Abstract:

Acts of opposition or at least hesitation for the adoption of Syrian and North African refugees seem to be founded mostly on stereotype thinking and anxiety. Anxiety can be broken by contact and rational analysis of the stereotypes and their foundations. Our thesis is that good solution for intercultural effective communication would be better learning scenarios for intercultural mediators and broader application of media literacy training among immigrants. Training of intercultural mediators promote migrant integration, media literacy helps the migrants and potential migrants themselves to be better oriented and informed.

Our analysis is based on the experience of three projects:
1. The Roma Academy of Media – television program co-created by Roma and Non-Romanies in Poland.
In this project TV scripts were founded on the principle of "learning in the common action", with members of multicultural groups. Authors aimed in creating conditions for mutual natural exchange of experiences and emotions that supported the learning process. Through a series of common workshops and other techniques for achieving specific transfer of information and emotions, through the acquisition of substantive knowledge by the users, and through the symbolic power of image and sound the idea of co-existence within the cultural diversity was introduced and promoted.
2. SONETOR Project - Training of cultural mediators utilizing new network social software.
The main project goal was to build a coherent and complementary image of needs and current state of intercultural mediation in Europe that is the base to create a training programs improving necessary knowledge, qualifications and competences for intercultural mediators. \within the project examples of training scenarios for educational programs were prepared, applied in intercultural mediation pilot workshops and implemented in five European countries. Novelty of this project was the use of effective non-moderated learning scenarios.
3. TIME Project - Train Intercultural Mediators for a Multicultural Europe.

The partnership brings together universities, VET centers, organizations active in migrant integration, and public authorities from seven European countries. The project TIME explores practices of training and employing intercultural mediators throughout the EU. It promotes the exchange of good practices in the field of intercultural mediation by proposing model training programs and learning scenarios for both intercultural mediators and their trainers.

As the result of analysis of methods and attitudes tested and verified in these three projects and additional study of other cases we draw a conclusion of significant role of better learning scenarios for cultural diversity awareness and media literacy, providing that they involve the following attributes:
• openness of learning process (learning content is co-produced by users)
• freedom to choose a learning path (scenarios should be more non-moderated)
• use of symbolic and metaphoric learning (wit the help of multi-media tools)
• horizontal communication (allowing learners to communicate and assess peer-to-peer)
• use of non-standard tools (like project learning, edutainment and gamification)
• application of good practices in media literacy

Keywords:

Learning scenarios, cultural diversity, media literacy.