This document provides an agenda for a teacher professional development session on critical media literacy. The agenda includes reviewing assignments, breaking into groups to analyze media stations focusing on comprehending, creating, and challenging media, and presentations on media literacy concepts and protecting students from fake news. The document emphasizes analyzing the construction and purpose of media, how audiences interpret meanings and the influence of commercial and political implications. It encourages teachers to think critically about how to teach these concepts to students.
Social Media achieves the best results when used as part of a wider integrated marketing strategy.
Check out our simple best practice tips to help you maximise your social media impact!
Social Media in Marketing in Support of Your Personal Brand - Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee) 4th Year Marketing Students.
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Social Media achieves the best results when used as part of a wider integrated marketing strategy.
Check out our simple best practice tips to help you maximise your social media impact!
Social Media in Marketing in Support of Your Personal Brand - Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee) 4th Year Marketing Students.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Adult Learners as Media Makers: Create-to-Learn Pedagogies in Online LearningRenee Hobbs
Profesor Hobbs describes her approach to supporting adult learners as they become digital authors as a result of participating in the Graduate Certificate in Digital Literacy, University of Rhode Island.
Best Practices in Digital Learning, Anytime & Real TimeRenee Hobbs
How can digital learning be implemented in ways that deepen engagement and accelerate learning? The coronavirus crisis has created an opportunity to deepen digital literacy and learning competencies for teachers and students alike. In this session, we'll model and reflect upon three best practices of digital learning that go far beyond the Zoom or Google Classroom. Learn more about how trust and respect develop in online communities and discover the power of create-to-learn pedagogies that deepen engagement and accelerate learning. Learn strategies that help you to incorporate "anytime" and "real time" learning for students, teachers, and staff. Even when the coronavirus crisis is over, the best practices of digital learning are relevant to what happens in the classroom as we cultivate habits of mind that advance lifelong learning.
Council of Europe Digital Citizenship Days, November 3, 2020Renee Hobbs
Renee Hobbs explains why the coronavirus crisis created an opportunity for teacher empowerment, as they discovered the importance of feeling safe online, empathic listening, guided and open inquiry, and enhanced care and responsibility towards others. Learn more: www.mediaeducationlab.com
Mark Tatge on 'Injecting Multimedia into Your Business Journalism Class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
My presentation on Student Blogging originally presented at 2014's CCS #C4 Connect, Collect, Create Technology Conference in Carmel, IN on July 8th. The session has been repeated at various #INeLearn conferences and others since.
Quote on slide 45 is a paraphrase of Jerry Blumengarten's "Tech gives the quietest student a voice"
Drawing on slide 4 is by Matt Miller, based on a @YourKidsTeacher tweet from ISTE 2014
Research cited and resources embedded are credited within the resource links and web pages listed on slide 48.
HUM 176 Possible Is Everything/newtonhelp.comlechenau69
For more course tutorials visit
www.newtonhelp.com
HUM 176 Week 1 Individual Assignment Effects of Mass Media Worksheet
HUM 176 Week 2 Individual Assignment Media Convergence Worksheet
HUM 176 Week 3 Individual Assignment Internet and Information Paper
Making and telling a good story with StorifySue Beckingham
The workshop will look at Storify and how is has been used to support learning. It will consider the range of media that can be incorporated and how this can be used to construct rich narratives.
Digital Narratives Event: Digital Narratives: (re)storying learning experiences for a digital ageDate: Friday 8th January 2016Time: 0900-1600Location: Nottingham Trent University
Reibling - Effective Use of Social Media For Knowledge MobilizationShawna Reibling
"Effective Use of Social Media for Knowledge Mobilization". Presented by Shawna Reibling, Mobilizing.Research@gmail.com at Knowledge Mobilization Institute Summer School 2015 https://agfoodrurallink.wordpress.com/knowledge-mobilization-summer-institute/
Best Practices in Digital Learning, Anytime & Real TimeRenee Hobbs
How can digital learning be implemented in ways that deepen engagement and accelerate learning? The coronavirus crisis has created an opportunity to deepen digital literacy and learning competencies for teachers and students alike. In this session, we'll model and reflect upon three best practices of digital learning that go far beyond the Zoom or Google Classroom. Learn more about how trust and respect develop in online communities and discover the power of create-to-learn pedagogies that deepen engagement and accelerate learning. Learn strategies that help you to incorporate "anytime" and "real time" learning for students, teachers, and staff. Even when the coronavirus crisis is over, the best practices of digital learning are relevant to what happens in the classroom as we cultivate habits of mind that advance lifelong learning.
