ABSTRACT
This chapter presents an adaptive and reproducible method for analyzing the media education content of a school curriculum to enable precise identification of the school subjects where media education content is found. More fundamentally, this method leads to the identification and analysis of three categories of discourses on media education formulated by a given curriculum: discourse on the “media” object, discourse on the learning objectives of an education system with respect to this object, and discourse on the tasks, actions, and activities assigned to the various members of the school community with respect to this object. Analysis of these discourses allows us to identify the media, information, or digital competencies sought by an education system, as well as the importance attached to these different competencies and their positioning in the curriculum. Finally, the method presented in this chapter allows us to agree on the specific orientations of a school curriculum in terms of media, information, or digital literacy. If relevant and necessary in itself, this chapter shows that this work is also a prerequisite for carrying out research with school actors on their ability to implement the curricular orientations formulated in terms of media education.
