Hello and welcome, Alton Grissel. We are happy to have you here with us. You're speaking from the UNESCO Headquarters in Paris. You are responsible, you're coordinating the global action on media and information literacy for UNESCO. And, yeah, we are really so glad that you will share your ideas how media and information literacy is connected to the issue of public health. So please welcome from our conference. So thank you so much for inviting UNESCO to this very innovative conference, UNESCO would like to commend the E3J for its work and, of course, commit, because you are creatively integrating community media with public health and media information literacy. And I don't think that this is happening a whole lot in many places around the world. So big commendation from UNESCO to E3J and as well as Commit and all the partners who are involved in this conference. Let me just rapidly share my screen with you because I do have okay okay I cannot share you have disactivated the share of Ekran okay okay I think now you it should work yes unless you don't want to when I share the when I share my powerpoint I'm sorry you're gonna have to edit this out when I share my powerpoint you can still see my face correct it's not yet shared but will be. Yes, it will be. Let me just, it's coming up one second there. Now it's perfect. Voila. And you're still seeing my face? Yes. I want to make sure. Okay. Voila. Yes. Okay. So again, commendation to EEEJJ and Commit and all the partners who were involved in this conference. I'll be speaking to you briefly from a UNESCO perspective on the topic of media and information literacy in community media, a public health imperative. Media and information literacy in community media, a Public Health Imperative. Media and Information Literacy in Community Media, a Public Health Initiative. And again, thank to EJJ and Komet because you have inspired this presentation with your innovative work. And I'd like to start by suggesting that the absence of media and information literacy is itself a public health issue. And what do we mean by that from a UNESCO perspective? We're all concerned about the air that we breathe. We want to ensure that air that we breathe is clean, because it could hurt our health. We're all concerned about the water that we drink, that we want that water to be clean. Otherwise, it could poison our body. You know, we're concerned about the food we eat, you know, and that this food could harm us. Well, I think there are many questions as to how concerned we are about the food that we eat because quite often we know that it will harm us and we still eat it there are many questions as to how concerned we are about the food that we eat, because quite often we know that it will harm us and we still eat it, but we'll talk a little bit more about that later on. Now, in the context of media and information literacy, when people are not media and information literate, then they consume all sorts of information, which is also unclean, which is not healthy, you know, which is contaminated. And this information affects how they think, how they see others, how they see the world around them, how they engage with public health information, what they trust, what they do not trust. And so the absence of media and information literacy then becomes a public health issue because if people don't know how to verify information, to access the right information, to know what public information to trust, then their brain is being affected. And not just their brain, but their actions, their thinking, and their action towards others. Now I want us to move on and to draw your attention to Article 1 of the Universal Declaration of Human Rights. And I think we're all familiar with it. Article 1 says, All human beings are born free and equal in dignity and rights. dignity, and rights. They are endowed with reason and conscience and should act towards one another in the spirit of brotherhood. No, these are not my words. These are actual words from Article 1 of the Universal Declaration of Human Rights. UNESCO, we have highlighted reason and conscience and also the spirit of brotherhood in blue and underlined. As you see at the bottom, the suggestion here is that it is this reason and conscience that we're all endowed with that the acquisition of media and information literacy competencies can stir in all peoples. And I want to repeat that, that it is the reason and conscience with which we have all been endowed, according to Article 1, all right, that media and information literacy can stir in all peoples. Now, public health information is mediated. It's mediated by digital technology, by media, by institutions, and by individuals in their social interaction. We're all familiar with the data concerning the mediated world that we're living in. We are familiar with important statistics around how the world is moving on social media, how the world is becoming more connected. This has implications for public health and for community media. And I suggest to you a sort of a paradigm shift in making an important comparison because often we quote the statistics about how many people are online, over 60% of the world population online, over 4 billion people, that is equivalent to over 4 billion people. But when we flip the switch and look at the reverse, it is also urgent to say that 39.4% of the world population, 40% of the world population is still not on social media or not connected. That is equivalent to 3.2 billion people around the world who are depending on other sources of information. The implication here is that community media are still central to people's access to information and communication and as such central to promoting public health, to localizing public health content, to make it relevant to the communities and societies and families at the local level. And so that while we talk about promoting social learning through social media, which is urgent and important, especially with the growing use of generative artificial intelligence, we still need a blended and a multivariate approach where it's about the technology, but it's also about other forms of media