This document outlines five key questions media consumers should ask themselves to become more critical thinkers: 1) Who created the message? 2) What creative techniques were used? 3) How could others understand it differently? 4) What values or viewpoints are represented or omitted? 5) Why is this message being sent? The questions are meant to help readers look beyond surface-level content to understand how messages are constructed and could be interpreted in various ways based on experience and background.
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
CONTENT
An awareness of the impact of media.
An understanding of the process of mass communication.
strategies for analyzing and discussing media messages.
An understanding of media content as a text that provides insight into our culture and our lives.
The ability to enjoy, understand, and appreciate media content.
An understanding of the ethical and moral obligations of media practitioners.
Development of appropriate and effective production skills.
Explain the history and development of each form of media (tel.docxkendalfarrier
Explain the history and development of each form of media (television, radio, newspaper, social media, and a blog).
How long has it existed?
How has it changed from its beginning state?
How does the delivery method (form of media) impact the message being delivered? (Consider authority, trustworthiness, and context of delivery.)
Describe the purpose of each form of media.
Who is the target audience?
What are its strengths?
What are its weaknesses?
How has it been used and misused?
Evaluate each media message for the presence of bias. Use the five key questions as identified by the Center for Media Literacy.
Who created the message?
What creative techniques are used to attract your attention?
How might other people understand this message differently than you do?
What values, lifestyles, and points of view are represented in, or omitted from, this message?
Why is this message being sent? (Consider whether the message is meant to inform, persuade, or entertain.)
Evaluate the accuracy of each media message:
Is it a reliable and valid source?
Does it contain verifiable facts versus opinions?
.
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
CONTENT
An awareness of the impact of media.
An understanding of the process of mass communication.
strategies for analyzing and discussing media messages.
An understanding of media content as a text that provides insight into our culture and our lives.
The ability to enjoy, understand, and appreciate media content.
An understanding of the ethical and moral obligations of media practitioners.
Development of appropriate and effective production skills.
Explain the history and development of each form of media (tel.docxkendalfarrier
Explain the history and development of each form of media (television, radio, newspaper, social media, and a blog).
How long has it existed?
How has it changed from its beginning state?
How does the delivery method (form of media) impact the message being delivered? (Consider authority, trustworthiness, and context of delivery.)
Describe the purpose of each form of media.
Who is the target audience?
What are its strengths?
What are its weaknesses?
How has it been used and misused?
Evaluate each media message for the presence of bias. Use the five key questions as identified by the Center for Media Literacy.
Who created the message?
What creative techniques are used to attract your attention?
How might other people understand this message differently than you do?
What values, lifestyles, and points of view are represented in, or omitted from, this message?
Why is this message being sent? (Consider whether the message is meant to inform, persuade, or entertain.)
Evaluate the accuracy of each media message:
Is it a reliable and valid source?
Does it contain verifiable facts versus opinions?
.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
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.
7. •Exploring the creator of a
message is more than just
knowing their name. This
question introduces two
fundamental insights about all
media -“constructedness” and
choice.
8. Looking at the format of a media
message means analyzing the way
it is constructed, the creative
components that are used putting
it together-words, music, color,
movement camera angle and many
more.
10. 3. How might other
people understand
this message
differently than
me?
11. •Each individual media consumer
brings to each media encounter
a unique set of ideals,
experiences, and backgrounds.
The factors influence how you
understand and interpret the
media consume.
13. The way information is sent,
packaged and received is
influenced by academic,
social, and political
principles-all media content
carry subtle message that
may sway our
14. opinions , even content
providers that try to present
information objectively can
have an unconscious slant.
