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Ed Webb

K-12 Media Literacy No Panacea for Fake News, Report Argues - Digital Education - Educa... - 0 views

blogs.edweek.org/...racy_no_panacea_fake_news.html

media literacy media_literacy MediaLiteracy

shared by Ed Webb on 22 Feb 18 - No Cached
  • "Media literacy has long focused on personal responsibility, which can not only imbue individuals with a false sense of confidence in their skills, but also put the onus of monitoring media effects on the audience, rather than media creators, social media platforms, or regulators,"
  • the need to better understand the modern media environment, which is heavily driven by algorithm-based personalization on social-media platforms, and the need to be more systematic about evaluating the impact of various media-literacy strategies and interventions
  • In response, bills to promote media literacy in schools have been introduced or passed in more than a dozen states. A range of nonprofit, corporate, and media organizations have stepped up efforts to promote related curricula and programs. Such efforts should be applauded—but not viewed as a "panacea," the Data & Society researchers argue.
  • ...4 more annotations...
  • existing efforts "focus on the interpretive responsibilities of the individual,"
  • "if bad actors intentionally dump disinformation online with an aim to distract and overwhelm, is it possible to safeguard against media manipulation?"
  • A 2012 meta-analysis by academic researchers found that media literacy efforts could help boost students' critical awareness of messaging, bias, and representation in the media they consumed. There have been small studies suggesting that media-literacy efforts can change students' behaviors—for example, by making them less likely to seek out violent media for their own consumption. And more recently, a pair of researchers found that media-literacy training was more important than prior political knowledge when it comes to adopting a critical stance to partisan media content.
  • the roles of institutions, technology companies, and governments
Ed Webb

Digital Ethnography » Blog Archive » Participatory Media Literacy: Why it mat... - 0 views

mediatedcultures.net/ksudigg

web2.0 education teaching media technology socialmedia digitalmedia wesch literacy

shared by Ed Webb on 27 Jan 11 - Cached
  • students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise)
  • participatory media literacy is as much about a literacy of *participation* as it is a literacy of media
  • Knowing something about privacy and the ways online behavior can have consequences at home, at work, in school, along with some sense of how to determine the credibility of information found online, ought to be taught in high school, or at even younger ages. But one of the big questions I don’t have a clue about is how educational institutions are going to be able to adapt quickly enough to a world in which being able to learn, fine, verify, collaborate, and communicate online requires acquisition of active skills, not an easily transmitted collection of facts.
Jared Bernhardt

Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Feb 7 09... - 0 views

www.masternewmedia.org/hnologies-and-media_2009_02_07

media diigo geo-tagging conference new technology

shared by Jared Bernhardt on 22 Feb 09 - Cached
  • Jared Bernhardt on 22 Feb 09
     
    Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Feb 7 09
Ed Webb

Viral Syndrome: The welcome future of journalism - Al Jazeera English - 2 views

www.aljazeera.com/...ournalism-160221085214112.html

viral literacies literacy digital digital_media content media advertising analysis opinion

shared by Ed Webb on 02 Mar 16 - No Cached
  • News organisations both big and small hire these tech-savvy, often worldly young people with multidisciplinary backgrounds to ensure that, in an ever-changing media environment, their content can compete. But why is such competition necessary?
  • Today's media industry is still trying to find a solid revenue model.
  • In order for advertisers to get eyes on their products and services, they must turn to an increasingly sophisticated suite of ­­­­­- analytics tools
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  • Twenty-two years after Tiananmen and a lifetime away from the journalism of the 1980s, the 2011 uprising in Tahrir Square brought not only mainstream news crews, but smaller outlets, freelancers, and even bloggers to the table. These varied actors were able to challenge the often Orientalist mainstream narrative, and - thanks to social media - share their content with the world.
  • virality requires consent
  • We should be more concerned with the amount of advertising content masquerading as journalism
  • It seems highly unlikely that, in the days before the internet, #BlackLivesMatter would have made it to the front page of the New York Times - or, for that matter, that it would've happened on such a large scale at all
  • This is in great contrast to the compelling stereotypes unleashed by the corporate-controlled media following the 1992 Los Angeles riots
  • we simply have to understand virality for what it really is: A means through which truly great content and cute cat video alike have become available to the world, as well as the means by which news organisations now make money
  • We must therefore make digital literacy a priority - so as to ensure readers know how to responsibly consume the media that surrounds them
Ed Webb