and communication, for example, community media. And so we should be also promoting social learning through community media. We should be promoting verification of information and public health information through community media. And you're doing that in your work, E Triple J and commit, all right? And we should be looking at creative ways, now point number seven, to promote peer education on media and information literacy, not only online, but through community media processes. And we will share some opportunities for cooperation with E Triple J later in the presentation. Now, as we move on, when we look at media and information literacy or public health in the context of media and information literacy, it's very complex. We know it's touching on behavioral science, psychology, you know, human development, social interaction, so many different issues can come to bear when we talk about public health. But we propose to you three broad areas, you know, for this particular conference. One, ignorance, trust, and mindset. And I will briefly give an overview of these three broad issues in the context of public health and media and information literacy, starting with ignorance. And by ignorance, we're not suggesting that people are, you know, are foolish, you know, or they're idiotic. That's not what we mean by ignorance. We're talking about lack of knowledge, meaning that you could be very educated, but you lack access to some important public health information. And in that sense, you're ignorant, you know, to some important public health information. And in that sense, you're ignorant, you know, about that particular public health issues. Now, ignorance have different social, political and economic context. You know, ignorance, people's ignorance or lack of knowledge is also affected by important broad areas that are connected to digital transformation or knowledge societies, as UNESCO calls it. And this is around issues of access to information, freedom of expression, quality education, and the digital divide. All right. You know, just those four points could be the subject of a long discussion, but they're important in the context of how we ensure that people enhance and change their lack of knowledge, you know, access to information, freedom of expression, quality education, digital divide. Some say it's not just a digital divide, but also a knowledge divide. And so that in that context, what we consider in, you know, indigenous knowledge around health and public health, and how we bridge that gap between, you know, indigenous knowledge around health and public health. And how we bridge that gap between, you know, international knowledge and standards around, as well as indigenous knowledge on public health. And media and information literacy can help the people to be more aware about these different dynamics and how they can change their lack of knowledge. What needs to happen? What policy, you know, framework needs to be in place and what they need to do as individuals, as communities and as families and communities. Trust is the second area that is very important in how the public health challenges in the context of media and information literacy. And I want to give this quote from the UNESCO Secretary General of the United Nations, Antonio Guterres. And he said, there is a growing disconnect between people and the institution that they serve, that serve them. An ever deeper crisis of trust, fomented by a loss of sheer truth and understanding. By a loss of sheer truth and understanding, he said. And he gave this quote in the United Nations, our common agenda report. report. Now, the Elderman Barometer Trust Report in 2022 also identified declining trust in established institutions, in media and government, you know, and in the healthcare systems. You know, we see that this trust is actually eroding. The lack of trust is eroding as well. People's, you know, people's confidence in the scientific method of inquiry. And these are very urgent issues because they have implication for public health integrity, all right? They have implication for democratic processes, you know, and jeopardizing the democratic processes and sustainable development in general. Now, media and information literacy can help people to know what institution to trust, what information to trust, why they should trust this information. These are the type of competencies that mail provides, media and information literacy provides. And when you integrate that with community media, you have a rich source of intervention that can bring about lasting and sustaining change so that people can shift their paradigm as to what to trust and what not to trust. Mindset, I'm moving very rapidly because we spoke about lack of knowledge or ignorance, we talk about trust, and we talk about mindset. Now, the Webster, the Webster Dictionary defined mindset as a mental attitude or inclination. Very important, all right? It gives synonyms like attitude, perspective, spirit, a lighter one, spirit, temperament, Attitude, perspective, spirit, the lighter ones, spirit, temperament, you know, temper, nature, heart is a part of a synonym that, you know, the Webster Dictionary gave. Heart, viewpoint, feeling, and disposition. So we see the intricacies of how mindset is wrapped up in our emotions, our thinking, our attitude, and our experiences. emotions, our thinking, our attitude, and our experiences. It also says that mindset is an habitual or characteristic mental attitude that determines how we will interpret and respond to situations. All right? So importantly, we see here that our mindsets and people's mindsets are affected by their social background, experiences, their beliefs, their emotions, their relations, and many other facets, which we had time to get into some of it. Even my own experience as a UNESCO program specialist and considering myself relatively quote-unquote sophisticated in terms of information engagement, but then I can be duped by a very simple video, you know, because I watch a video and I'm convinced that what I see in the video, I can do it. You know, I can cook this nice chicken leg, all right, with