 Hello, I'm Divina Fromex, I'm a professor at Sorbonne Nouvelle and a specialist in media and information literacy. A field that I have plowed for now about 40 years. The field of media literacy is thriving at the moment, partly because we've had several democratic crisis. And so it is being promoted mostly via the information disorders that are hate speech, fake news, cyber harassment, etc. So one of my concerns is that the holistic vision we have in media literacy, which also takes into account the opportunities and the creativity that is involved in such learning by doing pedagogies is going to be lost. My other concern is that, at least in Europe, now we have a directive of audiovisual media services that makes it an obligation for member states. But this directive also includes the role of the platforms, the platforms are supposed to do media literacy and to promote it. And I fear that these platforms that have been part of the problem of the information disorders are not maybe the best actors and the most innocent actors to get involved in media and information literacy. The landscape of media literacy has changed a lot because of COVID. So for instance, the European Union has created EDMO, which is an observatory for digital media that is mostly about this information and fact-checking. It has created a new expert group in which I am to fight this information and promote digital literacy. So there's lots of opportunities for media information literacy to be showcased as one of the solutions, creating an awareness at the school level, at the team of the leaders in the school is key. Because after that, they can prepare their own strategies and pre-bunk all of this and be ready in anticipation. They can, for instance, have young people who are ambassadors and who can signal when there is problems among peers, there are some examples of that kind. They can train some specific teachers to do it with other colleagues. They can bring help outside experts, journalists, animators and mediators from the police, from other sectors of activity. It is often put, at least in France, under the heading of well-being and sort of good school climate. Because, of course, what's happening online has consequences offline and conversely. I'm very hopeful for the future of media and information literacy. We have a whole range of echelons that are now activators. Of course, we now have to make sure this is implemented. And what I'm going to fight for is two things. One is what I call meal comps, which is to say getting to have a framework of competences for media and information literacy that can be attached to the ditch comp. The framework that we have now for digital competences, and we're working on that. The other thrust is to make sure that media literacy becomes part of a basic core curriculum from K1 to K12. Because it cannot be used just from time to time as an adjustment variable when you have a minute, when you have an hour, a spare hour. It's been transversal and it should remain so. But we deserve to have it also as one of the core subjects.