"We are looking at the biggest reconstruction story since World War II" | EBU - 0 views

www.ebu.ch/...ction-story-since-world-war-ii

media politics analysis opinion climate science

shared by Ed Webb on 05 Jan 23 - No Cached
  • A news organization’s climate journalism should be as all-pervasive as the consequences of the climate crisis itself are. It should be completely normal to have a paragraph on climate impacts in, let’s say, a sports story or a story about company earnings.
  • There is not a single area of journalism that will not be transformed either directly by climate impacts or by humanity's efforts to mitigate climate change or adapt to it.
  • First, free climate journalism from its organizational silo and make it all-pervasive. Second, localize it and bring it into the here and now as much as possible. Third, put it into context.
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  • climate change is a systemic challenge, but most news organizations are still treating it only as a topic
  • It is always a good start to build a climate desk, and news organizations need climate specialists. But they are no substitute for increasing the climate literacy, or climate fluency, of all desks.
  • many editors think of climate journalism as crisis reporting.  And while it is important to cover extreme weather events, they are still only the breaking news surface of something much more profound and systemic
  • There are so many important and interesting stories just on climate adaptation alone that you would overlook as an editor when you reduce climate journalism only to breaking news and crisis reporting.      
  • Public broadcasters in Europe have an unrivalled responsibility to get it right, because they are comparatively well-funded. In addition, they tend to be their country's most-trusted news organization. Especially when it comes to climate journalism, an audience’s trust in a news organization is a hugely important ingredient.  Sometimes I have been struck by the timidity of public service media. Yes, they are under growing political pressure in many countries. But to preemptively capitulate is not a strategy.
  • All it took for the last IPCC report to be washed out of the news cycle within hours was an actor misbehaving at the Oscars. It had taken seven years to produce that report.
  • energy literacy is a core aspect of climate journalism and it seems the war in Ukraine has also heightened the world’s awareness for just how integral energy is to our societies and economies. A next phase in this realization may be that the much-needed shift to renewable energies will come with its own new set of geopolitical dependencies
  • The location of the denial has shifted. It has shifted from denying climate science, and specifically that climate change since the pre-industrial age is human-made to denying how urgent our situation is and how little time we have left to avoid a much more dramatic course of events. The willingness to embrace the time pressure we are under is part of climate literacy. 
  • I have never heard a young journalist say ‘I am somehow glad I won’t live long enough to see the worst effects of climate change’ while I have seen quite a few older colleagues express such sentiments. Some of them were even middle-aged, which makes me think they never looked at an IPCC report.      
  • I have met the CEOs of very large global companies who had deep knowledge of the climate crisis while I have yet to meet just one chief editor with a similar degree of climate knowledge
  • It is the nature of the climate crisis, though, to move faster than most of us think. I wouldn’t be surprised to soon see a major news organization re-organize itself around the climate crisis as their organizational axis. 
Ed Webb

Education - Change.org: Tutorial: Two Uses of Technology to Improve Literacy and Critic... - 0 views

education.change.org/...literacy_and_critical_thinking

education diigo technology literacy web2.0 learning ClayBurrell

shared by Ed Webb on 06 Feb 09 - Cached
  • Ed Webb on 06 Feb 09
     
    For all of you still wondering about diigo...
Ed Webb

City Brights: Howard Rheingold : 21st Century Literacies - 0 views

www.sfgate.com/...detail

education literacies rheingold rhetoric criticism opinion

shared by Ed Webb on 12 Apr 09 - Cached
  • Ed Webb on 12 Apr 09
     
    How well have you been educated in these skills? How could/should they be taught?
Ed Webb