Irish potato wrapped around it and bacon wrapped around it. And I can do it in 30 minutes because I watch a three-minute video but when I attempted to do that it was pure emotions all right it took me eight hours to do to really do the work and with the rescue of my wife coming to help me so there are a lot of mindset with the way we think you know our thinking side of our brain and our emotional side of the brain needs that bridge and media and information literacy can help to create that bridge. And what's the point here around ignorance, trust, and mindset in the pursuit of truth? What happens when we encounter truth, but we still do not trust. And this is where we see certain mindset at work because the truth is before us but the truth is not changing how we think, what we desire and how we act towards public health issues. It's not changing, oh, we act towards others, as was written in Article 1, all right? Because public health issues is also about, oh, we act towards others and others around us. And the type of information we use and share that can affect others in taking decisions about their health. So what happens when truth is not leading to trust, all right, or trust is not unearthing the truth? There are many different perspectives around pursuing truth and the search for truth that I propose to you now. And some experts argue that there is what is called the personal truths, the communal truths, and then the objective truths. Maybe there are other dimensions, all right? The issue is what happens when our personal truths or our communal truths do not intersect with the objective truth, all right? So, for example, about public health, there's certain objective truth that's unearths, all right, on certain public health issues and topics. But then people might feel that, no, this is not what I'm experiencing. And this is the challenge that we face. to gradually move towards ensuring that one of our personal truths, our communal truths and experiences interact with objective truths. Now, the role of community media, all right, and integrating media and information literacy in community media is important to help people to reflect on some of those issues that I mentioned just now. All right. And these issues can be summarized in some questions, some key questions that come into media should help people to reflect on and to answer if they are to effectively engage in, you know, in verified public health information and become champions for public health issues. So the question that I want to share with you very quickly, first of all, do I truly know and understand the place of information, digital technology and media in my life, all aspects of my life, including the life, my health life and the health of my community and my nation? Are we convinced that we know? So community media should help to answer this question. Where's the critical thinking lost in the new flow of information? Where's the truth lost in a period of skepticism, trusting nothing, all right? You know, and my opinion or perspective is all that matters. This is important as community media integrates media and information literacy to address public health. Where is the wisdom lost in the quest to apply verified information for personal, economic and social development, including public health. Where is the desire to read, verify, read and read again and verify and reflect before forming position and acting? When we look at social media and the way social media is designed, the design thinking and the system thinking is that information should be as terse as possible. Two lines, 240 characters. And so we are training our brains to process only very, very short information. But what about reading? This is still very important for public health. People have to have this habit of reading. Where are the freedoms and rights lost in technologies and AI and no generative artificial intelligence? Where's the democracy? Where's the democracy and participation and inclusion lost in social media? How can community media bridge that gap to bring about this real inclusion and participation because it's not really happening as we desire in social media. Where's the peace lost in dialogue all right um other questions where and how do i come to know and situate myself in the media digital ecology very important how do i come to know about my public health information all right um uh questions uh let Let me just move along here. What is happening? Let me see. Okay, my slide. Okay, now it moves. How do I verify my objective self in information and digital world? Am I engaging consciously and contemplating and independent? Am I engaging consciously, as we talk about the use of generative AI and how this will affect public health in the future? How people be aware that they're engaging consciously with information and they're contemplating and they're acting independently? Media and information literacy can help this. And why do I situate myself in certain parts or dimension of information, media and digital ecology? When and how and what action do I take to self-actualize in the virtual, electronic, and physical world? All right? When, how, and what action should I take? Why do I help and who do I hurt? Who do I help and who do I hurt? Who do I help and who do I hurt when I act with certain information? And finally, am I truly media and information literate? So coming to media can play that critical role. And I see this happening in the initiative that you're implementing, the EJJJ and Commit and all the partners. Now, just to move along and to pull it together as we move to a close on this presentation, media and information literacy can help enabling health literacy, all right, by addressing four broad areas, knowledge, attitudes, skills, and values. And this is the point that I made earlier, helping people to understand what is driving public information and public health information, what's fueling it, you know? What's their autonomy and engagement online? You know, how they can be captains. This is the point that I was making, I'm summarizing. Giving people skills to recognize certain clues, all right, to analyze what