Group items tagged

Media

is the process of teaching and learning about media.[1] It is about developing young people's critical and creative abilities when it comes to the media.

35. Academic JournalTeaching and Reading the Millennial Generation Through Media Literacy. By: Considine, David; Horton, Julie; Moorman, Gary. Journal of Adolescent & Adult Literacy. Mar2009, Vol. 52 Issue 6, p471-481. 11p. 1 Chart. Abstract: The article discusses how teachers can integrate media literacy practices adopted by students into literacy education curricula. The authors note how the spread of digital technology has affected millenials, youth who have been raised amidst and influenced by information communication technology (ICT), and discuss criticism of academic achievement by students in the 21st century. They suggest restriction of Internet activities in schools decreases student interest, engagement and motivation and recommend schools integrate Internet and multimedia texts into curricula. The Text, Audience and Production (TAP) model for media literacy is presented as a way to help students comprehend and evaluate media texts. A multimedia lesson on the ocean liner Titanic is presented as an example. (AN: 37012193)Subjects: MEDIA literacy; LITERACY; MASS media & education; CURRICULUM planning; ACADEMIC achievement; STUDENT interests; INTERNET in education; MOTIVATION in education; STUDY & teaching; INFORMATION & communication technologies; DIGITAL technology; MASS media & youth; ENGAGEMENT (Philosophy)Database: Education Research Complete

37. Academic JournalMedia Literacy Education in the Social Studies: Teacher Perceptions and Curricular Challenges. By: Stein, Laura; Prewett, Anita. Teacher Education Quarterly. Winter2009, Vol. 36 Issue 1, p131-148. 18p. 7 Charts. Abstract: The article focuses on the familiarity of social studies teachers with media literacy education in the classroom, their perceptions about the role of media literacy in the curriculum, and the implications of these perspectives for curriculum development and training in the U.S. The author explains that media literacy education is relevant to the social studies for multiple reasons such as imparting fiction and nonfiction narratives about people, places and events. He also points out that youths' knowledge of world events and cultures comes from media representations. In the U.S., more than thirty states include media literacy education components in their education principles for social studies courses, including history, economics, geography, and civics. (AN: 43802512)Subjects: MEDIA literacy; SOCIAL sciences -- Study & teaching; CURRICULA (Courses of study); INFORMATION literacy; MASS media; EDUCATION; INFORMATION resources; SOCIAL science teachers; UNITED StatesDatabase: Education Research Complete

1. Academic JournalTEACHING MEDIA AND INFORMATION LITERACY TO POSTGRADUATE RESEARCHERS. By: Whitworth, Andrew; Steve McIndoe; Clare Whitworth. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences. Feb2011, Vol. 10 Issue 1, p35-42. 8p. Abstract: This paper reports on a project funded by the HEA-ICS, which sought to create an open educational resource to help develop media and information literacy skills in postgraduate research students. The resource uses a distinctive and holistic approach to the teaching of these subjects, which brings together Bruce et al's 'Six Frames of Information Literacy' model (2007), Egan's division of literacy into conventional, emergent and comprehensive (1990), and Whitworth's objective, subjective and intersubjective domains of value (2009b). The paper describes the structure and methods of the course, and some results from the summer 2010 evaluation of the draft version. It explains how this evaluation has resulted in the final version of the materials which are in place on http://madigitaltechnologies.wordpress.com/infoliteracy. [ABSTRACT FROM AUTHOR] (AN: 66717658)Subjects: MEDIA literacy; INFORMATION literacy; OPEN plan schools; TEACHING; GRADUATE studentsDatabase: Education Research Complete

231. Academic JournalEmergent Media Literacy: Digital Animation in Early Childhood. By: Marsh, Jackie. Language & Education: An International Journal. 2006, Vol. 20 Issue 6, p493-506. 14p. Abstract: This paper outlines a research project in which three- and four-year-old children in one nursery engaged with editing software to create short animated films. Research questions were related to the knowledge and understanding of multimodal texts that the children developed in the activity, the skills they demonstrated in undertaking the animation work and the implications for curriculum development. Qualitative data were collected over the period of an academic year as children were observed (using fieldnotes and video camera) planning and producing the films. This paper analyses some of the knowledge and understanding of multimodal texts developed throughout the project and suggests that early childhood educators need to understand the nature of new authorial practices if they are to provide appropriate scaffolding for children's learning in the new media age. [ABSTRACT FROM AUTHOR] (AN: 23608252)Subjects: ELEMENTARY education -- Research; EARLY childhood education; PROJECT method in teaching; MEDIA literacy; SCAFFOLDING (Teaching method); STUDENT-centered learningDatabase: Education Research Complete

