Training aimed at teachers and professionals in schools and other organisations will take place over 3 days, combined online and live during the fourth quarter, 7. 5., and Saturday, 9. 5. 2026, in the amount of 18 teaching hours and is evaluated with 1 point in the Katis catalog. Due to the low number of applications, the implementation is postponed to the month of June.
The workshop is based on a pedagogical model that we want to bring teachers closer to and encourage them to include elements of critical pedagogy and media literacy in their daily work with young people in relation to digital literacy. This will enrich the learning process with additional contextual breadth of the topics discussed and awareness of knowledge as a social construction tied to social norms and values. All this will give teachers and young people an insight into the relationship between knowledge and power, and equip them with mechanisms and theoretical tools to develop a critical attitude towards their own knowledge. The process will increase awareness of the economic, political and social interests that affect the knowledge, information and content we encounter on a daily basis.
Learning about the basics of critical and media literacy in relation to digital literacy
Theoretical and practical knowledge of tools and methods for critical analysis of media and other written and visual messages
Practical development of approaches for working with young people
The programme is designed in such a way that participants deepen their ability to critically read information and various manipulative texts, meet with critical media literacy and approaches, incentives and tools that enable them to impart these skills to young people in the process of their work. Young people need to be encouraged to develop critical literacy skills and thus critical reading of the information they encounter on a daily basis, so that they recognize manipulative elements and are aware of the ability to independently create texts/messages of all forms. It is through this that they can actively and responsibly participate in society in various contexts, and above all draw the attention of the public and power bearers to their own problems and invite them to dialogue. The approaches of critical pedagogy must initially be recognized and practiced by those of us who work with young people and thus, through the transmission of skills, we support young people and their activities and the role of active designers of their future in the environment where they live and society in general. Critical thinking, as one of the fundamental objectives of Education, originates from the idea that it is necessary for the development of the individual to develop the ability and will to look at the truths transmitted and their self-evident from different angles, revealing in them errors or manipulative and ideological aspects. For this, it is necessary to take time and develop a conversation through which the participants develop the ability to clearly and argumentatively present their views, confront the views of others and create new views on problems. We also strive to raise the level of critical media literacy and equip participants with information and tools for recognizing the authenticity of publications and with a conceptual apparatus for critical analysis of social events. We are facing an increase in various forms of information with which the young people we raise and educate are also bombarded. By questioning established knowledge through the prism of understanding the importance of credibility, power relations, different interests and the multiplicity of information, resources and media, participants will be able to more easily perceive tailored explanations by dominant institutions through the activities set out and use them in their day-to-day work. If we want to pursue the goal of democratic education, it is essential that schools guide young people towards the practice of the principles of critical literacy, since only with this kind of knowledge can they protect themselves from uncritical internalisation of dogmas, the reproduction of inequalities and the repetition of conventional knowledge.
The training form will engage participants through all activities to use approaches and tools in their daily work, encourage them to reflect on topics and how to apply the principles of critical pedagogy in the treatment of curricular topics. In addition to the various methods that we will use during the training and which are fully applicable to the school environment, we will also provide the participants with additional materials and reading, which can be useful in transferring the acquired competencies into practice. Through group work, participants will already be able to develop a model within the training, based on their experience so far and their exchange of experience, which they will be able to further use in the classrooms.
- how to use critical literacy as a methodological tool in working with young people;
- how to develop a critical view of how different texts (in the media, in advertisements, on online blogs, school textbooks, official documents...) shape our worlds, cultures and identities in an influential, often covert way;
- how to use texts (written and pictorial) as social tools in ways that allow the transformation of these same worlds;
- to be aware of the self-evident nature with which we mostly receive a multitude of messages and replace it with caution and attention to the goals and agendas of these very messages;
- how to organize yourself on the basis of newly acquired understanding and knowledge to actively, engaged and creatively draw attention to problems or solve problems in your immediate social environment.
- sensitivity to critical reading of a multitude of messages that unreflected affect conceptions of the world, and attention to background information;
- insight into the ways in which information, texts, media form the worlds of culture and identity of young people in a disguised way;
- recognizing and promoting attention to the fact that reading is a social practice formed by events and rules of interpretation learned in institutions such as school and church, family and workplace, which also shape these rules and events;
- ways of identifying different ways of functioning of social networks and digital technologies and their impact on an individual's life;
- approaches to motivating young people to actively, engaged and creatively communicate their values;
- perception of the world in its immediate social environment;
- knowledge of tools for the successful use of own texts and texts of young people as social tools.
- lecture;
- guided discussion;
- work in a team;
- critical discursive analysis of media and other texts.
Univ.diploma Sinologist and professor of art history, since 2013 director of the Magdalena Network Bakery. He leads and coordinates projects in the field of youth and culture and conducts workshops and seminars on critical literacy for young people, youth and teaching workers on the topic of migration, workers ' rights, climate crisis...