information they can trust, who produced it, for what reason, what information is left out, who's going to benefit, who's going to be hurt. How can they produce alternative counter narratives? Again, and finally, value is very important. You know, what value systems? And this covers around the mindset and the ignorance and the trust, the values that we bring to our information engagement. I want to respect the time, you know, but, you know, I want you to unpack and to bring the puzzle together a little bit. But I think these issues have been covered about what media and information literacy can do to promote public health. And I think I've said it, and this is a summary of promoting deep listening and reading and verification of helping people to understand their rights, promoting transparency and ethics. These are important issues that media and information literacy can address. We talk about this around mindset and trust and the type of engagement, fostering deep engagement and conscious engagement. Now, I propose to you, all right, that if we want to move towards an excellence in how people engage with information and public information, that we need to see research as key aspect of public health. Scientific research, research is about the search for truth. We need to recognize also that media and information literacy is also about the search for truth. And in this context, we all, everyone should be promoting media and information literacy for all. Community media, public health practitioners and institutions should be promoting media and information literacy. Because the idea behind media and information literacy is for all is to encourage everyone to become researchers in their own right, you know, not expert researchers, you know, but lay researchers, all right, which is important. At UNESCO, we propose what we call the nine aptitudes, nine manifestations, and seven excellences of media and information literacy. We don't have time to go in depth on this, but just a very rapid overview of the nine aptitudes and the seven excellences. And the nine aptitudes are very much related to what Article 1 talked about reason and conscience. All right, if you recall the slide that we started with it. And Article 1 said that we are endowed as human beings, we're all endowed. I mean that, you know, we all have some natural, naturally innate aspect of our lives and our existence and being, you know, we were created in like this, where we have some level of wisdom, knowledge and interpretation and discernment, you know, Even a child, if they touch something and it burns them, they do not want to touch it again. This is innate. We have power over the information that we consume and our actions on social media. Sometimes we're led to think that we don't have power, but we do have natural power we can choose not to share or to share we can choose what information to engage we can choose that i want to verify this information um for example mender for example give another example being a mender we can see the internet as a big net you know and we all represent a circle or a triangle or a square on that net. Now what happens when one of that square or circle or diamond is broken? It starts compromising that net, and that's what is happening on the internet. It's becoming polluted. But we all can, in our own sphere, when we're media and information literate, We can take action to mend that little square or diamond or circle that we have influence over, all right, when we become media and information literate. So these are the nine aptitudes. As I said, we don't have time to go through all of them. We all have some level of trust, you know. We walk across the road. We trust that the stoplight says red, so the car that is coming or green, the car that is coming will stop. That is trust that we are exerting. This is natural in us. And so these aptitudes, people need to be recognized that they have, all right? And this is not something for expert. Now, when you have recognized that you have these aptitudes, you now need ways to hone these aptitudes. All right. The reason and conscience that Article 1 spoke about. And UNESCO, we propose these seven excellences, the ways in which we can hone, we can perfect, we can cause these aptitudes to grow and become stronger and so that we are more effective in engaging in public health information and processes. And so it's talking issues around ethics. All right. Understanding information ethics, media ethics. Now, I spoke to you earlier about the AI ethics forum that is happening, the UNESCO AI ethics forum that is happening in Slovenia today. And yes, happening, well, yes, happening, voila. So, you know, this again is, you know, ethics is important. You know, values, what is right, what is wrong, you know, what is trustworthy, what is wrong, you know, what is trustworthy. This is important and media and information literacy help to bring this out and help people to practice, you know, ethical standards. Issues around self-management, which we take for granted. And I mentioned that earlier, you know, to how do I, what competencies I need to change my attitude about how I interact with information online and offline and what I share I do not share? Perseverance and patience. We see this as something that probably is not important to media and information literacy or public health. But it's a big issue, I'd like to say to EJJ and to commit to Elmont. It's a big issue. Because when we go online and we see some information about a particular health issue, we don't have time to go and verify it. We just give up. We don't persevere. We're not patient to say, is this truth? I'm going to keep pressing. I'm going to keep searching. This is attitude that we need to develop and media and information literacy can help. And finally, kindness and love. All right. Again, Article 1 talks about, you know, we are endowed with reason and conscience and we should act towards others with broadly kindness. Now, this is around important and relates to kindness and love as a part of the excellency that can drive, you know, perfection in how people engage with public health