1. Media Literacy in the 21 st
Century
THE DEATH OF THE FIVE -
PARAGRAPH ESSAY?
LYNN MITTLER, MARY INSTITUTE AND ST.
LOUIS COUNTRY DAY SCHOOL
HTTP://LYNNMITTLER.WIKISPACES.COM/
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6. 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
7. 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
14. Brain Research
The more ways something is
learned, the more memory
pathways are built.
Effective teaching uses
strategies to help students
recognize patterns and then
make the connections required
to process the new working
memory so they can travel into
the brain’s long-term storage
areas.
15. 21st Century Skills
Critical thinking and problem solving
Communications, information and media literacy
Collaboration, teamwork and leadership
Creativity and innovation
Career and learning self-reliance
Cross-cultural understanding
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17. Digital and Media Literacy
Existing paradigms in technology education must be shifted towards a
focus on critical thinking and communication skills and away from ―gee-
whiz‖ gaping over new technology tools. We must consider the balance
between protection and empowerment and respond seriously to the
genuine risks associated with media and digital technology. We must
better understand how digital and media literacy competencies are linked
to print literacy skills and develop robust new approaches to measure
learning progression. We must help people of all ages to learn skills that
help them discriminate between high-quality information, marketing
hype, and silly or harmful junk. We must raise the visibility and status of
news and current events as powerful, engaging resources for both K–12
and lifelong learning while we acknowledge the challenges faced by
journalism today and in the future.
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25. • Develop proficiency with the tools of technology
• Build relationships with others to pose and solve
problems collaboratively and
cross-culturally
• Design and share information for global communities to
meet a variety of
purposes
• Manage, analyze, and synthesize multiple streams of
simultaneous
information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these
complex environments
26. 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?
27. 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?
31. Willingham Warning
―For material to be learned (that
is, to end up in long-term
memory), it must reside for some
period in the working memory—
that is, a student must pay
attention to it. Further, how the
student thinks of the experience
completely determines what will
end up in long-term memory‖
(63).
38. 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 classmate's understanding of the character.
47. Infographic
Carlos 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 http://visual.ly/ or http://www.easel.ly/, you will be creating an infographic for
Aura.
Process:
Determine the purpose of your infographic: is it to tell the story, illustrate the importance of
the 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 the
points 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 visually
represent those relationships.
Begin building Using either http://visual.ly/ or http://www.easel.ly/.
Test your infographic on someone who has not read the novella.
Write a page-long, double-spaced explanation of what you were trying to
communicate, 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 to
other elements. The detail and clarity of your message will be assessed.
54. A Word on Collaboration
―All of these challenges require us to recognize that
although human beings are individually powerful, we
must act together to achieve what we could not
accomplish on our own…The miracle of social
networks in the modern world is that they unite us
with other human beings and give us the capacity to
cooperate on a scale so much larger than the one
experienced in our ancient past‖ (304).
55. A Word on Collaboration
―The great project of the twenty-first century—
understanding how the whole of humanity comes to be
greater than the sum of its parts—is just beginning.
Like an awakening child, the human superorganism is
becoming self-aware, and this will surely help us to
achieve our goals. But the greatest gift of this
awareness will be the sheer joy of self-discovery and
the realization that to truly know ourselves, we must
first understand how and why we are all connected‖
(305).