- co-author of the pedagogical model of the seven steps for the implementation of critical literacy workshops and seminars for young people and pedagogic workers;
- artist of critical literacy workshops on media, labour rights, migration, consumerism, democracy and political systems,... (2009-);
- co-author of the model of non-formal education for young people "critical literacy and workers' rights "and performer of workshops on the topic of critical literacy for unemployed young people in the framework of the project" Let's Unite!«.
A graduate of sociology and interdisciplinary social sciences, she has been working at the Magdalenska network bakery since 2016 on projects in the field of critical literacy, education of young people about workers ' rights, cooperatives, housing cooperatives and climate change.
- artist of critical literacy workshops on labour rights, media, migration, democracy and political systems, consumerism,... (2016-);
- co-author of the model of non-formal education for young people "critical literacy and workers' rights "and performer of workshops on the topic of critical literacy for unemployed young people in the framework of the project" Let's Unite!« ;
- author of the research "Youth Employment and mole literacy, the situation in Slovenia 2020".
Usposabljanje, namenjeno učiteljicam_em in strokovnim delavkam_cem v šolah ter drugih organizacijah, bo potekalo 3 dni, kombinirano na spletu in v živo med četrkom, 7. 5., in soboto, 9. 5. 2026, v obsegu 18 pedagoških ur in je v katalogu Katis ovrednoteno z 1 točko. Zaradi premalega števila prijav je izvedba prestavljena na mesec junij.
Delavnica izhaja iz pedagoškega modela, ki ga želimo približati učiteljicam_em in jih spodbuditi, da v svoje vsakodnevno delo z mladimi vključijo elemente kritične pedagogike in medijske pismenosti v navezavi z digitalno pismenostjo. Le-to bo obogatilo učni proces z dodatno kontekstualno širino obravnavanih tematik in zavedanjem o znanju kot družbeni konstrukciji, vezani na družbene norme in vrednote. Vse to bo učiteljicam_em in mladim omogočalo vpogled v razmerje med znanjem in močjo, ter jih opremilo z mehanizmi in teoretskimi orodji za razvijanje kritičnega odnosa do lastnega znanja. Skozi proces se bo povečalo zavedanje o ekonomskih, političnih in družbenih interesih, ki vplivajo na znanje, informacije in vsebine, s katerimi se vsakodnevno srečujemo.
Spoznavanje osnov kritične in medijske pismenosti v navezavi z digitalno pismenostjo
Teoretično in praktično spoznavanje orodji in metod za kritično analizo medijskih in drugih pisanih in vizualnih sporočil
Praktično razvijanje pristopov za delo z mladimi
Program je zastavljen tako, da udeleženi poglabljajo svoje zmožnosti kritičnega branja informacij in različnih manipulativnih besedil, se srečajo s kritično medijsko pismenostjo ter pristopi, spodbudami in orodji, ki jim omogočajo posredovanje teh veščin mladim v procesu svojega dela. Mlade je potrebno spodbujati, da razvijajo zmožnosti kritične pismenosti in s tem kritičnega branja informacij s katerimi se v različnih oblikah vsakodnevno srečujejo, da torej prepoznajo manipulativne elemente in se zavedajo zmožnosti samostojnega ustvarjanja besedil/sporočil vseh oblik. Prav s tem lahko aktivno in odgovorno sodelujejo v družbi v različnih kontekstih, predvsem pa javnost in nosilce moči opozarjajo na lastno problematiko ter jih vabijo v dialog. Pristope kritične pedagogike pa moramo sprva spoznati in prakticirati tisti, ki delamo z mladimi in tako s posredovanjem veščin podpiramo mlade in njihove aktivnosti ter vlogo dejavnih oblikovalcev svoje prihodnosti v okolju kjer živijo in družbi nasploh. Kritično mišljenje kot eden od temeljnih ciljev izobraževanja izvira iz ideje, da je za razvoj posameznika nujno, da razvije zmožnost in voljo, da na posredovane resnice in njihovo samoumevnost pogleda iz različnih zornih kotov ter v njih razkriva napake ali manipulativne in ideološke vidike. Za to pa si je potrebno vzeti čas in razvijati pogovor skozi katerega udeleženi razvijajo zmožnost, da jasno in argumentirano predstavijo svoja stališča, se soočijo s pogledi drugih in ustvarjajo nove poglede na probleme. Prizadevamo pa si tudi za dvig ravni kritične medijske pismenosti ter udeležene opremiti z informacijami in orodji za prepoznavanje avtentičnosti objav in s konceptualnim aparatom za kritično analizo družbenega dogajanja. Soočamo se s porastom raznovrstnih oblik informacij, s katerimi so bombardirani tudi mladi, katere vzgajamo in izobražujemo. S preizpraševanjem uveljavljenega znanja skozi prizmo razumevanja pomena verodostojnosti, razmerij moči, različnih interesov in večpomenskosti informacij, virov in medijev bodo udeleženi preko zastavljenih aktivnosti lažje zaznali prikrojene razlage s strani dominantnih institucij in jih uporabili v svojem vsakodnevnem delu. Če želimo zasledovati cilj demokratičnega izobraževanja, je nujno, da šole mlade usmerjajo k prakticiranju načel kritične pismenosti, saj se lahko le s tovrstnim znanjem obvarujejo pred nekritičnim ponotranjenjem dogem, reproduciranju neenakosti in ponavljanju konvencionalnega znanja.
