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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