This document discusses media and information literacy (MIL). It aims to help learners identify the characteristics of responsible media users and competent producers, and understand the importance of being media literate. The document outlines topics that will be covered, including the characteristics of media literate individuals and the importance of MIL. Learners will analyze posters, participate in classroom activities, and complete a writing assessment on the value of being media literate. The rubric for the writing assessment is also provided.
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Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
Today’s AgendaInterpreting for the ReadersFallacious interpr.docxedwardmarivel
Today’s Agenda
Interpreting for the Readers
Fallacious interpretation procedures
Sound interpretation practices
Homework: recommendation report final check
BEIT 336: Week 2 – Class 3
1
BEIT 336: Week 2 – Class 3
Interpreting for the Readers (Chapter 9)
Report writing requires more than effective writing skill.
You must
Analyze your audience – so you know what they expect from your report and tailor your report style, tone, order / arrangement of idea, etc. accordingly
Use coherence plan -- so your report appears to be a coherent unit with a clear message, instead of a random collection of sentences and paragraphs
Explain results in meaningful context -- we don’t “just present the facts” we must first make sense of or understand the meaning of the findings ourselves, then tell our readers what the numbers or figures mean!
Interpreting Information
Common errors made when interpreting information are explained in Chapter 9. Review the information and test your knowledge in the following slides.
Fallacious Interpretation Procedures
Bias in interpretation
Comparison of noncomparable data
Cause-effect confusion
Unreliable data
Unrepresentative data
Neglect of important factors
Interpreting Information
A student organization at ISU surveyed students living in dorms about their opinions on a policy change. Eighty percent of the respondents were in favor of the policy. The student organization concluded that most ISU students are supportive of the policy; therefore, the policy should be adopted.
Error(s) in interpretation:
Unrepresentative data
Interpreting Information
You want to know which personal computer manufacturer has the largest share of the public school market. You asked 100 college students to identify the type of PC they used when they were in grade school. Based on the results, you declared Macintosh dominates the public school market.
Error(s) in interpretation:
Unreliable data
Unrepresentative data
Interpreting Information
In an analysis of consumer purchasing habits, you found that customers often include diapers and beers in the same purchase. Hence, you conclude that consumption of diapers leads to consumption of beer.
Error(s) in interpretation:
Cause-effect confusion
Interpreting Information
Other errors when interpreting information are based on false expectations/beliefs. Review each in Chapter 9 and test your knowledge in the following slides.
Expectation & Interpretation Errors
Desire for the spectacular
“Conclusions are essential” belief
Acceptance of lack of evidence as proof to contrary
Interpreting Information
Based on an analysis of hospital ER records, you found that there was a 35 percent increase in the number of heart attack patients in January and February. You conclude that cold weather leads to heart attack.
Error(s) in interpretation:
Cause-effect con ...
HMSV 346 Diversity Issues in Human Services Spring 2021 SusanaFurman449
HMSV 346 Diversity Issues in Human Services / Spring 2021
1/2
(George Floyd) Advocacy Project
Objective: Students will understand the importance of advocacy and develop the attitude, knowledge, and
skills needed to effectively advocate on behalf of oppressed or marginalized groups.
Background: A few months ago, George Floyd died when four Minneapolis police officers were trying to
subdue and arrest him. His death, which was caught on video, raised the now common concerns about
police brutality towards African Americans, and ignited protests, unrest, and debate throughout the country.
Personal and Professional Relevance: Such incidents (the death of Floyd and others) and subsequent
chain of events impact you in two distinct ways:
• As an individual bound by your personal identities, thoughts, values, etc.,
• As a soon-to-be human service professional bound by a professional code of ethics.
While your reactions to these events as an individual are quite likely to be emotional and subjective, it is
essential that as a human service professional you maintain objectivity in understanding and addressing
these events. The primary objective of this project is to develop fundamental skills necessary to advocate
on behalf of an oppressed or marginalized group. Successful completion of this project/assignment requires
you to answer the following questions and complete the following parts:
Part I
1. What is your personal reaction, thoughts, feelings, etc. about such incidents?
2. There are various perspectives about who is responsible for such incidents:
a. Some claim that incidents such as these are caused by those (some African Americans) who violate
the law or disobey the lawful orders of cops.
b. Others claim that such situations are caused by those racists (some cops) who are ready to inflict
violence on African Americans at the slightest pretext or for no reason whatsoever.
c. Some believe that such incidents happen because of a combination of both (a) and (b).
d. A few believe that it is neither a, b, nor c, but there are other or more reasons for why such
incidents happen.
