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Narrative nonfiction also provides a bridge between the personal narratives students typically write in elementary school and the essays on external subjects that are more appropriate assignments in high school and beyond.

Models of narrative nonfiction are everywhere, on programs like “This American Life” and “Radiolab,” in nonfiction books for young adults, like “Sugar Changed the World” (which is about slavery and science in the pursuit of the food additive), and even in graphic nonfiction works, like “Persepolis,”

Students are a natural (and the future) audience for serious, in-depth reporting.

literary nonfiction

hierarchical ordering of a confused world

the slides impart less information than a five-page paper can hold, and that they relieve the briefer of the need to polish writing to convey an analytic, persuasive point

“Dumb-Dumb Bullets,

vague PowerPoint slides

oes come in handy when the goal is not imparting information

information literacy, media literacy, media education, visual literacy, news literacy, health media literacy, and digital literacy, among others

disciplinary backgrounds of the stakeholders

wide scope of the knowledge and skills involved

These concepts must not be treated as competitors

a closely-knit family

information literacy has typically been associated with research skills. Media literacy typically has been associated with critical analysis of news, advertising and mass media entertainment. Health media literacy has been associated with exploring media’s impact on making positive choices related to nutrition, exercise, body image, violence and substance abuse prevention. Digital literacy is associated with the ability to use computers, social media, and the Internet

“digital and media literacy” is used to encompass the full range of cognitive, emotional and social competencies that includes the use of texts, tools and technologies; the skills of critical thinking and analysis; the practice of message composition and creativity; the ability to engage in reflection and ethical thinking; as well as active participation through teamwork and collaboration.

empowered to speak out on behalf of the missing voices and omitted perspectives in our communities

By identifying and attempting to solve problems, people use their powerful voices and their rights under the law to improve the world around them

spiral of empowerment

active participation in lifelong learning

both consuming and creating messages

consistent with constructivist education

Common Core State Standards Initiative (2010) points out, “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, report on, and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to research and to consume and produce media is embedded into every element of today’s curriculum.”

Essential Competencies of Digital and Media Literacy 1.    ACCESS Finding and using media and technology tools skillfully and sharing appropriate and relevant information with others 2.   ANALYZE & EVALUATE Comprehending messages and using critical thinking to analyze message quality, veracity, credibility, and point of view, while considering potential effects or consequences of messages 3.   CREATE Composing or generating content using creativity and con­fidence in self-expression, with awareness of purpose, audience, and composition techniques 4.   REFLECT Applying social responsibility and ethical principles to one’s own identity and lived experience, communication behavior and conduct 5.   ACT Working individually and collaboratively to share knowledge and solve problems in the family, the workplace and the community, and participating as a member of a community at local, regional, national and international levels

“Teachers understand media’s influence on culture and people’s actions and communication; as a result, teachers use a variety of approaches for teaching students how to construct meaning from media and nonprint texts and how to compose and respond to film, video, graphic, photographic, audio, and multimedia texts

“preservice, inservice, and staff development programs that will focus on new literacies, multimedia composition, and a broadened concept of literacy”

Understand how people use media in their personal and public lives Recognize the complex relationships among audiences and media content Appreciate that media content is produced within social and cultural contexts Understand the commercial nature of media Use media to communicate to specific audiences

But genuine educational change in K–12 and higher education does not come about simply by generating documents or developing written standards

What is needed now is a clear and compelling vision of the instructional practices