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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

Adobe BrowserLab

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If author is not available, begin your citation with the web page title.

If a publication date is not available, use n.d. (no date).

Web collaboration techniques include phone/text chat and remote multiuser conferences/seminars via intranet or phone systems.

This study aims to investigate students’ perceptions of three aspects of learning – collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students’ perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners’ attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration

 Feature Highlight: Highlights Diigo saves the day with "highlights". Highlights let you select the important snippets on a page and store them in your library with the page's bookmark. Let's try it. Just open a page, maybe one of your old-school bookmarks or one of your new cat bookmarks, and find the information on that page you actually care about. Select that important text. Got it? Okay, now put your hemet on, 'cause this might blow your mind! Click the highlight icon on the Diigo toolbar. It's the one with the "T" on a page with a yellow highlighter. You will notice that the selected text gets a yellow background. This means that the text has been saved in your library, and as long as you have the Diigo add-on the text will be highlighted on the page! How's that for easy?   Now you've highlighted the text. It will appear in your library within the bookmark for the page it is on. Go to your library and you can see how it works. If you're not sure how to get to your library, just click the second icon on the toolbar (Diigo icon to the left of the search bar) and then select "My Library »".

Sticky Notes on the Web What? I can put a sticky note on a web page? How? Oh, that's right! Diigo. Just right-click anywhere on the page and choose to "add a floating sticky note". Type up your note and choose "Post", then move the note anywhere on the page. You have to type a note first, before you move it where you want, otherwise there's nothing to move!

 Feature Highlight: Highlights Diigo saves the day with "highlights". Highlights let you select the important snippets on a page and store them in your library with the page's bookmark. Let's try it. Just open a page, maybe one of your old-school bookmarks or one of your new cat bookmarks, and find the information on that page you actually care about. Select that important text. Got it? Okay, now put your hemet on, 'cause this might blow your mind! Click the highlight icon on the Diigo toolbar. It's the one with the "T" on a page with a yellow highlighter. You will notice that the selected text gets a yellow background. This means that the text has been saved in your library, and as long as you have the Diigo add-on the text will be highlighted on the page! How's that for easy?   Now you've highlighted the text. It will appear in your library within the bookmark for the page it is on. Go to your library and you can see how it works. If you're not sure how to get to your library, just click the second icon on the toolbar (Diigo icon to the left of the search bar) and then select "My Library »".

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

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

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.

Q: What is the Definition of Literacy? A: Literacy can be defined as being able to read and write or the ability to use language in a proficient manner. Literacy is also defined as having knowledge in a... Read More » Source: answers.ask.com Q: Why is Information Literacy Important? A: Information literacy is important because it means one knows how to find information. I've heard it said that the smartest people are not those who know everyth... Read More » Source: answers.ask.com Q: What is Information Literacy? A: Information literacy is the ability to find, learn and use information. It doesn't rely on what you can remember but what you can locate and use. The process of... Read More » Source: answers.ask.com

*MEDIA literacy

Media

Unpacking New Media Literacy.

ETIQUETTE ONLINE: From NICE to NECESSARY.

In the early days of the Internet, an occasional sarcastic or confrontational remark was considered part of its "charm." As Internet settlers from cyber communities, the importance of etiquette grows. Indeed, the lack of it is weakening sociability and even destroying online communities. Etiquette online is not just nice to have, it is necessary. Like the pioneers of the Wild West, early Internet adopters were a rough and tumble gang. an occasional sarcastic comment, expletive, or confrontational challenge was part of the fun. But times have changed. Today's settlers flock online in the millions. a single word aptly summarizes these settlers: " diverse." These Internet users come from many cultures and walks of life. They arrive with a mix of expectations using a variety of technologies, which they access in different ways. The new settlers include children and adults, healthy and infirm, eager and reluctant. English speakers dominate but other languages and cultures are gaining prominence

Cyberbullying Education for Parents: A Guide for Clinicians.