information. And this is the quest I believe EJJJ is on and commit in the work that you're doing to dovetail coming to media, public health and media and information literatures. Through kindness and love, people can treat and share information that will not hurt others and will contemplate. that will not hurt others and will contemplate, if I do this, I'm not being kind. I'm not showing love, according to Article 1. Now, I think you're already doing this. This is just a sort of an overview as an approach to developing content on community media using what is called the CAP model, knowledge, attitude, and practice, and that content that is developed should be researched. You know, it should be surveyed. The audience should be consulted. It should not be a top-down approach, you know, but a bottom-up, top-down, and so that there is that convergence in the middle, testing models, and when content is broadcast around public health, to go back and see how the audience is responding to it and then change the model. Media and information literacy is also about production and strengthening the partnership between citizens and media. So we talk about the citizens-media partnership in production of content. And this is important as we look at developing public health content in community media. This is a research and development approach, which we don't have time to talk about. But three points I want to highlight in the context of public health is that we can look at public health from the standpoint of individuals. In fact, media and information literacy competencies right now is focusing on individuals. But we know this is not how the information ecology works, all right? People are not just consuming and creating and disseminating information individually. They're doing it collectively in groups, and they're also doing it through institutions. And so public health strategies and community media need to take in consideration, you know, intergroup and intergroup, inner and intragroup and intergroup interactions, as you can see in the center of those red circles on your screen, all right? And that groups are not homogenous, all right? Groups are dynamic. And so that needs to be brought together in the strategy. And we would love to explore cooperation with each EPG and would commit to talk more about this this research R&D as you move with this project importantly on the left left side of the screen you see value proposition and value expansion and this is this is important for media and information literacy and public health because what we're trying to do with this model is to link media and information literacy with other social competencies such as health literacy, but importantly to recognize that there are values that exist, we spoke about that earlier, in individual groups and institutions, how these values can be proposed to other groups and networks, and how through the media and information literacy and coming to media process, these values can be enhanced and expanded, the good values. So you can sift out the values that are not good, and throw them away. And to say, these values are good, how do we enhance them and expand them? This is what this model is proposing. I think it works well with your strategy to integrate coming to media, public health and media and information literacy. Just to wrap up some other recommendations here to the coming to media practitioners who are watching this video and participating in this conference, that partnerships among community media, male and public health practitioners is important. You're doing this in this conference. UNESCO is working and has done a lot of work with the World Health Organization as well on media and information literacy. I see that you're pulling these partners. Coming to media need to integrate male and their editorial policies. So we need to go beyond not just programming, mail programming, but editorial policies on mail within community media. And I will share with you a resource that we have developed that can help that. Community media need to become hubs for the verification, all right, and of viral erroneous public health information, all right. And this is some of the work that we can do. We spoke about, you know, promoting male peer education to community media, all right, developing male actions as a business model. This is an area that is, you know, really that is untapped that we can explore together. And we encourage all the partners in EJJJ and Commit to join the UNESCO Mill Alliance. World Radio Day is coming up February 14th this year, and Global Media and Information Literacy Week is also coming up, and it will be the end of October 24th to the 31st of October this year, 2024. So we encourage you to join our UNESCO Miller Alliance and participate in World World Day and Global Media and Information Literacy Week. I don't want to end without sharing with you briefly some of the work that UNESCO is doing. UNESCO supports thousands of community media around the world, all right, you know, to become sustainable, you know, to become sustainable, you know, to become more transparent and viable. We have developed what we call the Community Media Sustainability Policy Series. We have worked very much with world and other organizations. I mentioned that earlier. Develop a lot of content around health, radio content, audio content around health. And again, I also mentioned to you World Radio Day. The theme this year for World Radio Day is a century of informing, entertaining, and educating. We have developed UNESCO, a MOOC, a Massive Open Online Course, which is completely out of this. It's the first of its kind, 20 modules. In fact, it's developed with radio in mind and podcast in mind. And we're looking to partner with you to roll out this MOOC, all right, on 20 modules on media and information literacy. And it touched issues around public health as well. Intercultural dialogue, freedom of expression, access to information. Many of the issues that we spoke about in this presentation is covered in this MOOC. Targeting both young people and older persons with us once we launch this MOOC, so we can roll out this