Council of Europe Digital Citizenship Days, November 3, 2020Renee Hobbs
Renee Hobbs explains why the coronavirus crisis created an opportunity for teacher empowerment, as they discovered the importance of feeling safe online, empathic listening, guided and open inquiry, and enhanced care and responsibility towards others. Learn more: www.mediaeducationlab.com
Mark Tatge on 'Injecting Multimedia into Your Business Journalism Class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
My presentation on Student Blogging originally presented at 2014's CCS #C4 Connect, Collect, Create Technology Conference in Carmel, IN on July 8th. The session has been repeated at various #INeLearn conferences and others since.
Quote on slide 45 is a paraphrase of Jerry Blumengarten's "Tech gives the quietest student a voice"
Drawing on slide 4 is by Matt Miller, based on a @YourKidsTeacher tweet from ISTE 2014
Research cited and resources embedded are credited within the resource links and web pages listed on slide 48.
HUM 176 Possible Is Everything/newtonhelp.comlechenau69
For more course tutorials visit
www.newtonhelp.com
HUM 176 Week 1 Individual Assignment Effects of Mass Media Worksheet
HUM 176 Week 2 Individual Assignment Media Convergence Worksheet
HUM 176 Week 3 Individual Assignment Internet and Information Paper
Making and telling a good story with StorifySue Beckingham
The workshop will look at Storify and how is has been used to support learning. It will consider the range of media that can be incorporated and how this can be used to construct rich narratives.
Digital Narratives Event: Digital Narratives: (re)storying learning experiences for a digital ageDate: Friday 8th January 2016Time: 0900-1600Location: Nottingham Trent University
Reibling - Effective Use of Social Media For Knowledge MobilizationShawna Reibling
"Effective Use of Social Media for Knowledge Mobilization". Presented by Shawna Reibling, Mobilizing.Research@gmail.com at Knowledge Mobilization Institute Summer School 2015 https://agfoodrurallink.wordpress.com/knowledge-mobilization-summer-institute/
Social media has become a ubiquitous part of everyday life. Recognizing that it is essential to integrate your efforts surrounding the use of social media to complement your outreach, this workshop will include a discussion around tying these efforts together and best practices in doing so. This workshop is designed for those who are at the early stages of using social media at their organizations.
One year ago I posted, "10 Social Media Best Practices in Higher Education" which has proven to be one of my most popular posts. This is not surprising, as many of my campus speaking engagements include covering such topics.
This top 10 list includes:
Implement a Social Media Strategy
Produce Quality & Accurate Content
Manage Platforms with Social Media Managers and Student Leaders
Use an Authentic and Transparent Voice
Represent the University/Division/Department Brand and University Resources
Collaborate and Support other University Social Media Pages
Respect Your Community
Dive into Data
Empower Influencers and Engage Audience
Get Internal Buy-In
Social media exists in the gray, so even these best practices could be scrutinized. Whatever your perspective, higher education needs more tools to aid in strategy development, especially since social media platforms change constantly.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
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In her presentation media education expert Nicoleta Fotiade (ActiveWatch, Romania) who is an introduced various media education schemes and critical thinking methods in training settings that could help teachers open their students' minds towards their critical interaction and use of information media.
Nicoleta presented this presentation during the MEDEAnet webinar 'The Case for Media Education in the Classroom' on 18 October 2012. Find out more on http://www.medeanet.eu/event/webinar-media-education-in-classroom.
The open academic: Why and how business academics should use social media to ...Ian McCarthy
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
Bc week 4 powerpoint
1. WELCOME
Week 4 – Media Literacy ll - Critical Media Literacy
Whoever controls the media – the images - controls the culture.
