Content in Motion | Curating Europe’s Audiovisual Heritage Conference, December 3-4 2015; www.euscreenxl2015.eu The teaching of film literacy is an “uncommon and sporadic practice”. This was the answer of 62% of the 6,701 teachers who participated in a European-wide survey. Only 5% teachers answered it is a “widespread and common practice”. Why is the teaching of film literacy not more widespread? Especially since having access to equipment is no longer a barrier and film and television have a major impact on the way young people see and understand the world. This session tries to see why moving images are not used more and what can be done. It will do so by looking into current practices, presenting potential use cases, and identifying learning objectives that can only be reached by using moving images.

1. European Association of History Educators
www.euroclio.eu
Using moving images in
history education
Steven Stegers, Programme Director EUROCLIO,
4 December 2015, Warsaw,
EUScreenXL Conference

2. European Association of History Educators
www.euroclio.eu
EUROCLIO - European Association of
History Educators
• is an international community of
educators established in 1992
with members across Europe
• aims to promote innovative and
responsible history, heritage and
citizenship education.
• organises international trainings
and develops alternative
educational resources (amongst
others).
Educators from various countries work together
in Veles, Republic of Macedonia, in 2011. (EUROCLIO)

3. European Association of History Educators
www.euroclio.eu
In our view, high-quality history, heritage and
citizenship education…
Selected Principles from the Manifest on High-Quality History, Heritage and Citizenship Education, adopted by the EUROCLIO General Assembly in 2014,
Background Image: M.C. Escher, Relativity, 1953
It raises awareness on the fact that
the past is perceived differently.
It does not attempt to transmit
a single truth about the past.
Uses strategies that enhance independent
learning, motivation and engagement.
It recognises that its significance
is related to current experiences
and challenges.
Is competence based
(knowledge, skills and
attitudes)

4. European Association of History Educators
www.euroclio.eu
`
This means that we strive that learners…
Accept
ambiguity
Recognise
misuse of
history
Can do their
own research
Ask critical
questions
Form their
own opinions
Resist
manipulation

5. European Association of History Educators
www.euroclio.eu
Such a critical approach is
much needed, because:
“history is not taught solely in the
classroom, but is learned in a variety of
places, and in a variety of ways”
Emma Wilmer, Emeritus Editor, Public History Resource
Centre

6. European Association of History Educators
www.euroclio.eu
And yet….
[Of 6,701 educators who responded to a
European wide survey] most (62%) teachers say
that the teaching of film literacy is “an
uncommon and sporadic practice”, and only 5%
states it is a “widespread and common practice”.
https://ec.europa.eu/digital-agenda/en/news/schools-europe-are-not-using-
films-and-audiovisual-material-full-concluded-eu-study , 2015, page 7.

7. European Association of History Educators
www.euroclio.eu
Publication: Showing films and other
audiovisual content in European Schools.
• In the schools: The teaching of film literacy is
often dependent on the initiative of individual
teachers. There is no specific subject.
• In the film industry: licencing of films to be
shown in schools is not a priority for the
industry, although very good schemes exist.
• In copyright law: The exception for illustration
is implemented in very different ways and
there is a lot of legal uncertainty.
https://ec.europa.eu/digital-agenda/en/news/schools-europe-are-not-using-
films-and-audiovisual-material-full-concluded-eu-study (http://bit.ly/1CLdu7I)

8. European Association of History Educators
www.euroclio.eu
Publication: Showing films and other
audiovisual content in European Schools.
• In the schools: The teaching of film literacy is
often dependent on the initiative of individual
teachers. There is no specific subject.
• In the film industry: licencing of films to be
shown in schools is not a priority for the
industry, although very good schemes exist.
• In copyright law: The exception for illustration
is implemented in very different ways and
there is a lot of legal uncertainty.
https://ec.europa.eu/digital-agenda/en/news/schools-europe-are-not-using-
films-and-audiovisual-material-full-concluded-eu-study (http://bit.ly/1CLdu7I)

9. European Association of History Educators
www.euroclio.eu
Some obstacles that I encountered
myself.
• Access to sources.
• Time it takes to select a clip.
• Copyright barriers.
• Language barriers.
• Services are stopped.
• Broken links.
• Buffering.
Fred Seibert, CC BY-NC-ND 2.0

10. European Association of History Educators
www.euroclio.eu
What makes is worth the effort?
Some use cases

11. European Association of History Educators
www.euroclio.eu

12. European Association of History Educators
www.euroclio.eu
Analysing sources
What happens here?

13. European Association of History Educators
www.euroclio.eu
Analysing sources
What happens here?
5 June 1989, Beijing, Photo by Jeff Widener of the Associated Press.