Television Teaching: Parody, The Simpsons , and Media Literacy Education. By: Gray, Jonathan. Critical Studies in Media Communication. Aug2005, Vol. 22 Issue 3, p223-238. 16p. Abstract: This paper examines televisual parody as a media literacy educator, and the potential of parody to channel the powers of comedy and entertainment in order to “teach” the techniques and rhetoric of televisual texts and genres. It focuses on the case of the hugely successful and popular animated parodic sitcom, The Simpsons , and its playful attack on advertising and promotional culture. Currently in its 16th season, The Simpsons broadcasts to approximately 60 million viewers in 70 countries weekly, offering a playful critique of television from within the television frame. [ABSTRACT FROM AUTHOR] DOI: 10.1080/07393180500201652. (AN: 18144434)Subjects: MEDIA literacy; MASS media; Television Broadcasting; SOCIAL aspects; TELEVISION programs; TELEVISION broadcasting -- Social aspects; SIMPSONS, The (TV program)Database: Education Research Complete

Unpacking New Media Literacy.

Media literacyBYLINE: Barry Duncan; GAMLENGTH: 156 wordsDATELINE: Toronto ONT The Globe and Mail is to be commended for the articles on children's viewing habits (Watching Children Watch Television, ec. -- May 14). While the research on the impact of television on children is often contradictory, most people would agree that some kind of critical viewing skills can help to give young people valuable insights into television and its social and commercial implications. In this regard, educators have a key role to play in encouraging such programs in the schools. Fortunately, several schools are now launching critical television viewing programs. The Association for Media Literacy is the only group of teachers in Canada who have a comprehensive approach to television literacy. It is now time for the ministry and school boards to recognize that we live in a world that requires as survival skills the ability to be media literate as well as print literate.Barry Duncan Association for Media Literacy Toronto Find Documents with Similar TopicsHelpBelow are concepts discussed in this document. Select terms of interest and either modify your search or search within the current results setSubjectEDUCATIONAL INSTITUTION EMPLOYEES(86%)LITERACY & ILLITERACY(86%)GeographyMinor TermsCANADA(67%)ONTARIO, CANADA(67%)TORONTO, ON, CANADA(67%)images/ButModifySearchWithSelecti

Literacy comparisons a tricky thing; OpinionBYLINE: Don Aitkin Don Aitkin is a former vice-chancellor of the University of Canberra.SECTION: EDUCATION; Pg. 34LENGTH: 649 wordsLike more than one or two others, I should think, I was a tad surprised when minister Brendan Nelson Enhanced Coverage LinkingBrendan Nelson &nbsp;-Search using:Biographies Plus NewsNews, Most Recent 60 Dayssaid he was worried about literacy levels and that he wanted to do something about it. Not that I think he's wrong to value high levels of literacy. High literacy standards are the foundation of a civilised society, and the higher they are the better.But one of the more recent OECD studies of literacy and numeracy put contemporary Australian kids at the very top of the tree. We have somewhat poorer scores than other countries in respect of equity (that is, family income and context really do make a difference in Australia to the levels of literacy and numeracy reached), but in Olympic terms we're up with the medal-winners. So has Nelson got it wrong? Well, no, he hasn't really. What we are seeing here is a nice example of something that bedevils political debate in Australia, and not least about education. You could call it Judgements Based on Incomplete Comparisons.Many years ago I came to the view that all judgements were either explicitly or implicitly comparative, and that it was important in argument to be very clear about the comparative basis on which you were making your judgements. Most people, it seems to me, assume that their position must be the right one because they have some good data. But there are other data, and to ignore them is to ignore other possibilities.That is, if Nelson says he thinks Australian literacy levels are too low he must be comparing them with something. And there are three basic possibilities. He could be comparing them with some ideal or technical standard, like an ideal world in which every single Australian is completely literate in every sense, or has passed some recognised external test of literacy.Or he could be comparing them, as I did a moment ago, with other countries like us, and argue that we should be even further ahead (which he may well think).Or he could be comparing them either backward or forwards in time. We actually have lower standards of literacy than we had 50 years ago, not because kids are less able or because teaching standards have slipped but because we have taken into our society many people from other lands who are not literate in English, some of them not even literate in the strict sense in their own preferred languages. So he could be arguing that we should be getting back to the standards of literacy that obtained in, say, 1950.He could be going for some combination of these possibilities, as well, but most people usually rest on one and ignore the others. He seemed to be referring to actual examples of illiteracy he had encountered, or heard of, which had to fall far below any acceptable standard.You can see Incomplete Comparisons in many debates for example, about whether we're devoting the right amount to Business Expenditure on Research and Expenditure. Some critics will say that it's inadequate, whatever it is, which is an example of the Comparison against an Ideal. Others will point to, say, the Netherlands or the US or Japan (all countries, unlike ourselves, with a large manufacturing sector) and say that we need to aim there (Comparison Across Space). Defenders will say that the figure is absolutely or relatively higher than it was last year or five years ago (Comparison over Time). All will wield their statistics triumphantly, as though their data can't be controverted.But of course they may all be right: Australia does spend less than some other countries, but more than it used to spend, and it is unlikely to spend as much as the US, even proportionately, or be the top country in the world in this competition. How does that help anyone make a decision?In Australia we seem to argue frequently in this profitless way, preferring our own statistics and our own perspective to anyone else's, and unwilling to recognise the real complexity of the situation. Find Documents with Similar TopicsHelpBelow are concepts discussed in this document. Select terms of interest and either modify your search or search within the current results setSubject<im