Allen Ginsberg, poet/author
2. AGENDA
• Housekeeping
• Questions or concerns from last week
• Review of assignment
• PLCs
• Media Literacy
• Break
• Social Justice Book presentation
• Protecting your students
• Closing circle
4. REVIEW OF ASSIGNMENT
• More Verbs, Fewer Nouns
• The Digital Conversation
in our Classrooms
https://lms.brocku.ca/access/lessonbuilder/item/46976988/group/bf7c0584-10f9-4ee1-b60b
-15af82e57ba0/8P24:%20Academic%20Readings%202015-16/Mobile%20Learning%20-%20Media%20Strand.pdf
• The Capacity Building Series
• TEACHER MODERATION:
• COLLABORATIVE ASSESSMENT OF STUDENT WORK
• http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf
5. 3 MEDIA STATIONS
At each station:
• If you see a
put on your student hat and do the work!
• If you see a
put on your teacher hat and discuss your thoughts with your peers.
6. QR CODES FOR STATIONS
• Station 1: Comprehend Media
• Station 2: Create Media
• Station 3: Challenge Media
8. 1. PROBLEM POSING
How might others understand this text
differently?
How has the message of the text been
constructed or crafted?
Who is the intended audience?
How has this text coloured your view of reality?
What lifestyles, values and points of view are
represented or have been omitted?
Who created this text and why?
Who benefits if this “message” is accepted? Who
may be disadvantaged?
What techniques and stylistic elements have been
used and why?
9. JUXTAPOSING
• The intent of this strategy is
to have students come to an
understanding of point of
view. Two texts on a similar
topic (e.g., editorials) are set
side by side so that students
can compare author’s bias,
perspective and intent as well
as strategies used to
influence the reader/viewer
(adapted from McLaughlin &
DeVoogd, 2004, p. 47).
10. CREATE YOUR ADVERTISEMENT
• Go to the google doc. https://goo.gl/zXeMBZ
• Choose a square, put your name in it
• Brainstorm ideas to create an advertising image for a bus stand, a magazine, a
newspaper, a billboard…….
• As a group let’s look at what we have…
• Pair up with someone from a different group and choose a topic, decide on your
audience
• Using Images, slogans, etc design your ad and put on this google doc!
• https://goo.gl/MQmfXo
11. 3. SWITCHING.
• An effective strategy for getting students to consider the impact of alternative
perspectives and to identify which voices are present and which voices are missing
from a text:
• Switching Character gender - students replace key characters with characters of the
other gender)
• Switching Setting (students set the story in a different time or place or switch the
social class of characters)
• Emotion switch (students have characters exhibit a different emotional tone) (adapted
from McLaughlin & DeVoogd, 2004. p.51).
• https://www.youtube.com/watch?v=oQbei5JGiT8
• *Warning: Language*
12. DR PEPPER 10
• https://youtu.be/Zza3GqEL5B0
•
• https://youtu.be/H2VDNlFo-tI
13. MEDIA LITERACY
Media literacy is…
an informed and critical understanding of the nature of
the media, the techniques used by them and the impact of
these techniques. Media literacy is also the ability to
understand and use the mass media in an active, critical
way.
Ontario Language Curriculum, 2006
Are we making the most of our technology?
How are you using yours?
14. FIVE KEY CONCEPTS OF MEDIA
LITERACY
1. Media are Constructions (CONSTRUCTIONS) Who created
this media product? What is its purpose? What assumptions or beliefs do its creators
have that are reflected in the content?)
2. Audiences negotiate Meaning (BELIEFS & VALUES) How
might different people see this media product differently? How does this make you
feel, based on how similar or different you are from the people portrayed in the media
product?
3. Media have commercial implications (AUDIENCE)
What is the commercial purpose of this media product? How does this influence the
content and how it's communicated? If no commercial purpose can be found, what
other purposes might the media product have?
15. KEY CONCEPTS OF MEDIA
LITERACY
4. Media have social and political implications
(INTENT) Who and what is shown in a positive light? In a negative light? Who and
what is not shown at all? What conclusions might audiences draw based on these
facts?
