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Media literacy in the 21st century isacs 2012


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  • 2. Seven Survival Skills For the 21st Century Critical Thinking and Problem Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Assessing and Analyzing Information Curiosity and Imagination
  • 3. Innovation There are essentially two very different kinds of innovation in both the for-profit and nonprofit arenas: incremental and disruptive. Incremental innovation is about significantly improving existing products, processes, or services. Disruptive or transformative innovation, on the other hand, is about creating a new or fundamentally different product or service that disrupts existing markets and displaces formerly dominant technologies. Play, Passion, Purpose
  • 4. Why
  • 5. Brain ResearchExperienceComprehensionElaborationApplication/intention
  • 6. Brain ResearchThe more ways something islearned, the more memorypathways are built.Effective teaching usesstrategies to help studentsrecognize patterns and thenmake the connections requiredto process the new workingmemory so they can travel intothe brain’s long-term storageareas.
  • 7. 21st Century Skills Critical thinking and problem solving Communications, information and media literacy Collaboration, teamwork and leadership Creativity and innovationCareer and learning self-relianceCross-cultural understanding
  • 8. Digital and Media LiteracyExisting paradigms in technology education must be shifted towards afocus on critical thinking and communication skills and away from ―gee-whiz‖ gaping over new technology tools. We must consider the balancebetween protection and empowerment and respond seriously to thegenuine risks associated with media and digital technology. We mustbetter understand how digital and media literacy competencies are linkedto print literacy skills and develop robust new approaches to measurelearning progression. We must help people of all ages to learn skills thathelp them discriminate between high-quality information, marketinghype, and silly or harmful junk. We must raise the visibility and status ofnews and current events as powerful, engaging resources for both K–12and lifelong learning while we acknowledge the challenges faced byjournalism today and in the future.
  • 9. • Develop proficiency with the tools of technology• Build relationships with others to pose and solveproblems collaboratively andcross-culturally• Design and share information for global communities tomeet a variety ofpurposes• Manage, analyze, and synthesize multiple streams ofsimultaneousinformation• Create, critique, analyze, and evaluate multimedia texts• Attend to the ethical responsibilities required by thesecomplex environments
  • 10.  Develop proficiency with the tools of technology Students in the 21st century should have experience with and develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs.  Do students use technology as a tool for communication, research, and creation of new works?  Do students evaluate and use digital tools and resources that match the work they are doing?  Do students find relevant and reliable sources that meet their needs?  Do students take risks and try new things with tools available to them?  Do students, independently and collaboratively, solve problems as they arise in their work?  Do students use a variety of tools correctly and efficiently?
  • 11.  Design and share information for global communities that have a variety of purposes Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms.  Do students use inquiry to ask questions and solve problems?  Do students critically analyze a variety of information from a variety of sources?  Do students take responsibility for communicating their ideas in a variety of ways?  Do students choose tools to share information that match their need and audience?  Do students share and publish their work in a variety of ways?  Do students solve real problems and share results with real audiences?  Do students publish in ways that meet the needs of a particular, authentic audience?
  • 12. Non-Negotiables Reading Writing Close reading Critical Thinking
  • 13. UbD
  • 14. Willingham Warning―For material to be learned (thatis, to end up in long-termmemory), it must reside for someperiod in the working memory—that is, a student must payattention to it. Further, how thestudent thinks of the experiencecompletely determines what willend up in long-term memory‖(63).
  • 15. Googledocs
  • 16. Personal Interest Blogs
  • 17. Personal Interest Blogs
  • 18. Personal Interest Blogs
  • 19. Podcasting
  • 20. Podcasting
  • 21. Prezi Complete your graphic organizer that shows the liminal process for your selected character. Recall the tips and features used by classmates in their Liminal Prezis. Specifically, continue to TINKER with the DESIGN of the CONTENT of your prezi. Add a path that highlights each of the items you have included so that your Liminal Prezi can be viewed as a show. You will be asked to review three of your peers Prezis. Please offer at least one comment on each of the Prezis you are given. That comment should address on specific passage that referenced in the path. Specifically, comment on how the design or appearance or placement of that passage in the Liminal Graphic Organizer communicates your classmates understanding of the character.
  • 22. Prezi
  • 23. Prezi
  • 24. Prezi
  • 25. Gaming
  • 26. Frederick Douglas Speeches
  • 27. Film a Scene
  • 28. Final Cut Pro
  • 29. InfographicCarlos Fuentes has an innovative style that is highly cinematic and has multiple focal points.This can be seen throughout his novella, Aura.Your challenge is to capture his work visually in an infographic. This is one example.Using either or, you will be creating an infographic forAura.Process:Determine the purpose of your infographic: is it to tell the story, illustrate the importance ofthe symbols, explain the uncanny, discuss the marvelous, or all of the above?List the pertinent information your viewer/reader will need in order to understand thepoints you are trying to communicate.Brainstorm how this information can be communicated visually.Sketch out how each piece of information relates to each other and how you will visuallyrepresent those relationships.Begin building Using either or your infographic on someone who has not read the novella.Write a page-long, double-spaced explanation of what you were trying tocommunicate, what choices you made and why, what problems you may have encountered.Evaluation:Infographics will be evaluated on creativity, use of space, color and special relationships toother elements. The detail and clarity of your message will be assessed.
  • 30. Infographics
  • 31.
  • 32. Inforgraphics
  • 33. Infographics
  • 34. Design Thinking
  • 35. Rubric
  • 36. A Word on Collaboration―All of these challenges require us to recognize thatalthough human beings are individually powerful, wemust act together to achieve what we could notaccomplish on our own…The miracle of socialnetworks in the modern world is that they unite uswith other human beings and give us the capacity tocooperate on a scale so much larger than the oneexperienced in our ancient past‖ (304).
  • 37. A Word on Collaboration―The great project of the twenty-first century—understanding how the whole of humanity comes to begreater than the sum of its parts—is just beginning.Like an awakening child, the human superorganism isbecoming self-aware, and this will surely help us toachieve our goals. But the greatest gift of thisawareness will be the sheer joy of self-discovery andthe realization that to truly know ourselves, we mustfirst understand how and why we are all connected‖(305).
  • 38. Conclusion