Information literacy in a media-saturated world
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Information literacy in a media-saturated world

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Lecture 1 for COM 103, Reinhardt University

Lecture 1 for COM 103, Reinhardt University

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Information literacy in a media-saturated world Information literacy in a media-saturated world Presentation Transcript

  • Dr. Pam Wilson COM 103 Reinhardt University January 19, 2011
  • What is literacy?
    • Literacy  has traditionally been described as the ability to read and write.
    • But are those skills enough to be able to communicate effectively in the 21 st century?
  • Why do we need to be literate?
    • “ Literacy involves a continuum of learning in enabling individuals to achieve their goals , to develop their knowledge and potential , and to participate fully in their community and wider society .“
  • So—what do we need to know to be “literate” in the 21 st century? What kinds of skills?
    • If we expand “read” to mean interpret and understand , and
    • If we expand “write” to mean produce or create ,
    • Then we can create a new definition of literacy for the 21 st century
  • The United Nations (UNESCO) defines literacy as
    • the "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts.”
  • Questions about 21 st century media literacies (from media scholar Henry Jenkins)
    • What does it mean to be "literate" and how has this changed in a world of new communication technologies?
    • What social skills and cultural competencies do young people need to be able to fully participate in the digital future?
    • What ethical choices do young people face as participants in online communities and as producers of media?
    • What can Wikipedia and Facebook teach us about the future of democratic citizenship?
  • Jenkins, continued
    • How effective is YouTube at promoting cultural diversity?
    • How is learning from a video game different than learning from a book?
    • What do we know about the work habits and learning skills of the generation that has grown up playing video games?
    • Who is being left behind in the digital era and what can we do about it?
  • Michael Wesch, cultural anthropologist who studies Information and New Media Literacy
    • A vision of students today
    • http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=mfu_in_order&list=UL
    • Information R/evolution
    • http://www.youtube.com/watch?v=-4CV05HyAbM&feature=channel
    • The Machine is Us/ing Us
    • http://www.youtube.com/watch?v=NLlGopyXT_g&feature=channel
  • Elizabeth Thoman and Tessa Jolls, “Media Literacy: A National Priority for a Changing World” (2004)
    • The convergence of media and technology in a global culture is changing the way we learn about the world and challenging the very foundations of education.
    • No longer is it enough to be able to read the printed word; children, youth, and adults, too, need the ability to both critically interpret the powerful images of multimedia culture and express themselves in multiple media forms.
    • .
  • Framework for media literacy [Thoman and Jolls]
    • Who created the message?
    • What creative techniques are used to attract my attention?
    • How might different people understand this message differently than me?
    • What lifestyles, values, and points of view are represented in–or omitted from–this message?
    • Why is this message being sent?
    • http://www.youtube.com/watch?v=CeJf2rTb67w&feature=related
    • (10 th grade project: overview)
  • Key aspects of media literacy
    • Understanding the constructed nature of all media message s, and the fact that creative strategies and choices are always involved in producing any media message or text
    • Understanding how media work : providing gratification, setting agendas, cultivating worldviews, exercising ideological control
    • Understanding your roles as citizens, consumers and producers : how to be a critical consumer and producer and to use media to enhance your role as a citizen
  • But….it’s not all about being on the receiving end of messages (advertising, movies, books, magazines, radio, television, emails….)
    • According to a 2005 study, more than one-half of all teens have created media content, and roughly one third of teens who use the Internet have shared content they produced.
    • This number will be much higher today, don’t you think?
    • Have you created and shared media content?
  • How and where?
    • Facebook (postings, photos)
    • You Tube (videos)
    • Blogs
    • Gaming
    • Audio/music
    • Comments on blogs and sites
    • ……
  • participatory cultures
    • A participatory culture is a culture with relatively
    • low barriers to artistic expression and civic engagement,
    • strong support for creating and sharing one’s creations, and
    • some type of informal mentorship (the most experienced help teach novices)
    • members believe their contributions matter, and feel some degree of social connection with one another (at the least they care what other people think about what they have created).
    Henry Jenkins
  • Forms of participatory culture
    • Affiliations — memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace)
    • Expressions — producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups)
    • Collaborative Problem-solving — working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia , alternative reality gaming, spoiling)
    • Circulations — Shaping the flow of media (such as podcasting, blogging)
  • New Media Literacies for Participatory Culture
    • a set of cultural competencies and social skills that young people need in the new media landscape
    • shifts in focus of literacy from one of individual expression to community involvement
    • involve social skills developed through collaboration and networking, in addition to
    • Traditional reading/writing, research skills, technical skills, and critical analysis skills taught in the classroom.
  • The new media literacy skills include
    •  
    • Play — the capacity to experiment with one’s surroundings as a form of problem-solving
    • Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
    • Simulation — the ability to interpret and construct dynamic models of real-world processes
    • Appropriation — the ability to meaningfully sample and remix media content
    • Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
  • New media literacy skills, continued
    • Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
    • Judgment — the ability to evaluate the reliability and credibility of different information sources
    • Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
    • Networking — the ability to search for, synthesize, and disseminate information
    • Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
    • The New Media Literacies
    • http://www.youtube.com/watch?v=pEHcGAsnBZE