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NCSS Position Statement on Media Literacy Media Literacy A Position Statement of National Council for the Social Studies © 2009 National Council for the Social Studies. All rights reserved This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009. "In the twenty-first century, participatory media education and civic education are inextricable" (Rheingold, 2008, p. 103) This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?

Position paper on assessment ASKe's position paper on assessment sets out ASKe's views on the current state of assessment in the higher education sector as a whole, and in Brookes in particular. It draws on the generic literature, studies conducted at Brookes, and the detailed knowledge and experience of the ASKe team. From all this data, the paper seeks to distil key issues and sets out the premises which underpin ASKe's analysis. It also proposes a range of ideas and actions. The overall aim of the paper is to support Brookes in addressing assessment issues and to assist in plans for future development. The paper is currently being considered within Brookes and in due course the ASKe team plans to produce a version of the paper that will be suitable for journal publication.

Yochai Benkler's wealth of nations book online Next Chapter: Part I: The Networked Information Economy » read paragraph Chapter 1: Introduction: A Moment of Opportunity and Challenge 1 Information, knowledge, and culture are central to human freedom and human development. How they are produced and exchanged in our society critically affects the way we see the state of the world as it is and might be; who decides these questions; and how we, as societies and polities, come to understand what can and ought to be done. For more than 150 years, modern complex democracies have depended in large measure on an industrial information economy for these basic functions. In the past decade and a half, we have begun to see a radical change in the organization of information production. Enabled by technological change, we are beginning to see a series of economic, social, and cultural adaptations that make possible a radical transformation of how we make the information environment we occupy as autonomous individuals, citizens, and members of cultural and social groups. It seems passé today to speak of "the Internet revolution." In some academic circles, it is positively naïve. But it should not be. The change brought about by the networked information environment is deep. It is structural. It goes to the very foundations of how liberal markets and liberal democracies have coevolved for almost two centuries.

Alverno's Eight Abilities Communication Make connections that create meaning between yourself and your audience. Learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data. Analysis Think clearly and critically. Fuse experience, reason and training into considered judgment. Problem Solving Define problems and their causes, and use a range of abilities and resources to reach decisions, make recommendations, or carry out plans. Valuing Recognize different value systems while holding strongly to your own ethic. Recognize the moral dimensions of your decisions and accept responsibility for the consequences of your actions. Social Interaction Know how to get things done in committees, task forces, team projects and other group efforts. Elicit the views of others and help reach conclusions. Developing a Global Perspective Act with an understanding of and respect for the economic, social and biological interdependence of global life. Effective Citizenship Be involved and responsible in the community. Act with an informed awareness of contemporary issues and their historical contexts. Develop leadership abilities. Aesthetic Engagement Engage with various forms of art and in artistic processes. Take and defend positions regarding the meaning and value of artistic expressions in the contexts from which they emerge.

Yung Tae Kim, aka Dr. Tae, is a skateboarder, videographer, scientist, and teacher. He earned his bachelor's degree in physics from the Georgia Institute of Technology and his Ph.D. in physics from the University of Illinois at Urbana-Champaign. He has held faculty positions Lake Forest College, DePaul University, and Northwestern University. As a skateboarder, he's best known for his consistent 360 flips, which admirers have nicknamed "Tae flips." His most recent video project is The Physics of Skateboarding with Dr. Tae, a series which combines his interests in science, skepticism, skateboarding, and education. When the Los Angeles Times needed someone to explain the physics behind Jake Brown's slam on the MegaRamp at X Games XIII, they called Dr. Tae. His unique background also caught the attention of Robomodo, a video game studio that hired him as a consultant for the development of Tony Hawk: RIDE for Activision (read about it in Time Out Chicago).

GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).