Accelerating Change: What is 21st Century Media Literacy? Unless you're 50 years old or older, your attention has turned away from newspapers, magazines, TV and radio and shifted toward internet and electronic delivery of content. That attention is directed at such diverse areas as using search to find any of the ONE TRILLION sites in Google's index; reading any of the 2.6M articles on Wikipedia; watching some of the 70M+ videos on YouTube; trying to read even a fraction of the 133M blogs; act as one of the 100M users who log on to Facebook daily; or attempt to follow some of the more than 3M tweets sent through Twitter daily. How can a student possibly think critically about the multitude of competing messages and stimuli generated by that flood of content? Of course, this flood is being generated by both actual media organizations but more often by the audience, formerly known as consumers, who have also become producers of media. The current healthcare debate is illustrative of this challenge.
Media/news literacy resources too good to miss! If you read this blog at all, you know I am a fan of Katherine Schulten’s posts for the New York Times Learning Network. This morning she outdid herself with a round-up of resources entitled: Skills and Strategies|Fake News vs. Real News: Determining the Reliability of Sources, in honor of News Engagement Day, coming up Oct. 6. This essential toolkit will update and enhance your explorations of credibility and reliability! How do we discern truth from rumor and identify bias in a 24/7 news cycle enhanced by citizen journalism, continual streams of real-time reporting, user-generated content, a social media landscape rich with multiple perspective and possible hoaxes? The answer has to do with helping learners become critical consumers of the news. Among the goodies is this TEDed lesson: And this one: What is News Literacy and Why Do You Need It? You might also be interested in my post Sandy and media literacy, as well as
Media Literacy for the 21st Century: Interview with Renee Hobbs, EdD Q: What do you see as vital 21st-century media literacy skills for today’s student, particularly at the middle and high school level? For their instructors? Digital and media literacy is an expanded conceptualization of literacy. There is a constellation of five inter-related competencies that are now needed to participate in contemporary culture. Access skills, including foremost among them listening skills and reading comprehension, but also keyboard, mouse and interface skills, understanding hyperlinking and digital space and using effective search and find strategies. Analysis skills include the ability to identify the author, purpose and point of view of a message; evaluate credibility and quality; and recognize and resist stereotypes. Q: How would you characterize the success of current media literacy education programs in place at the pre-college level? Q: What are some take-away messages for media literacy education that you have found from your own research?
alfamed Sharing a Great Resource and Techniques for Web Content Fact Checking | Emerging Education Technologies If we Don't Teach Students how to Confirm the Validity of Information They Find on the Internet, Who Will? In yesterday's post, we were introduced to Michael Caulfield's free, Creative Commons licensed eBook, “Web Literacy for Student Fact Checkers“. Today we'll check out some of the strategies he suggests. First Strategy: Look for Previous Work (has someone already done the fact-checking for you?). Caulfield suggests the use of fact checking sites like Snopes.com, Factcheck.org, and Politifact.com to see if they may have already researched and written about the information you are checking into. For example, these days some of us often feel driven to try and determine if certain “facts” offered by world leaders are valid. Building on this suggestion, Caulfield offers one of my favorite web search parameters – the “site” function. Second Strategy: “Go Upstream” (seek out the original source) Going to the source gets more complicated when we're talking about viral content.
The Fake-News Fad: Let it Fade | Opinion Have you heard the news? We have a new four-letter word featuring an “F” and a “K” in our lexicon: It is F-A-K-E. The 2016 Presidential election campaign made fake news one of the hottest topics in—ahem—the news. For those who are not in education, the interest in fake news exploded during the 2016 presidential election campaign. As a consequence of its findings, SHEG offered the following recommendations to educators: Students as early as elementary school must learn how to distinguish online ad content from news content (p. 10).Students should learn to question everything they read, hear, and see in the media. UNESCO’s Five Laws of Media and Information Literacy. This should be great news (no pun intended) to the 62 percent of Americans who, according to the Pew Research Center, get their news from social media sources. evidence-based learning isn’t new Research and the CCSS. Emphasizing evidence-based learning is not a new instructional priority. It has always been about learning.
News and Media Literacy: Building Critical Consumers and Creators | Common Sense Education News and Media Literacy: Building Critical Consumers and Creators Wednesday, March 29, 2017 - 1:00-2:00 pm PDT More and more, young people (and adults) are getting their news online and from social media. In this webinar, Kelly Mendoza, director of learning and engagement for Common Sense Education, leads participants on an exploration of news and media literacy, including the latest research on kids and news, what "fake news" is and how to spot it, and ways teachers can integrate news and media literacy into their curricula. Kelly also debuts the new News- and Media-Literacy Toolkit from Common Sense Education, with resources for educators to help build students' skills in being critical media consumers and creators.
Media Literacy Fundamentals What is Media Literacy? Media are powerful forces in the lives of youth. Music, TV, video games, magazines and other media all have a strong influence on how we see the world, an influence that often begins in infancy. The importance of media education in Canada can be seen through the inclusion of media literacy outcomes in provincial and territorial curricula. This section has been created to clarify what media literacy is all about, and to offer practical suggestions to help you make media education happen What is Media Education? Media education is the process through which individuals become media literate – able to critically understand the nature, techniques and impacts of media messages and productions. Media education acknowledges and builds on the positive, creative and pleasurable dimensions of popular culture. For example: Who is the audience of a media production and why? Why Teach Media Literacy? Why teach media literacy? Key Concepts for Media Literacy 1. Ask: 2. Ask: 3. 4. 5.
Grupo Comunicar - www.grupocomunicar.com How to spot fake news – an expert's guide for young people Every time you go online, people are competing for your attention. Friends, strangers, businesses, political organisations, charities and news websites all serve up a constant stream of eye-catching pictures, videos and articles, wherever you might go looking for information – Google, Twitter, Facebook, Snapchat, Instagram or YouTube. But in the race to catch your eye, not all of these players feel like they have to tell the truth – and you can’t always rely on social media platforms to filter out the falsehoods. The result is fake news: stories that are specially designed to mislead or deliberately misinform people. Over the past six months, I’ve been part of a team of researchers and producers from the University of Salford and CBBC Newsround working to understand the impact of fake news on young people living in the UK. The results were very complicated, but we discovered that young people urgently need tools to help them navigate the murky waters of social media. Tips and tools
Media Literacy | National Council for the Social Studies Skip to contentSkip to navigation National Council for the Social Studies Search form Media Literacy Social Education May/June 2016 NCSS Position Statement Category: Position Statements Advertisement Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. Privacy Policy National Council for the Social Studies MIL as Composite Concept Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems. Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content. Information Literacy and Media Literacy are traditionally seen as separate and distinct fields. UNESCO’s strategy brings together these two fields as a combined set of competencies (knowledge, skills and attitude) necessary for life and work today.