What is your personal opinion about the reason(s) for such incidents? Choose only one of the above (a, b, c,
or d) and elaborate.
Part II
3. Are such incidents relevant to human services practice with clients? In other words, are incidents such
as these likely to impact certain groups of clients?
• If yes, then elaborate upon these impacts/consequences.
• If no, then provide a strong justification for your answer.
4. Human service professionals are required to consider the National Organization of Human Services’
ethical standards in professional decision making. Identify which ethical standards may apply to
understanding and addressing such incidents (Hint: Check out the standards pertaining to
Responsibi ...
In this presentation to NYU-Learn, I discuss my experience applying data science and machine learning in educational technology and assessment industries. I share tips for thinking about the importance of context and potential of scalability.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Home assignment II on Spectroscopy 2024 Answers.pdf
1. MIL Part 2.pptx
1. MEDIA AND INFORMATION
LITERACY (MIL)
1. Introduction
to Media and
Information
Literacy (Part 2)
MIL PPT 02
Updated: December 8, 2018
Jason David V. Amarila
Credit to:
Mr. Arniel Ping
St. Stephen’s High School
Manila, Philippines
2. Learning Competencies
Learners will be able to:
• identify the characteristics of responsible
users and competent producers of media
and information (MIL11/12IMIL-IIIa-3);
and
• editorialize the value of being a media and
information literate individual
(MIL11/12IMIL-IIIa-3).
3. Topic Outline
1. Introduction to Media and
Information Literacy (Part 2)
A. Characteristics of a Media and
Information Literate Individual
B. Importance of Media and
Information Literacy (MIL)
4. Poster Analysis
• What is the
message of
this poster?
• Do you agree
with the
message? Why
or why not?
5. Poster Analysis
• What is the
message of
this poster?
• Do you agree
with the
message? Why
or why not?
6. Poster Analysis
• What is the
message of
this poster?
• Do you agree
with the
message? Why
or why not?
7. Poster Analysis
• What is the
message of
this poster?
• Do you agree
with the
message? Why
or why not?
8. FORMATIVE ASSESSMENT
BOARD WORK: TABLE
COMPLETION
CHARACTERISTICS
Responsible User of
Media Information
Competent Producer of
Media Information
17. • Write an essay about the value of being a
media and information literate individual.
• Your essay must have a title, an
introduction, a body paragraph (1 main
argument with 2 examples), and a
conclusion.
• Not less than 12 sentences
• Refer to the rubric for
criteria and grading.
Performance Task:
Written Work
18. Very Good Good Poor Needs
Improvement
INTRODUCTION
Background/
Define the
Problem
Well-developed
introductory
paragraph
contains detailed
background
information, a
clear explanation
or definition of
the problem.
(5 points)
Introductory
paragraph
contains some
background
information
and states the
problem, but
does not
explain using
details.
(4 points)
Introduction
does not
adequately
explain the
background of
the
problem. The
problem is
stated, but
lacks detail.
(2 points)
Introduction
was not
presented.
(0 points)
Rubric
19. Very Good Good Poor Needs
Improvement
BODY
PARAGRAPHS
Main
Argument
Argument is well
developed with
supporting
examples.
(5 points)
Argument was
presented with
some
supporting
examples.
(4 points)
Argument was
presented but
lacks
examples.
(2 points)
Argument was
not presented.
(0 points)
CONCLUSION Conclusion was
presented.
Opinions and
suggestions for
change are
logical and well
thought out.
(5 points)
Conclusion was
presented with
some
suggestions for
change are
evident.
(4 points)
Conclusion was
presented but
no suggestions
for change
and/or
opinions are
included.
(2 points)
Conclusion was
not presented.
(0 points)
Rubric (cont.)
Editor's Notes
A media and information literate individual behaves properly on the internet.
The word netiquette is a combination of ’net’ (from internet) and ’etiquette’. It means respecting other users’ views and displaying common courtesy when posting your views to online discussion groups. (http://www.bbc.co.uk/webwise/guides/about-netiquette)
A media and information literate individual is a critical thinker.
Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking. (http://philosophy.hku.hk/think/critical/ct.php)
What characteristic of a media and information literate individual was shown by Bill?
A media and information literate individual knows how to protect himself/herself and others on the internet?
What does desensitization mean?
What does desensitization mean?
Optional: You may ask your students to upload their essays on a blog.
