This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
Renee Hobbs gave a keynote address entitled, “Media Literacy: Activism, Consumption and Production,” Boston Public Schools, Arts Media and Communication Conference, Northeastern University, Boston. February 2, 2008.
Renee Hobbs gave a keynote address entitled, “Media Literacy: Activism, Consumption and Production,” Boston Public Schools, Arts Media and Communication Conference, Northeastern University, Boston. February 2, 2008.
Renee Hobbs is an American educator, scholar and well known advocate for media literacy education. She is a Professor in the Harrington School of Communication and Media at the University of Rhode Island, where she directs the Media Education Lab. One of Renee’s more recent initiatives is the highly successful Mind over Media resource for teachers and others interested in exploring propaganda with students. During this webinar, Renee will be talking about the background to this initiative and why she believes it is important for students to learn how to recognise propaganda and to develop a responsible attitude to it in their daily lives
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 5 : DIFFERENT TYPES OF MEDIA
After this lesson the learner will be able to . . . .
•classifies contents of different media types
•defines media convergence through current examples
•discusses to class on how a particular individual/ or society is portrayed in public using different type of media
Exploring the Links between Media Literacy, Propaganda & RadicalizationRenee Hobbs
From a webinar series organized by the Media & Learning Association Renee Hobbs is an American educator, scholar and well known advocate for media literacy education. She is a Professor in the Harrington School of Communication and Media at the University of Rhode Island, where she directs the Media Education Lab. One of Renee’s more recent initiatives is the highly successful Mind over Media resource for teachers and others interested in exploring propaganda with students. During this webinar, Renee talks about the representation of terrorism in the media and the importance of understanding virality as it shapes the spread of contemporary propaganda. She introduces Mind Over Media, a user-generated content websites for helping people critically analyze the wide variety of new forms of propaganda available today.
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Renee Hobbs is an American educator, scholar and well known advocate for media literacy education. She is a Professor in the Harrington School of Communication and Media at the University of Rhode Island, where she directs the Media Education Lab. One of Renee’s more recent initiatives is the highly successful Mind over Media resource for teachers and others interested in exploring propaganda with students. During this webinar, Renee will be talking about the background to this initiative and why she believes it is important for students to learn how to recognise propaganda and to develop a responsible attitude to it in their daily lives
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 5 : DIFFERENT TYPES OF MEDIA
After this lesson the learner will be able to . . . .
•classifies contents of different media types
•defines media convergence through current examples
•discusses to class on how a particular individual/ or society is portrayed in public using different type of media
Exploring the Links between Media Literacy, Propaganda & RadicalizationRenee Hobbs
From a webinar series organized by the Media & Learning Association Renee Hobbs is an American educator, scholar and well known advocate for media literacy education. She is a Professor in the Harrington School of Communication and Media at the University of Rhode Island, where she directs the Media Education Lab. One of Renee’s more recent initiatives is the highly successful Mind over Media resource for teachers and others interested in exploring propaganda with students. During this webinar, Renee talks about the representation of terrorism in the media and the importance of understanding virality as it shapes the spread of contemporary propaganda. She introduces Mind Over Media, a user-generated content websites for helping people critically analyze the wide variety of new forms of propaganda available today.
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Building native apps with web componentsDenis Radin
In 2016 mobile web apps are still perceived as slow however performance is not a bottleneck anymore. UX is. Users are highly addicted to UI kits mobile ecosystem provide and it is amazingly hard to mimic native controls. But we can use native controls in our Web apps by placing custom tags <native-button>, <native-checkbox> etc. and still be able to use whole set of CSS to layout and wide subset to style app.
People Media ( Media and Information Literacy for Grade 11)Reah_dulana
A lesson about Media and Information Literacy that talks about people as the main source of communication. It is comprises with Print media, Radio media, TV media, Web media, and Instructional media. This PowerPoint could help the students to understand the lesson briefly.
Media and Information Literacy have always been close to my heart. Back in 2018, before the pandemic hits the world, I consider this topic for my masters’ degree thesis title. I know it will be a great subject for my study but pandemic came and I had to stop pursuing my thesis title. Now, I have to revise my thesis title and I always wanted to incorporate it to media and information literacy in the tertiary education level. We all know that this 2000’s information explosion happened because of the technology we had today, with just a click of a finger information overload will come to life. And as an information professional I have to discern certain types of information from fact to fake news and many more. Misinformation, disinformation and malinformation are rampant nowadays. Scams and many other things happen on the internet and we have to be vigilant with dealing in this kind of post or threat. This course helps me a lot in understanding and digs deeper into my core and knowledge about media and information literacy. It saddens me that I cannot showcase all the topics that I wanted to include due to time constraints and I’m not feeling really well these past few days. I just have to make what I can to be able to share to other people at least a piece of my learning from this course which I enjoyed doing so much. I greatly delight in learning and doing these module courses from the University of the Philippines Open University, time is of essence that before I knew it, I’m in the latter part of the course. Now, I can share the most basic or introduction of my learning from the course that I take, I take ride in finishing this course and looks forward to enrol on more certificate courses like this in different and varied topics. More power and God bless the organizers of this project! Kudos and keep up the good works! Salute!
-Constantino_Joanne 8/14/23
This workshop is part of the Media Education: Make It Happen! program, a series of free resources to help educators understand and facilitate media literacy in their classrooms. The program consists of a booklet, PowerPoint workshop, and a facilitator's guide with handouts.
