Abstract
The use of print media and the emergence of film, the spread of radio and television, the recording possibilities for visual and auditory media, and the increasing importance of digital media have led to more and more media being used in educational processes. At the same time, educational efforts should ensure that children and young people acquire the willingness and ability to act appropriately, self-determined, creatively and socially responsibly in a world shaped by media. In corresponding discussion contexts, the term "media literacy" - inspired by the work of Baacke (1973) - has gained great importance since the 1980s. Until the 1990s, it was used both for media education work with children and young people and for teacher training. For example, there was a project at the University of Bielefeld from 1995 to 1997 called "Media Competence in Teacher Training" (cf. Möhle/Switalla/Hugger 2001, 59). Over time, however, the term "media pedagogical competence" prevailed for teacher training. This happened in the partly parallel pilot projects "New Media and Teacher Training" (University of Paderborn 1995-1998, cf. Tulodziecki/Gallasch/Moll 1998) and "Information and Communication Technology Training within the Framework of University Teacher Training" (University of Dortmund 1996-1999, cf. Schulz-Zander 1999) and above all within the framework of the university network "Teacher Training and New Media" with the universities in Bielefeld, Dortmund, Hamburg, Nuremberg-Erlangen, Paderborn as well as with the Humboldt University in Berlin and the Weingarten University of Education (cf. Bentlage/Hamm 2001). For example, at a preparatory conference for the university network in 1997, Aufenanger entitled his contribution "Media pedagogical competence for teachers" (cf. Herzig 1997, 39). This was intended to make it clear that teachers must be able to create learning conditions beyond their own media competence that enable pupils to (further) develop their media competence.