14. European Association of History Educators
www.euroclio.eu
Analysing sources
What happens here?
Cover of the New York
Times, 6 June 1989
5 June 1989, Beijing, Photo by Jeff Widener of the Associated Press.

15. European Association of History Educators
www.euroclio.eu
5 June 1989, Beijing, Footage of the same event (copyright unknown)
Analysing sources
What happens here?

16. European Association of History Educators
www.euroclio.eu
Understanding historical significance of some moving images
This footage made history.
“West German television crucially
enabled the peaceful protests that
led to the fall of the Berlin Wall on
November 9, 1989 through its
coverage of East German refugees
fleeing from the German Democratic
Republic via Hungary and
Czechoslovakia, and on the
demonstrations for democratic right
and the freedom of travel.”
Judith Keilbach, Utrecht University, The Fall of
the Berlin Wall, Discover European Television
Histories.
Opening borders, 11 September 1989, NAVA /
Hungary

17. European Association of History Educators
www.euroclio.eu
Footage selected for the introductory scene for a documentary “Life on both sides of the Berlin wall” by The Guardian.
Moving images can help to make history
accessible.
The brandenburg gate in Berlin
was once as proud a
landmark as the Arc de Triomphe
as busy as Admiralty Arch.
Now it marks the dividing line
between East and West
between the two parts of Berlin.
one of the bleakest,
And at its foot runs the symbol of that division
and
inhuman
most brutal
bits of masonry ever built.

18. European Association of History Educators
www.euroclio.eu
Encourage multiperspectivity
A variety of viewspoints on the same events
A French perspective An Italian perspective
La construction du mur de Berlin, 8 September 1961
(INA France)
Sipario di cemento, 20 October 1961 (LUNA)

19. European Association of History Educators
www.euroclio.eu
Developing a sense of time
Europe like after World War 2
Life under New Regimes
Československý filmový týdeník 47/1946, CT
Displaced People and Refugees
De kom över fjällen, 1945, KB / Sweden
Hunger and Hardship
Dansk Røde Kors konvoj til Budapest, 1946, DR
Infrastructure Destruction
Construction à Nantes, 1945, INA France
Life Goes On
Československý filmový týdeník 2/1946, CR
Never Again
Ratification du traité de paix avec l'Italie, 1946, INA France

20. European Association of History Educators
www.euroclio.eu
Media literacy
Understanding how media is made
The Dutch Army Demobilises, Weekly News Week 40 1940
(Netherland Institute Sound and Vision, OpenBeelden)

21. European Association of History Educators
www.euroclio.eu
In sum: providing access to collections
is not all what needs to happen

22. European Association of History Educators
www.euroclio.eu
What else can we (educators and
audiovisual archives) do?
• Select clips that help to achieve specific learning outcomes.
• Remove barriers to learning that stand in the way of making best
use of these clips (which could be: contextual info, translation of
texts, format, highlighted details, contrasting sources).
• Ensure that those clips are available to be used and re-used by
passionate educators that are eager to unlock the potential.
• Present the clips alongside ideas on how to make best use of
them (online and via trainings).
• Develop tools that are specifically designed to unlock the
potential of using moving
images (and make sure
they stay online).
Fred Seibert, CC
BY-NC-ND 2.0

23. European Association of History Educators
www.euroclio.eu
The Europeana Taskforce for Education was
created to work on the Recommendations for
Education and Learning published in May 2015
http://pro.europeana.eu/publication/europeana-for-education-policy-recommendations
CC BY-SA, Wellcome Library

24. European Association of History Educators
www.euroclio.eu
Copyright policies impact the way history
is portrayed online.
Part of the article on “Iraq War” on Wikipedia (Accessed 1 December 2015).