Growing Up WIRED!
What Our Students Learn About Each Other from the Media
Mary Pat Gallagher and Marteana Davidson
It is estimated that today's teenagers (13-18) engage in nine hours of entertainment media per day and that tweens (8-12) engage in six hours. Today’s students are spending as much time learning from their media experiences as they do in their classrooms. What do our students learn about "each other" while playing video games, browsing the web, and engaged in social media?
Join media literacy educators Mary Pat Gallagher and Marteana Davidson in this media literacy workshop that sheds light on how media messages educate our students about each other.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Professor Renee Hobbs explores how disparities in access to information contribute to misunderstandings and explains how analyzing media helps make our interpretation processes transparent. She shows how creating media helps people share in the social power of representing ideas and identity and notes that such competencies are essential for advancing the social responsibilities of media consumers and creators.
Extending media literacy: How young people re-mix and transform media to serv...Erin Brockette Reilly
Reilly, E. and Robison, A. (2008). "Extending media literacy: How young people re-mix and transform media to serve their own interests." Youth Media Reporter.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. CHAPTER 12
FUTURE OF SOCIAL MEDIA
AND LITERACY
Shana Bucher
Hamisha Bunch
Miles Garcia
Quinn McLean
Damion Wilson
2. MEDIA LITERACY
The ability to access, analyze, evaluate, and
create media. Media literate youth and adults are
better able to understand the complex messages
we receive from television, radio, Internet,
newspapers, magazines, books, billboards, video
games, music, and all other forms of media.
3.
4. George Takei
❖ Transformed himself from a TV character to a well known
social media superstar to people of all ages
❖ Uses his social media to educate the ignorance that also is
spread online in the social media marketplace of ideas
❖ Uses his popularity to attack stereotypes about Asians and
gays
6. Negative Uses of Social Media
❖ Teens do not or cannot be taught to exercise sophisticated
media and information literacy skills
❖ Teen bloggers presented extensive personal data,
including first names, age, and contact information
❖ One in five teens revealed a full name
❖ Uneducated uses of social media can have great effect on
an individual
7. Positive Uses of Social Media
❖ Computer-mediated communication (CMC)
➢ Group projects, Group chats
❖ Provides socialization & interaction opportunities
❖ Facebook
➢ Can assist law enforcement in an investigation
❖ A media literacy perspective allows us to examine content
and technology from a variety of angles, not just one
8. Media Literacy Education
❖ Spread throughout the United States
❖ Has not been fully adopted by educators
❖ Not an essential part of school curricula
➢ EX: New Jersey schools have more concern with their
standardized testing
❖ Librarians utilize technology
➢ EX: Use of computers
9. LIFELONG LEARNING AND MEDIA LITERACY
❖ Everyone is challenged to
exercise more sophisticated
media literacy skill.
❖ Baby Boomers (those born
between 1946-1964) were one first
groups to embrace social media
sites
11. Framing of Media Messages
Relatively little structured
education exists to
prepare viewers to
deconstruct and critically
examine complex media
messages.
12. CNT
One example would be the innovative undergraduate program
at Webster University .This field of study views media literacy
as “a critical thinking skill that focuses on the source of much
of our information: the media.” Programs such as this address
media literacy through:
13. CNT.
awareness of media impact on individuals and the society;
understanding of mass communication processes;
developing critical approaches to analyze media messages;
media content awareness of text, sound, and images; and,
exploration of cultural and social constructions, depictions,
and presentations of diverse groups by media.
16. CNT:
Traditional media, such as radio and television,
also are adapting to this new environment. Where
once the nightly network newscast was king, the
lines have blurred between news and
entertainment.
17. CNT.
At its core, media literacy is the
ability to pay close attention to
content (including the visual) and
make sense of a wide range of
media messages and
presentations. The critical
examination of text, photographs,
audio, and video requires
awareness, education, and
practice.
18. CNT.
One great advantage of the emerging social
media world is that each shared item can be
scrutinized by participants within social networks
to assist a user in discovering whether or not
content is authentic.
21. Social Media Policy
-Corporate code of conduct that provides guidelines for employees who post
content on the internet either as part of their job or as a private person.
23. ENGAGEMENT, NETWORKED COMMUNICATORS,
TRUST AND INFLUENCE
The entrepreneur businesses culture promotes social media
change.
By recognizing the challenges of big data privacy, media
organization power and control, user best practice must be
informed by knowledge about the networked world.
24. What can we learn ?
How to critically examine data, platforms and policies.
How to effectively use social media without being forced to
surrender our identities, interactions and communities.
25. What can social media offer?
Opportunity for users to evaluate the influencers rather than
accept media agenda setting.
Rather than a reflex, social media sharing should be a
thoughtful activity.
Interacting with people all over the world !
26. In the future
The future of social media communication is likely to feature
improvement of smaller and lighter hardware driven by
advances in software programming.
Organizations and businesses will use these new technologies
to communicate across SNS and other social online spaces.
27. “The Road Ahead”- Bill Gates
The Challenges and opportunities involve understanding key concepts, defining
best practices,examining data, operating within a legal frame work and striving to
be ethical.
For those who are willing to take the time out to master social media
communication, individual and professional rewards are likely to follow.