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Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
  • ...8 more annotations...
  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
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  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
Jeff Johnson

Center for Media Literacy - 0 views

www.medialit.org

media literacy medialiteracy media_literacy curriculum education technology media-literacy

shared by Jeff Johnson on 14 May 09 - Cached
  • Jeff Johnson on 14 May 09
     
    Now altogether in one place, the components of inquiry-based media literacy using the Five Core Concepts and CML's Five Key Questions of Media Literacy for Deconstruction and Construction. Q/TIPS™ addresses questions from the viewpoints of both consumers and producers of media messages, enabling participation in a global media culture.
Paul Beaufait

the lives of teachers » Blog Archive » the new chernobyl? - media literacy in... - 20 views

www.livesofteachers.com/...nobyl-media-literacy-in-action

education Japan literacy media media literacy research sources

shared by Paul Beaufait on 09 May 11 - No Cached
  • Paul Beaufait on 09 May 11
     
    In light of recent human disasters in Japan, this post explores media literacy. It explains and illustrates how news media have changed, why and how media are conveying the content that they do, and how to evaluate information and opinions from a wide variety of readily available sources.
Teresa Rush

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- ... - 1 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

copyright fairuse literacy

shared by Teresa Rush on 29 Jan 09 - Cached
  • This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.
  • This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities
  • This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization
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  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K–12 education, in higher education, in nonprofit organizations that offer programs for children and youth, and in adult education.
  • Kerry J on 29 Jan 09
     
    US-BASED This code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations. Educators' and students' fair use rights may, of course, extend to other situations as well.
  • J Black on 31 Jan 09
     
    Great video at the start - The Code of Best Practices in Fair Use for Media Literacy Education
Bill Graziadei, Ph.D. (aka Dr. G)

Media Education Lab: University-community partnership for media literacy under the dire... - 0 views

www.mediaeducationlab.com/index.php

copyright media universitycommunity fairuse teaching curriculum materials

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08
     
    The mission of the Media Education Lab at Temple University is to improve media literacy education through scholarship and community service. Resources for teaching about the copyright, fair use and education, based on the Code of Best Practices in Fair Use for Media Literacy Education.
Tero Toivanen

e-competence in the European Framework: 21st century literacies (UOC, Seminar... - 0 views

www.slideshare.net/...oc-work-in-progress-abril-2009

e-skills ICT Knowledge society Knowledge economy ICT skills 21st century literacies ICT competence e-competence E-awareness Technological Literacy Informational Literacy Digital Literacy Media Literacy

shared by Tero Toivanen on 13 Apr 09 - Cached
  • Tero Toivanen on 13 Apr 09
     
    Cristóbal Cobo's excellent presentation about 21st century literacies, e-skills, knowledge society, ICT skills etc.
J Black

08.03.10: MySpace in Democracy: inquiry on how social networks and media technologies p... - 0 views

teachers.yale.edu/...viewer.php

socialmedia socialnetwork democracy

shared by J Black on 20 Apr 09 - Cached
  • J Black on 20 Apr 09
     
    This unit on "MySpace in Democracy: inquiry on how social networks and media technologies promote and disrupt democratic practices" is intended to integrate with the School Districts Philadelphia's middle grades' Social Studies core curriculum. Through my proposed unit, students will conduct inquiry on how the proliferation of social networking sites, search engines, and electronic media shapes democratic practices. Inquiry and critical thinking will be core skills students will master. To lead students to master research skills this unit will use media literacy and free speech topics to provide students with seed ideas for their own inquiry. As Leonisa Ardizzone posits, students need to find themselves at the center rather than the margins of learning for critical pedagogy to take place. 1 My students consequently need opportunities to create their own media where their voices can be heard and honored. The hope is that my students' voices will placed at the center of topics related to digital literacy and democratic practices.
anonymous

Are you listening to this?… Why, yes. I am. But, are you? « Real Reasons to W... - 0 views

reasonstowrite.wordpress.com/...-this-why-yes-i-am-but-are-you

blc08 newliteracies reading writing

shared by anonymous on 20 Jul 08 - Cached
  • literacy is situated, contextual, social, multiple, active and a component of identity. New literacies don’t replace former literacies. This isn’t a situation of either “new literacies” or “old literacies.”
  • Teaching English is about opening up what counts as valued communication, inviting ALL students to engage in multimodal discourses, and to put their knowledge to work. We produce and consume media; expertise means leveraging tools and spaces in intentional, productive ways; and we participate in global communities that are keenly, deeply invested
  • importance of balance across literacies by providing opportunities for students to demonstrate their knowledge through multiple modes - and to engage, where possible, with “struggleware.”
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  • be transparent when teaching - and to empower students to teach and attain a whole new level of credibility. If I teach in the ways that they inspire me to consider, I am empowering students to engage with literacies that value the ways that they are multiply literate
  • They challenge me to be a gateopener, rather than a gatekeeper.
  • anonymous on 20 Jul 08
     