5. Each medium has a unique aesthetic form
(FORM) What techniques does the media product use to get your attention and to
communicate its message? In what ways are the images in the media product
manipulated through various techniques (for example: lighting, makeup, camera
angle, photo manipulation)?
16. LINKING IT ALL TOGETHER
Canadian Media Literacy links:
Media Smarts site:
http://mediasmarts.ca/
http://mediasmarts.ca/teacher-resources/talking-kids-
about-hate-media-tip-sheet
E-workshops:
http://www.eworkshop.on.ca/edu/core.cfm
17. THINKING CRITICALLY ABOUT MEDIA
LITERACY
• Activity –
• With your table group, choose one of the ads created in class today, analyze with
respect to the 5 concepts of media literacy:
• Media are constructs
• Audiences negotiate meaning (beliefs/values)
• Media have commercial implications
• Media have social and political implications (intent)
• Each medium has a unique aesthetic form
18. MEDIA LITERACY EXPECTATIONS
• Understanding Media Texts
• Understanding Media Forms, Conventions, and Techniques
• Creating Media Texts*
• Hands on -
• Review the overall and specific expectations of the Media strand in the curriculum to
see how they align with the principles of media literacy.
21. PRESENTATIONS
• Saleena presenting
• Please fill out the sheet provided
• Complete the following sentences.
• During the presentation,
• I noticed…
• I felt…
• I learned…
• One thing I’d like to incorporate into my teaching would be…
22. PROTECTING YOUR STUDENTS
• http://www.edudemic.com/protect-students-fake-news/
• To spot fake news, you first must be aware that the information you are reading could be fake. Most educators
would agree that their students are not well-skilled in critical thinking and less likely to be aware that fake
news even exists. For these reasons, all students should be baselined on what fake news is and how it’s used.
In addition, most educators rely on interactive experiences and real-world examples to guide students through
ways to spot fake news. There are several key questions students can ask when presented with any new piece
of information that can help identify what is or isn’t fake news:
• The Source: Who is the publisher? Do they publish other information largely recognized as accurate and
unbiased? Is the author properly attributed? Are there credible references? Is the domain name or website
address similar to that from another more well-recognized website (http://www.abc.com vs
http://www.abc.co)?
• The Site’s Appearance: Is the headline in CAPS? Is the grammar and sentence structure poor? Is there too
much punctuation? Is there a copyright or disclaimer? Does the site appear very basic (minimal color / design)
and poorly organized? Are there too many ads?
• The Content: Is it beyond belief? Is it too funny, too sad, too scary, too uplifting? Are there details in the text
that just don’t make sense? Is the tone sensational? Is it just trying to sell you something or get you to click on
something? Is it promising you something no one else can give you? When was it published and/or updated?
Is it an old story that just looks new?
• https://askatechteacher.wordpress.com/2012/03/01/29-steps-to-internet-safety-for-kids/
23. LOOKING AHEAD TO NEXT WEEK…
• Resource Critique:
• Choose one resource or idea that you explored above (not the entire website
or platform, but a specific resource or idea within it). Consider how it could
address a key principle in teaching reading or a specific curriculum expectation
for Reading. Create a Forum post that answers the “3 Ws”:
• What is the resource? Provide a link and basic information about your
selection.
• Why? What principles of teaching reading or specific expectation(s) could be
addressed though this resource? What features make this resource useful for
teachers of literacy.
• What now? How could you anticipate using this idea in your upcoming literacy
placement?
24. CLOSING CIRCLE
• How do you envision the use of media in your classroom?
• What’s one thing you’re excited about, going forward?
• What’s one area of concern you have, going forward?
25. BEFORE YOU LEAVE,
• Please return your name cards and, if you’re able, please help return the desks to
their spots.
• Thanks!
Editor's Notes
1. Understanding Media Texts
1.1 explain how a variety of media texts address their intended purpose and audience
1.2 interpret media texts, using overt and implied messages as evidence for their interpretations
1.4 explain why different audiences might have different responses to media texts
2. Understanding Media Forms, Conventions, and Techniques
2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience
Creating Media Texts
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques