Reading Like A Historian The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues. How do I use these lessons in my classroom? The 73 lessons in the U.S. curriculum, initial 37 lessons of the world curriculum, and 5 lessons in the introduction to historical thinking unit can be taught in succession. 1) Establish relevant background knowledge and pose the central historical question. *Note: United Streaming requires a subscription to Discovery Education. 3) Whole-class discussion about a central historical question. Of course!
Patterns of Deception - Politics Welcome to FlackCheck.org’s Detecting Patterns of Deception, the beta version of a new page designed to help viewers spot and debunk slippery moves in politics. Watch videos on the Climate Change Debate, the Sequester Debate, the Affordable Care Act Debate, the Gun Debate and the Immigration Debate to see patterns of deception in contemporary debates. On the page, we parse misleading political communication into six main categories. Misunderstanding the Process identifies ways in which misleading assumptions about the nature and extent of executive or legislative power drive problematic promises, attacks and self-congratulatory communication. So, for example, the complexity of the legislative process makes it possible for bills and votes to be misconstrued. Misleading Use Of Language features ways in which politicians exploit the ambiguities and connotations in words to prompt unjustified conclusions. False Logic covers common errors in argument that lead audiences to faulty conclusions.
SchoolJournalism.org : News, Information and Media Literacy The onset of the digital age forever changed the way readers interact with news and the way that journalists do journalism. Now that more data is produced in a single second that can possibly be consumed in a lifetime, the need for news literacy has never been more important. Simply put, news literacy is the ability to use critical thinking skills to judge the reliability and credibility of news reports and information sources. As 21st Century citizens, we must know what is in the news we consume — where to get the news, what to do with it and how to make news of our own. Want to learn more? News Literacy Model Curriculum and Lesson PlansThese lessons integrate news literacy into math, social studies, English and science classrooms. News and Media Literacy Lesson PlansThese lesson plans, curated from selected organizations, help teachers easily bring news and media literacy into any classroom.
Framework for Information Literacy for Higher Education | Association of College & Research Libraries Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Payments with a check should be sent to: Association of College and Research Libraries Attn: Standards Fulfillment 225 N. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email acrl@ala.org. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. Check for upcoming ACRL eLearning webcasts and online courses. ACRL’s Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Contents IntroductionFrames Appendix 1: Implementing the Framework Appendix 3: Sources for Further Reading Notes 1. 2.
Social Media Superstar Finalists Announced! Acknowledging the role social media plays in school library promotion, AASL has launched a new recognition program – Social Media Superstars. Nominated and endorsed by their peers, the program will recognize school library professionals who enrich the profession and its work on behalf of students by sharing information, expertise, ideas, encouragement, dialog and inspiration widely via a variety of social media channels. After an open nomination period, the Social Media Recognition Task Force is proud to announce the following finalists in each category. Through April 14, members of the school library community and the public are invited to post endorsements of their personal superstar by leaving a comment on each category’s post. Be sure to visit each of the seven hyperlinked category postings to read information about all the finalists and get links to their social media platforms. We want to hear from you! Sensational Student Voice Advocacy Ambassador Tech Troubadour Program Pioneer
Newspapers: Fact Sheet Last updated June 2016 For newspapers, 2015 might as well have been a recession year. Weekday circulation fell 7% and Sunday circulation fell 4%, both showing their greatest declines since 2010. At the same time, advertising revenue experienced its greatest drop since 2009, falling nearly 8% from 2014 to 2015. Fully one-fourth of advertising revenue now comes from digital advertising, but not because of growth in that area: Digital advertising revenue fell 2% in 2015. It’s just that non-digital advertising revenue fell more, dropping 10% in 2015. Audience Weekday circulation experienced a decline not seen since the immediate aftermath of the Great Recession. Newspaper circulation declines for second consecutive year in 2015 Copy and paste the below iframe code into your own website to embed this chart. Pew Research Center Amid these declines, print remains a vital part of newspapers’ distribution picture. Survey data reinforce the heavy reliance on the print product. Economics Ownership
The Intersection of Digital and Media Literacy Because both digital and media literacy are fairly new concepts, there is considerable debate amongst experts and academics around the world as to how they should be defined. It is generally agreed that skills and competencies for digital literacy and media literacy are closely related to each other and to additional “21st-century” skills that are needed for living and working in media- and information-rich societies.[i] For example, the key concepts for media literacy – that media is constructed; that audiences negotiate meaning; that media have commercial, social and political implications; and that each medium has a unique aesthetic form that affects how content is presented – are as equally applicable to watching TV news as to searching for health information online. Digital literacy encompasses the personal, technological, and intellectual skills that are needed to live in a digital world. An example of this can be found in the evolution of gaming. [1] Hobbs, Renee (2010).
News literacy vs. media literacy - Columbia Journalism Review Three years ago, pioneer media literacy scholar Renee Hobbs published a short critique of what she viewed as troubling trends emerging in news literacy education. She argued on the site Nieman Reports against teaching news literacy in a way that romanticizes the industry or merely transforms a Journalism 101 class into a news literacy one, teaching students the fundamentals and ideals of the craft. In the comments, there is a lengthy rebuttal from Dean Miller, director of Stony Brook’s Center for News Literacy. “Dr. Hobbs’ critique of News Literacy would be devastating if it described the way News Literacy courses are actually taught,” he wrote. “But, what a perfect lesson in the need for News Literacy,” he continued. The exchange represents the existence of ongoing factions in the news literacy world, which have become starker as access to news literacy training grows. Yet regardless of where participants fall ideologically, they will have their work cut out for them.
Don't Get Faked by the News Recently California State Assemblyman Gomez introduced AB 155, which states: “This bill would require the Instructional Quality Commission to develop, and the state board to adopt, revised curriculum standards and frameworks for English language arts, mathematics, history-social science, and science that incorporate civic online reasoning, as defined.” The impetus of this bill is the proliferation of fake news, as evidenced in 2016. While fake news has always been part of the (dis)information picture, social media and campaign documents have highlighted its impact. The 2016 Stanford report on evaluating information found that most students, even in higher education, have difficulty discerning online media such as fake news. Schools need to insure that their students become information and communications technology (ICT) literate. As part of my work, I manage California State University’s ICT Literacy Project, which facilitates faculty incorporation of ICT literacy into the curriculum.