    A response to Marc Prensky's BLC'08 session on teaching programming
Nigel Coutts

Visual Literacy - Metalanguage & Learning - 24 views

thelearnersway.net/...literacy-metalanguage-learning

learning teaching visual literacy

shared by Nigel Coutts on 04 Oct 15 - No Cached
  • Nigel Coutts on 04 Oct 15
     
    An increasingly significant aspect of literacy is an awareness of the visual elements that fall beyond the traditional components of written text. Termed 'Visual Literacy' this is the ability to read and create communications that use visual elements. It combines the skills of traditional literacy with knowledge of design, art, graphic arts, media and human perception. It takes literacy further beyond a decoding of text to a decoding of the complete package around the communication.
J Black

http://www.centerforsocialmedia.org/files/pdf/Media_literacy_txt.pdf - 0 views

www.centerforsocialmedia.org/...Media_literacy_txt.pdf

21stCenturySkills media_literacy

shared by J Black on 31 Jan 09 - No Cached
  • J Black on 31 Jan 09
     
    Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century. Like literacy in g
Kathleen N

Project New Media Literacies - 0 views

newmedialiteracies.org

NML medialiteracy MITplay appropriation negotiation HJenkins LNSU-PD

shared by Kathleen N on 08 Aug 09 - Cached
  • Kathleen N on 08 Aug 09
     
    Project New Media Literacies (NML), a research initiative based within MIT's Comparative Media Studies program, explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world
Scott Kinkoph

MediaSmarts - 0 views

mediasmarts.ca

media literacy digital literacy medialiteracy lessonplans cyberbullying media lesson plans education web2.0 technology tools resources learning teaching collaboration science

shared by Scott Kinkoph on 27 Nov 12 - No Cached
  • Scott Kinkoph on 27 Nov 12
     
    Canada's centre for digital and media literacy
Paul Beaufait

Curriculum21 - Clearinghouse - 31 views

www.curriculum21.com/clearinghouse

curriculum education learning resources teaching

shared by Paul Beaufait on 29 Aug 12 - No Cached
  • Paul Beaufait on 29 Aug 12
     
    Resources in dozens of categories: "21st Century Skills, Android Apps, Art, Arts, ASCD 2012, Assessment, Audio, Blogs, C21 Webinars, Career/Tech Ed, Chemistry, Chess, Common Core State Standards, Curriculum Mapping, Dictionary, Digital Literacies, Digital Storytelling, Digital Tools, Early Childhood, eCoaching, English/Language Arts, ePortfolios, Film, Games, Global, Global Education, Global Partnerships, Government, Grades 3-5, Health, Heritage, High, High School, History, Humanities, Images In the Classroom, Infographics, Interdisciplinary, Issues, iPad/iPhone Apps, K-2, Languages, Library-Media Literacy, LiveBook, Math, Media Arts, Middle School, Mobile Learning, Music, New Forms, News, Open Learning, Physical Education, Podcast, Professional Development, Provocations for Professionals, Reading, Repositories, Science, Social Networking, Social Studies, Sustainability, Technology, The Arts, Theatre, Uncategorized, Videos, Webinars, World Languages, [and] Writing" (2012.08.29).
Maggie Verster

Amazing list : 78 Videos for Technology & Media Literacy - 0 views

lonewolflibrarian.wordpress.com/...nology-media-literacy-05-22-09

lists school2.0

shared by Maggie Verster on 25 May 09 - Cached
  • Maggie Verster on 25 May 09
     
    Here is a source for teaching from a post 80+ Videos for Tech. & Media Literacy from the Open Thinking blog:
Steve Ransom

Digital Literacy | Common Sense Media - 0 views

www.commonsensemedia.org/digitalliteracy

digitalcitizenship report research

shared by Steve Ransom on 08 Jul 09 - Cached
  • Steve Ransom on 08 Jul 09
     
    June 2009 Report by CommonSenseMedia "Digital Literacy and Citizenship in the 21st Century: Educating, Empowering, and Protecting America's Kids," proposes eight key initiatives to develop a national digital literacy program and integrate it into our educational curriculum. This white paper is meant to be a "living document" and will be updated on a regular basis.
Maggie Verster

Fair Use for Media Literacy Education - 6 views

worldbuilder.ning.com/...show

medialiteracy fairuse school2.0 library2.0

shared by Maggie Verster on 30 Sep 09 - Cached
  • Maggie Verster on 30 Sep 09
     
    The Center for Social Media is proud to announce the upcoming release of the Code of Best Practices in Fair Use for Media Literacy Education
J Black

New Media Literacies on MIT TechTV - 0 views

newmedialiteracies.techtv.mit.edu

21stCenturySkills participatory_culture

shared by J Black on 31 Jan 09 - Cached
  • J Black on 31 Jan 09
     
    About the show: Learning in a Participatory Culture New Media Literacies is a research initiative within MIT's Comparative Media Studies program. According to a 2007 study from the Pew Center for Internet & American Life, more than half of all teens
Dennis OConnor

Writing, Reading, and Social Media Literacy - Now, New, Next - 1 views

discussionleader.hbsp.com/...mportance-of-social-media.html

web2.0 socialmedia_literacy information fluency

shared by Dennis OConnor on 02 Dec 08 - Cached
  • Learning to use online forums, be they social network services like MySpace and Facebook, blogs, or wikis is not a sexily contemporary add-on to the curriculum - it's an essential part of the literacy today's youth require for the world they inhabit.
  • Dennis OConnor on 02 Dec 08
     
    Howard Rheingold: Learning to use online forums, be they social network services like MySpace and Facebook, blogs, or wikis is not a sexily contemporary add-on to the curriculum - it's an essential part of the literacy today's youth require for the world they inhabit.
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