:
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| The panelists with Adeline, moderator |
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| Carolyn talking |
2:00 p.m. = Redesigning MIL Alliance Chapters
Summary:
This was a time where we divided into small groups to discuss specific questions given to the group moderators. I went with the educators and other practitioners group. Other groups include universities/academics, NGOs, youth organizations, and media. There was also some mention of the new communication tool available to registered members.
So What? Now What?
I did not take any notes during this session, as I wanted to be fully present in the discussion. Our group leader, Divina Frau-Meiggs, took notes based on what was said. I admired how she ensured that everyone in the circle had the opportunity to speak. Participants in this group included Marianna from Brazil, Bibi and Sohail from Aruba, Blaise from Cameroon, Diego from Colombia, and a few others whose names I have forgotten.
Visual Media Artifacts:
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| Sharing the group categories for small talks |
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| Anna summarizes a group talk |
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| Map from the new comms tool |
Summary:
Four speakers (Sylvie Coudray, Tomas Duran, Blaise Pascal, and Diana Cristancho-Diaz) provided concluding remarks.
So What? Now What?
By this point in the day, I was tired, so I just let their words wash over me. I also made a point afterwards of taking photos of all the large banners decorating the hall.
Visual Media Artifacts:
Evening = MILA Social
So What? Now What?
There was a wonderful gathering after the day's session featuring local cuisine, singers, and dancers. It was a great networking opportunity, and I had great conversations with old and new friends and acquaintances.
Visual Media Artifacts:
Thursday, October 23, 2025
8:15 a.m. = Opening Ceremony
Summary:
The UNESCO Assistant Director General for Communication and Information began, the Columbian Minister of Education spoke afterwards, and the opening exercises ended with an attempted talk by an AI researcher.
3 Key Points:
1. Tawfik Jelassi said that algorithms shape our interactions and what we see. He gave three messages. a) Pledge to continue integrating media and information literacy in schools (by using the UNESCO "Think Critically, Think Wisely" model curriculum, if desired, which was updated to include AI), especially because few teachers have training on AI. b) Media literacy must be our compass in the age of AI, because there are lots of information on the positive benefits of AI. c) Empower people, because gender equality in AI is essential.
2. Jose Daniel Rojas Medellin made several comments, such as the more technology we have, the more literacy we need, and that there is a need for students to develop computational thinking but that doesn't necessarily mean that it equals more screen time, as it's possible to achieve things through the arts, board games, and conversations.
3. Nataliya Kosmyna said that humans excel at creating different tools to make their lives healthier and longer, but not necessarily happier.
So What? Now What?
The best part of the opening ceremonies was the performance by a dance group, combining traditional and modern dance techniques. Nataliya's connection failed and we were unable to hear her talk. This was a shame, because it sounded as if her talk was going to be the most interesting. Thankfully, (spoiler alert) the organizers arranged for her to record a video of her talk and they played it on Friday. My other thought is that I should be pretty proud of my school board. The Toronto District School Board had professional development on Friday, October 10, 2025 and the afternoon was dedicated to learning about Generative AI.
Media Artifacts
Link to Nataliya's research
Link to Program from Conference
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| Me with my name tag |
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| View of the hall before the start |
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| The dancers |
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| Nataliya's talk before the glitch |
9:15 a.m. = Future Makers: Youth Leading the AI Debate
Summary:
Tomas Duran, the moderator, presided over two debates, using rules of British Parliamentary debates. Motion #1 was "We believe that social media platforms should prohibit access to users under 14 years of age." Motion #2 was "We believe that the use of AI tools should be allowed in schools with clear policies on transparency, assessment and safeguards."
So What? Now What?
The debate was in Spanish. Thankfully, I understood thanks to the use of live translation and borrowed headphones. The debate was also judged and there were winners. All the participants were youth of college age. Afterwards, they played an adorable video made in somewhere in Africa for young children that promotes being a "digital hero"
Visual Media Artifacts:
11:15 a.m. = AI in the Classroom: Rethinking MIL for the Next Generation
Summary:
Moderator Mark West shepherded a panel consisting of Sharon Adetutu Omotoso (from Nigeria), Maha Al Rumaihi (from Qatar), Jhorman Gutieriez (from Colombia), Dora Simunovic (from Croatia), and Serge Barbet (from France).
