ABSTRACT
Technological developments in the media sector have broadened concepts of literacy, which historically focused on printed texts. This chapter argues that a holistic approach to media literacy that refers to information-based and media-based literacy concepts alike and includes skills and competencies, as well as cultural practices, with regard to media. It discusses commonalities and differences in support of teachers and the importance of their motivation for promoting digital and media literacy. The chapter identifies teachers’ personal engagement and willingness as critical for the successful implementation of media and digital literacy policies. It examines public policies for media and digital literacy and their implementation in primary schools and kindergartens by focusing on the European context and presenting examples from Iceland, Germany and Austria. Iceland, Germany and Austria serve as illustrative examples of the many inconsistencies throughout Europe and beyond. The examples from Iceland, Germany and Austria show that media literacy policies do not sufficiently address children at an age younger than eight.