About ACRL Advocacy &amp; Issues Awards &amp; Scholarships Conferences &amp; Continuing Education Consulting Services Get Involved with ACRL Guidelines &amp; Standards Membership News &amp; Press Center Online Learning Professional Tools Publications Working with ACRL Share this page: Share on Facebook Share on Twitter Share on StumbleUpon Share on Reddit Share on Digg Share on LinkedIn Share on FriendFeed More Options &nbsp;Send via email &nbsp;Print &nbsp;Cite Information Literacy Competency Standards for Higher Education These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). A&nbsp; PDF of this document is available. Print copies may be purchased from the Association of College and Research Libraries for $25.00 for a package of 25, including standard postage. Expedited shipping is available for an additional charge. Orders (along with check or money order made payable to Association of College and Research Libraries) should be sent to:

Information

nformation Literacy and Information Technology

*MEDIA literacy

Media

involves critical thinking, analytical skills, and the ability to express oneself in different ways.

would browse from site to site, visiting each online media palace one at a time. But suddenly, the supply of information outstripped demand. The "destination web" died, and in ushered

DO NOT…. Send a picture to someone via email/snapchat/instagram that you wouldn’t want your boss, principal, or grandma to see! Sure you are sending them to your good friend or significant other. But what happens when that person is no longer your BFF? Or maybe their phone gets nabbed by someone with fewer morals. The online proof:&nbsp;www.MyEx.com&nbsp;is one of several sites that allows people to submit naked photos of their exes. [NSFW - this site is Not Safe for Work] Post personal information that is not readily available Think about the last time you had to recover a password online. Was the question: Pet’s name, childhood street, kid’s birthday or mother’s maiden name? Make sure that kind of information stays private and don’t use it for the actual passwords. The online proof: Here are the most common and hackable passwords. Announce when you are going away Yes, your friends are excited that you only have 3 more days until you leave for Hawaii! But so is the guy that has been staking out your house. You think you used Foursquare to get a discount at a restaurant. Someone else used it to know you were not at work. The online proof: The website PleaseRobMe.com is a collection of data from various social sites that tells you who is away. Underestimate what your device or computer already knows about you All online content is tagged with metadata which contains anything from the timestamp it was created to the location. You cannot see the metadata when you post but simple free software can pull it for someone else. Be wary of geotagging on mobile devices, which marks where you took the photo. The online proof: Here is a video of how geotagging can be used to track down an address where a photo was taken – in this case, through popular teen apps. Forget to set your privacy settings Not only should you check your settings at the outset but you should recheck them frequently. Facebook, for example, uses an ‘opt out’ policy which means that by default you are sharing more information until you go in and update those settings. Follow us on Twitter or Facebook or join our mailing list to get those updates sent to you. The online proof: Here is a fantastic infographic that shows how Facebook privacy settings have changed and what data is now available if you haven’t updated them. Post negative comments about your workplace or coworkers Even if your boss or coworkers are not able to see your comment, a future employer could see that comment and reconsider hiring you later. The online proof: Here are examples of people actually fired due to their social post. Post photos of your friends that break the first rule It is a great photo of you. So what if your friend is doing something in the background that would tarnish their reputation? If you tag them, your friend can remove the tag, but unless the photo violates terms and conditions (allowing a site to pull it down) only you control the permissions on that photo. &nbsp;Put yourself in their shoes (and hope they would do the same). This goes double for pictures of underage kids. If the child is under 18, you technically need the parents permission to post it. The online proof: This article talks about the inability to remove someone else’s photo. Use the same password for every account I know it is a pain to remember different passwords for all of your sites but it is an even bigger pain if someone hacks in to one of your accounts. Are you using the same password for your social networks, banking, or online shopping? If a hacker finds just one instance of your password then they will now have access to everything. The online proof:&nbsp;Here is just one example where hackers breached the Adobe database and were able to access users’ Facebook accounts because the email-password combinations were the same.