Abstract
In the context of international school performance studies (e.g. PISA) and the formulation of educational standards in the school and extracurricular sector, the definition, operationalisation or recording of competence, including its diagnosis and promotion, has currently gained considerable importance (e.g. Klieme/Hartig 2007). These objectives are also being discussed increasingly intensively in the field of media education, as recently at the autumn conference of the Media Education Section at the University of Paderborn, not only in individual lectures but also in an extended panel discussion at the end of the conference. It should be noted that there is a relatively long tradition, especially in the above sub-discipline of educational science, of explicating the concept in a differentiated way in various - sometimes competing - models (for example Aufenanger 1997, 1999, 2001, 2002; Baacke 1996a, b, 1999; Groeben 2002; Moser 2000, Pöttinger 1997; Schorb 1997; Tulodziecki 1997, 1993) and applying it to various content areas of institutionalised and informal learning from and with media.