3 Key Points:
1. Serge wondered aloud if there was too much critical thinking about established organizations and the role this plays in allowing the rise or popularization of fringe ideas.
2. Sharon said that often, people withdraw from spaces where they are harmed, and deep fakes that target women in sexually demeaning ways drive them offline. She encourages women to tell their own stories and find co-created solutions that challenge the dominant narrative of helpless African girls, figuring out how to best report gendered AI abuse and challenging them to make their own apps/bots/programs/etc.
3. Maha said that in Qatar, they banned the use of cell phones in schools because of the social media distraction, but they have one-to-one laps with policies that govern application restrictions yet allow students to use technology and build their AI skills in a structured way in shortened periods of time that must be linked to lesson plans. She does not see children playing outside as much as they used to, so she says the school she works at builds those fundamentals, like literacy, numeracy, communication skills and even their muscles.
4. Jhorman mentioned the Neil Postman idea on public education being built on shared narratives, but that today these AI narratives are leaving individuals adrift, because they are losing interest in learning things because AI can do it for them, so teachers must emphasize that AI cannot replace the pleasure you experience when you read, write, or build something yourself, and that we have to demonstrate how AI can be a partner, not an enemy and not a replacement for us.
5. Dora explained that with the Waldorf philosophy, education is supposed to be about the development of humans, and through the use of interesting lessons, it can make students motivated and want to create themselves. She recommended trying to understand AI since it's part of our lives and teach students how the tools work before actually using it, in non-tech ways (like using strings to show how things connect) to simplify the process. She talked about setting up a social network in a classroom using a bulletin board and paper, and leaving this up, unmonitored, in class for a week with 10 year olds, and then the teacher can open the discussion around handling unwelcomed or negative messages.
So What? Now What?
Hopefully you noticed that I listed five instead of three key points. I took ten pages of notes from this session. It tired me out!
Mark asked some excellent questions, like beginning with "give us a controversial take". Sharon said, "AI is not new to Africa". Maha said, "Parents need to redefine their role from facts to creativity, since AI threatens the parental role". Jhorman said, "Transformation starts with empathy, not technology". Dora said, "There is no such thing as digital natives".
I was curious about Dora's statement of "media maturity". I never got a chance to ask her what she meant by media maturity. I also felt proud because I did "paper social media" back in 2011! (If you need proof, you can see it at https://mondaymollymusings.blogspot.com/2011/04/pay-it-forward-with-paper-blogging.html )
Visual Media Artifacts:
1:15 p.m. = News Rewired: Media in the AI-Driven Era
Summary:
(taken from programme) A critical look at how AI is reshaping media production and consumption - and what this means for journalists, content creators, and audiences. Explore the role of MIL in preserving journalistic integrity and fostering informed engagement.
So What? Now What?
As interested as I was in listening to this panel, especially with the appearance of Natcha, an AI news anchor from Nation TV in Thailand, I was exhausted by this point. My colleague and I took a break.
3:50 p.m. = A Global Vision for Children’s Cinema and Screen Literacy
So What? Now What?
I chose to visit a local museum at this point, so I missed this session. It was sponsored by CIFEJ. Thankfully, my colleague Irene is affiliated with CIFEJ, as is Efi Palli, so I will reach out to her for more information. I will also reach out to Gerardo Nieto, the director of Fundacion Festicine Kids, who was also part of this talk. He told me a little bit about his organization on the following day, so I don't feel too deprived.
Media Artifacts
Link to CIFEJ
Link to Festicine Kids
5:15 p.m. = Digital Citizenship: How to bring MIL into the Education System
So What? Now What?
I should have realized earlier that, even if a talk was advertised as being in Spanish, it would still be accessible to English speakers, thanks to the headphones. I misunderstood. I thought that the headphones were only available at the main session events. Therefore, I skipped this talk because I thought I wouldn't understand it. My loss!
Evening = Dinner
So What? Now What?
I had a delicious dinner with several conference attendees. Big thanks to Veronica from Ecuador for translating the menu for me! Seeing the local wildlife up close was an unexpected treat.
Visual Media Artifacts:
Stay tuned for more details about the conference tomorrow!
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| A photo of some of the MILA chapter members (me, Anna, Yonty, Estrella) |
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