Why this event

The proliferation of "fake news" is therefore part of a crisis context in which we rediscover and reconsider the question of the skills needed for the critical analysis of journalistic work and information.

This conference will incorporate these considerations and offer concrete recommendations for strengthening public policy and media education practices.

Find out more

Opening night

November 9 at 6 pm

Line Pagé Chenjerai Kumanyika


Line Pagé, renowned journalist

Dr. Chenjerai Kumanyika, journalist and livestreamer

Open to all!

Media education

Media education: what is it, who is responsible for it, and what works?

How can we define media education? What is media education? Who is responsible, and to whom? How to move from mistrust of media institutions to enlightened criticism? What experiences have yielded positive results? What lessons can we learn from local experiences in media education?

What curricula and public policies help to promote media education?

What are the objectives of these training programs? What key concepts and definitions can inform media education practices and policies? What are the skills that this concept brings together? What public policies in media education are needed? What are the media education practices within schools? What are the regulatory approaches to media education?

What is the relationship between media education skills and informed citizen participation?

What are the spaces, the best places for citizens who wish to develop and exercise these skills? What educational practices do private, public, community, radical, alternative or autonomous news media adopt? What are the ways to promote the development of spaces and places that contribute to the development of media education practices and skills? What is the relationship between traditional media, critical participation in civic life, and gaps in media education?

What historical trajectory and current contexts are generating the need for media education?

What does media education mean in the digital age? What is the impact of digital technologies on media education policies and practices? In what ways do critical perspectives on journalism, political marketing, propaganda, ideology and capitalism contribute to thinking about "fake news" and media education? How can media education policies and practices counter disinformation and the dynamics of oppression reproduced by some media organizations?

In what ways do different perspectives on the political economy of the media, journalism and the news production cycle guide what is meant by "media education"?

How does having a better understanding of current transformations in news production and consumption practices contribute to media education? What are the media's capabilities and limitations in terms of balance, accuracy and fairness? How is visibility, credibility and authority constructed in the news? How can we rethink journalism through the lens of media education? In what ways do perspectives on the precariousness of work and journalistic production practices influence media education policies and practices? What rules and standards should apply to social media platforms?


Canada Research Chair in Education on Media Literacy and Human Rights. Université TÉLUQ. Groupe de recherche en communication politique.

Centre d'études sur les médias. Bibliothèque et Archives nationales du Québec.


Communications Workers of America – Canada. Centre for the Study of Democratic Citizenship. United Nations Educational, Scientific and Cultural Organization (UNESCO). Media@McGill

Professor Gabriella Coleman, Wolfe Chair in Scientific and Technological Literacy in the Department of Art History and Communication Studies at McGill University