Standard Arabic is on the Decline: Here's What's Worrying About That - 0 views

www.atlanticcouncil.org/...e-s-what-s-worrying-about-that

Arabic ArabWorld language dialects censorship

shared by Ed Webb on 10 Jun 19 - Cached
  • Standard Arabic, or Modern Standard Arabic (MSA), is on the decline, and some are happy to see it go. However, it is important to note the factors driving this decline, and what this means for the region.
  • Though some rejoice in the strengthening of vernaculars, the so-called colloquials or dialects, as a sign of local identities gaining prominence, the withdrawal of MSA is in fact a warning about the weakening social infrastructure and declining education system.
  • When people speak of the decline of MSA, they generally refer to decline in literature, literacy, and increasing predilections to use dialects or foreign languages instead of MSA
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  • Even those who are not leaving often favor foreign languages over MSA. They see foreign languages as more functional, prestigious, and likely to guarantee them a job. Youth across the region often work entirely in a foreign language and are not comfortable in MSA
  • Censorship drives intellectuals abroad
  • Syria, once known for its Arabic academy for the study and development of the language, as well as for the fact that its entire education system up through university was in Arabic, is now destroyed. Refugees find themselves in countries where Arabic is not used in education. Even neighboring Lebanon uses English and French in its education system.
  • it is not contradictory to say that functional literacy is on the rise, but that access to and use of MSA—such as sophisticated literature and academic texts—is on the decline. The Arab world is now publishing only between 15,000 and 18,000 books annually, as many as Penguin Random House produces on its own. Egypt was once the largest producer of books with an output between 7,000 and 9,000 per year. Although its output was previously on the rise, it dropped by a whopping 70 percent after the 2011 revolution, and as of 2016 was only "showing signs of recovery."
  • With the depletion of educated classes, MSA is more and more limited to political and religious contexts, which are often associated with oppressive and conservative systems
  • the most popular TV shows and movies are done in the vernaculars. On social media, dialect dominates, though MSA is also used.
  • much of the media (articles and videos) that talk about MSA’s decline are in English
  • Local identities are not necessarily national identities, but are often subnational, so rather than showing strong national cohesion, it shows the failure of the Arab states to unite their populations.
  • In the past, when their economies were stronger, Arab states were able to build an educated class that was comfortable with MSA.
  • Hossam Abouzahr is the founder of the Living Arabic Project, a platform devoted to making Arabic more accessible by developing dictionaries for Arabic colloquials and MSA
Ed Webb

The Arab world's (uneven) progress - 0 views

news.yahoo.com/...ylord

Arabs reform economy education politics

shared by Ed Webb on 20 Feb 09 - No Cached
  • Five years ago, the United Nations published the Arab Human Development Report on Building a Knowledge Society. That widely read – and highly controversial – report found a "knowledge deficit" that threatens human development, economic growth, and the future potential of Arab societies. This week the Brookings Institution published a new study, in Arabic, that evaluates what has and has not changed since 2003.
  • Access to education has expanded markedly over the past five years
  • Arabs are embracing new technologies, such as the Internet and mobile phones.
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  • Other regions are progressing even faster, leaving the Arab world behind
  • intraregional trade increased, but it is still half the level of Asia
  • the quality of education does not meet global standards. Students perform poorly on international tests in math and science. Universities inadequately prepare graduates for jobs. Literacy rates are low: 83 percent in Syria, 59 percent in Yemen, and 56 percent in Morocco.
  • Arab economies still rely too much on natural resources, imported technology, and low-skill microenterprises
  • 35 percent of the population under the age of 15
  • thriving Arab societies bear the promise of less political instability, less anger and despair, and less animosity toward the West. Such societies would export fewer security threats in form of terrorism, economic disruption, and war.
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 0 views

uk.techcrunch.com/...e-taught-in-uk-primary-schools

twitter technology literacy education UK socialmedia

shared by Ed Webb on 25 Mar 09 - Cached
  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
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  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Ed Webb on 25 Mar 09
     
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
Ed Webb

Education - Change.org: Snark Attack: UCLA Research Dissing Technology Bombs - 0 views

education.change.org/...earch_dissing_technology_bombs

shared by Ed Webb on 04 Feb 09 - Cached
  • Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”
  • It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.
  • More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.
  • Ed Webb on 04 Feb 09
     
    Essential reading!
Ed Webb

New Media is Neither New nor Media. Discuss.David Parry / University of Texas at Dallas | - 0 views

flowtv.org/?p=4587

media digital networks opinion analysis

shared by Ed Webb on 11 Feb 10 - Cached
  • I want to suggest that both of those terms, “media,” and “new,” while perhaps descriptive in some respects, ultimately conceal more than they reveal. Thus their continued use prevents us from focusing on how this change from analog to digital is more than just a media shift.
  • Many media scholars—and, I would suggest, many media studies programs—approach the study of digital network communication by relying on platforms used to analyze analog broadcast media. The assumption is that all one needs to do to critique “new media” is to utilize tools developed for the analysis of radio, television, and film, and update them for the 21st century. This is what I would refer to as the digital facelift model of scholarship: prior media analysis can be updated for the digital revolution
  • we are talking about a rather significant shift in the substructure and organization of knowledge
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  • The author function is a particular fiction which is an outgrowth of a prior technological moment, one which perhaps is no longer appropriate in the digital network. As Foucault argues the author function is not natural but rather historical, “characteristic of the mode of existence, circulation, and functioning of certain discourses within a society.”2 Books, magazines, television and radio programs, and film all have authors, but if we begin our inquiry of “new media” by asking, “what does it mean to be an author for this ‘new media,’” we miss the way that authorship itself is heterogenous to the new archival structure.
  • writing and reading separate out the act of composition from the act of consumption in a way that is not descriptive of the type of collaborative literacy and composition that occurs in networked spaces
Ed Webb