Forma usposabljanja bo udeležene skozi vse dejavnosti angažirala k uporabi pristopov in orodji v vsakodnevnem delu, jih spodbujala k premisleku o temah in kako principe kritične pedagogike uporabiti v obravnavi kurikularnih tem. Poleg različnih metod, ki se jih bomo poslužile_i tekom usposabljanja in so popolnoma aplikativne v šolsko okolje, bomo udeleženim posredovale še dodatne materiale in branje, ki jim lahko koristi pri prenosu pridobljenih kompetenc v prakso. S skupinskim delom bodo udeležene_i že v okviru usposabljanja lahko, glede na svoje dosedanje izkušnje in izmenjavo le-teh, izoblikovale_i model, ki se ga bodo nadalje lahko posluževale_i v učilnicah.
– kako uporabiti kritično pismenost kot metodološko orodje pri delu z mladimi;
– kako razviti kritični pogled v to, kako različna besedila (v medijih, v oglasih, na spletnih blogih, šolskih učbenikih, uradnih dokumentih…) oblikujejo naše svetove, kulture in identitete na vpliven, pogosto prikrit način;
– kako uporabiti besedila (pisana in slikovna) kot družbena orodja na načine, ki omogočajo preoblikovanje teh istih svetov;
– zavedati se samoumevnosti, s katero večinoma sprejemamo množico sporočil in jo nadomestiti s previdnostjo in pozornostjo do ciljev in agend prav teh sporočil;
– kako se na podlagi novo pridobljenega razumevanja in znanja organizirati za dejavno, angažirano in ustvarjalno opozarjanje na problematike ali reševanje problematik v svojem neposrednem družbenem okolju.
– senzibilnost za kritično branje množice sporočil, ki nereflektirana vplivajo na pojmovanja sveta, in pozornost do ozadja informacij;
– vpogled v načine, na katere informacije, besedila, mediji na prikrit način formirajo svetove kulture in identitete mladih;
– prepoznavanje in spodbujanje pozornosti do dejstva, da je branje socialna praksa, ki jo tvorijo dogodki in pravila interpretacije, ki se jih naučimo v institucijah kot je šola in cerkev, družina in delovno mesto, ki ta pravila in dogodke tudi oblikujejo;
– načine prepoznavanja različnih načinov funkcioniranja družbenih omrežij in digitalnih tehnologij ter njihov vpliv na posameznikovo življenje;
– pristope k motiviranju mladih k dejavnemu, angažiranemu in ustvarjalnemu posredovanju svojih vrednot;
– dojemanje sveta v svojem neposrednem družbenem okolju;
– poznavanje orodij za uspešno rabo lastnih besedil in besedil mladih kot družbenih orodij.
– predavanje;
– vodena diskusija;
– delo v skupini;
– kritična diskurzivna analiza medijskih in drugih besedil.
Univ.dipl. sinologinja in profesorica umetnostne zgodovine, od leta 2013 direktorica Pekarne Magdalenske mreže. Vodi in koordinira projekta s področja mladine in kulture ter izvaja delavnice in seminarje kritične pismenosti za mlade, mladinske in pedagoške delavce na temo migracij, delavskih pravic, podnebne krize...
– soavtorica pedagoškega modela sedmih korakov za izvajanje delavnic in seminarjev kritične pismenosti za mlade in pedagoške delavke_ce;
– izvajalka delavnic kritične pismenosti na temo medijev, delavskih pravic, migracij, potrošništva, demokracije in političnih sistemov,... (2009-);
– soavtorica modela neformalnega izobraževanja za mlade »Kritična pismenost in delavske pravice« in izvajalka delavnic na temo kritične pismenosti za nezaposlene mlade v okviru projekta »Združimo se!«.
Diplomantka sociologije in interdisciplinarnega družboslovja, v Pekarni Magdalenske mreže je zaposlena od leta 2016 na projektih s področja kritične pismenosti, izobraževanj mladih o delavskih pravicah, zadružništvu, stanovanjskih zadrugah in podnebnih spremembah.
– izvajalka delavnic kritične pismenosti na temo delavskih pravic, medijev, migracij, demokracije in političnih sistemov, potrošništva,... (2016-);
– soavtorica modela neformalnega izobraževanja za mlade »Kritična pismenost in delavske pravice« in izvajalka delavnic na temo kritične pismenosti za nezaposlene mlade v okviru projekta »Združimo se!« ;
– avtorica raziskave »Zaposlovanje mladih in krtična pismenost, stanje v Sloveniji 2020«.
