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Coastal Bend College & University of Houston-Victoria<br />Distance Learning Academies<br />Web Literacy Basics<br />Micha...
Why?<br />    “…educators, policy makers, employers, and the public at large, must now recognize that <the> new literacies...
Search Engines<br />
Search Engines<br />Garbage in, garbage out<br />Paid results<br />Popular results<br />Academic vs. non-academic<br />
Search Engines<br />
Credibility<br />
Credibility<br />
Academic Credibility? <br />
Search Engines<br />
Content Consumption<br />News <br />Entertainment<br />Education<br />Television<br />Film<br />Music<br />
Content Production<br />Blogs<br />Wikis<br />Education<br />Websites<br />Discussion Boards<br />Social Networking sites<...
The Long Tail or just stale?<br />“Often presented as a phenomenon of interest primarily to mass market retailers and web-...
Intellectual Property<br />Fair Use?<br />Citation<br />Repurposing of Content<br />Copyright Infringement<br />
Security<br />Phishing<br />Trojans<br />Bogus sites<br />Pop-ups<br />
A new pattern of communication and influence built around social networks and participatory media:<br />The four-step flow...
How do you get students’ attention?<br />16<br />
How do you help students acquire information?<br />17<br />
How do you help students assess information?<br />18<br />
How do you help students act on information?<br />19<br />
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Key concepts of Web Literacy in 2010

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What assumptions do we make about student's media literacy? Here are a few ideas to provide a basic 'level set' for students who will be engaging with the internet for their coursework.

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Key concepts of Web Literacy in 2010

  1. 1. Coastal Bend College & University of Houston-Victoria<br />Distance Learning Academies<br />Web Literacy Basics<br />Michael Weston<br />2010 Title V Summer Academy<br />
  2. 2. Why?<br /> “…educators, policy makers, employers, and the public at large, must now recognize that <the> new literacies of the Internet will be central to the most important literacy and learning issues of our generation.”<br /> - Coiro, Julie. Handbook of Research on New Literacies. New York: Lawrence Erlbaum Associates/Taylor & Francis Group, 2008. Print.<br />
  3. 3. Search Engines<br />
  4. 4. Search Engines<br />Garbage in, garbage out<br />Paid results<br />Popular results<br />Academic vs. non-academic<br />
  5. 5. Search Engines<br />
  6. 6. Credibility<br />
  7. 7. Credibility<br />
  8. 8. Academic Credibility? <br />
  9. 9. Search Engines<br />
  10. 10. Content Consumption<br />News <br />Entertainment<br />Education<br />Television<br />Film<br />Music<br />
  11. 11. Content Production<br />Blogs<br />Wikis<br />Education<br />Websites<br />Discussion Boards<br />Social Networking sites<br />Audio and Video sharing<br />
  12. 12. The Long Tail or just stale?<br />“Often presented as a phenomenon of interest primarily to mass market retailers and web-based businesses, the Long Tail also has implications for the producers of content, especially those whose products could not — for economic reasons — find a place in pre-Internet information distribution channels controlled by book publishers, record companies, movie studios, and television networks. Looked at from the producers' side, the Long Tail has made possible a flowering of creativity across all fields of human endeavour. One example of this is YouTube, where thousands of diverse videos — whose content, production value or lack of popularity make them inappropriate for traditional television — are easily accessible to a wide range of viewers.”<br />-Source: http://en.wikipedia.org/wiki/Long_Tail<br />
  13. 13. Intellectual Property<br />Fair Use?<br />Citation<br />Repurposing of Content<br />Copyright Infringement<br />
  14. 14. Security<br />Phishing<br />Trojans<br />Bogus sites<br />Pop-ups<br />
  15. 15. A new pattern of communication and influence built around social networks and participatory media:<br />The four-step flow of information<br />attention<br />acquisition<br />assessment<br />action<br />15<br />
  16. 16. How do you get students’ attention?<br />16<br />
  17. 17. How do you help students acquire information?<br />17<br />
  18. 18. How do you help students assess information?<br />18<br />
  19. 19. How do you help students act on information?<br />19<br />

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