Oman's national unity racks up high cultural costs as local languages fall silent - Al-... - 0 views

www.al-monitor.com/...-under-risk-of-extinction.html

Oman language languages culture identities nationalism

shared by Ed Webb on 26 May 21 - Cached
  • In Oman, the Gulf Cooperation Council country with the greatest linguistic diversity, eight of the country’s 10 languages are threatened or dying
  • the minority languages in Oman belong to three families: the Indo-Iranian Kumzari, Lawati (also known as Khojki), Zadjali and Balochi; the Modern South Arabian Harsusi, Bathari, Hobyot, Mehri and Jabbali; and the Bantu language Swahili. Only Balochi and Swahili have enough world speakers to be considered safe from extinction.
  • Some of the risks these languages face are due to the structural reforms — mainly in the field of education — instigated by Sultan Qaboos bin Said for the last five decades to promote national unity over a constellation of identities scattered across the state, with an emphasis on language. Ever since a coup orchestrated by British intelligence in July 1970 overthrew Sultan Qaboos’s father, Sultan Said bin Taimur, the state's official language, Arabic, has been a key element of this newly crafted Omani identity. 
  • ...7 more annotations...
  • Oman's efforts to increase literacy rates have further strengthened the use of Arabic as the language of education. Other mother tongues were not included in the curricula, even as secondary languages, in the regions where they were widely used. It hastened the decline of local languages, as their use became limited to the family and local community. As the number of public schools has grown steadily from one in 1951 to more than 1,100 in 2017, Al Jahdhami reports an "intense exposure to Arabic" among the youth and a shift toward the language.
  • the young generations simply ask, “What would I learn this for?” because outside of the home, Arabic is the predominant means of communication
  • Across Oman's Dhofar mountain range, between 25,000 and 50,000 people who belong to different tribes and clans speak Jabbali (or Shehri), which literally means "the language of the mountain." However, although the youth are proud of having a language of their own, with its colorful vocabulary for nature and the mountains, their language proficiency is much lower than that of the older generations. This is partly because the young generation, educated in Arabic, employs a mixture of Jabbali and Arabic. Furthermore, the internet and TV — whose content is predominantly if not exclusively in Arabic — are aggravating the loss of linguistic skills among young Omanis. 
  • In the north, the tribal community in the village of Kumzar tries to hold on to its language, Kumzari. At 5,000 speakers, UNESCO considers Kumzari severely endangered. It is a Southwestern Iranian language that is heavily influenced by Arabic, Persian, Urdu, Hindi and English.
  • To save ancestral traditions and reach out to Kanim’s tech-savvy generation, a Dhofar-born singer has chosen to broadcast his Jabbali music on YouTube.
  • a project led by the Ministry of Heritage and Culture is researching the languages ​​spoken in the sultanate and another, by the Department of Culture at Oman’s Royal Court, is working on Oman's dead languages — ones that no longer have any speakers
  • Local and international academics are working to document those languages before their remains disappear entirely, mainly in Dhofar and in the mountainous peninsula of Musandam, which overlooks the Strait of Hormuz.
Ed Webb

SIFT - 0 views

research information disinformation literacy

shared by Ed Webb on 15 Feb 21 - No Cached
Ed Webb

Statement of Support for Art Professor Fired from Hamline University - Muslim Public Af... - 0 views

www.mpac.org/...-fired-from-hamline-university

opinion US USA education academia universities university censorship art public Islam islamophobia

shared by Ed Webb on 11 Jan 23 - No Cached
  • Even if it is the case that many Muslims feel uncomfortable with such depictions, Dr. Prater was trying to emphasize a key principle of religious literacy: religions are not monolithic in nature, but rather, internally diverse. This principle should be appreciated in order to combat Islamophobia, which is often premised on flattening out Islam and viewing the Islamic tradition in an essentialist and reductionist manner.
  • In a time of rampant Islamophobia, highly offensive and racialized images of the Prophet Muḥammad abound on the internet and on social media. We consider these images to be inappropriate and not dissimilar to “black face” or Anti-Semitic cartoons; even if such images and their makers are protected by law, social opprobrium is due to them by all those who are reasonable and decent.
  • misusing the label “Islamophobia” has the negative effect of watering down the term and rendering it less effective in calling out actual acts of bigotry.
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