radio-based MOOC across radio stations in Europe and across the world. I mentioned to you about this policy guideline that we develop on media and information literacy and journalism, a handbook for journalists and journalism educators. And this can help come into media practitioners to develop editorial policies, as I mentioned earlier. It's a guideline to develop editorial policies on media and information literacy as they connect to their public health strategies in community media. We have developed important MOOC curricula, media and information literacy, think critically, click wisely, comprehensive curricula that is and information literacy, think critically, click wisely. Curricula, comprehensive curricula is in multiple languages. We have policy guidelines and assessment framework standards, global standards that we have developed. I spoke to you about our networks, university networks. I don't know if EJJ is working with universities. I think maybe you are. And we encourage that type of partnership, but we have an international network, and we have been trying to link the scientists with the researchers, with the civil society actors, with the media actors. In fact, UNESCO, we have worked with a university in Lithuania, I'm forgetting the name, or is it Latvia, but launched the first UNESCO chair on media and information literacy and science literacy. The first UNESCO chair on media and information literacy and science literacy. And I think this sort of resource is important for community media as you develop and strengthen and roll out your community media public, and media and information literacy strategy. And we spoke to you about Alliance. Mill City is another innovative work that we're doing, all right, taking mill learning outside of the classroom. We see what happened with COVID-19, how communities and cities were largely affected. The Mill City's approach is really to promote media and information literacy in physical and virtual city spaces and coming to me this can play a strong role in that in working with the transportation industry the health industry the commercial centers you know the local municipalities bringing in these non-traditional actors to promote media and information literacy and public health in physical city spaces and bringing community media and technology to bear. Ignorance, trust, mindset. Media and information literacy can help us to unlock this battle that is happening in the mind, this battle with public health information. Why people ignore scientifically proven information that can help them to be healthier, stronger, and live longer, and to take care of their environment and their community you know it's about unlocking the mind media and information literacy can help to unlock the minds of citizens around issues of public health I want to end this short presentation or maybe it is a long presentation with this quote from Imam Ali. In fact, the quote was shared by Emma Saleh from Jordan, Jordan Voices, and she was in a UNESCO Mill Cities session, and she quoted Imam Ali in saying, body is purified by water, ego by tears, and intellect is purified by knowledge, and soul is purified with love. Body is purified by water, ego by tears, intellect is purified by knowledge, and soul is purified with love. Now we can translate, we can translate this quote to say, media and information literacy is like water. Water is life. Without water, there's no public health. Media and information literacy is like water to purify the body, all right? Mail helps decision making, informed decision making without ego. And so when we make informed decision-making without ego, we are saved from tears. All right. I'm sorry. Mill is the pursuit of knowledge. Earlier I mentioned that mill is about research. Research is about truth. Mill is about the search for truth. And so we have to promote mill so everyone can become lay researchers. Mill is about the search for truth. And so we have to promote Mill so everyone can become lay researchers. Mill is about the pursuit of knowledge, the pursuit of truth. Mill can help to purify the mind so that we can gain wisdom. Wisdom connected with the nine aptitudes and the seven excellences of media and information literacy that we mentioned earlier. And finally, mail should purify the soul to love. Why not? How can we achieve true and lasting public health without love, without what Article 19 calls reason and conscience and broadly kindness? Media and information literacy should purify the soul to love so that we can achieve health literacy and public health for all. With that, thank you. I wish you every success in this conference, fruitful deliberation and looking forward to the outcome and partnerships, all right? Because this is not just a dialogue, this is a meeting of minds that you're having in this EJJJ conference. It's a meeting of minds that you're having in this EJJ conference. It's a meeting of minds. So we're looking forward to the follow-up actions and to broaden this innovative work that you're doing. With this, UNESCO, thank you. And I'm looking forward again to staying in touch and hearing from you. Bye-bye. Thank you, Ayrton, for sharing your thoughts on media information literacy and public health. And thank you for this inspiring input for our conference here in Vienna. So we really see there is a lot of connections we can make with UNESCO in the future. And we would be very happy to welcome you again for other meetings and maybe really also have you in presence for next time and we'll take up your ideas and and insights for our discussions for the whole day and i think it will be inspiring also for our involved stations here and also for the future. And keep in mind, we will try to set up a small network of community media who works on media information literacy and public health. And we would be happy if you would also share your ideas with the network and we will have maybe some other opportunities to have at least some online meetings. Thank you again. Best wishes to you in Paris and hope to see you soon. Hope to see you soon. Thank you so much. Greetings from UNESCO. UNESCO is very grateful.