Emsoc summer institute media literacy
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Media literacy involves developing competencies that enable citizens to control their own lives and take advantage of opportunities. It includes knowing how to keep personal information private, differentiating media violence from real-world violence, recognizing bias and stereotyping, consuming and producing media for civic engagement, understanding how media messages are constructed, and knowing which online information is reliable. Media literacy is defined as the ability to access, analyze, evaluate and create messages across contexts. It also involves developing individual competencies and understanding environmental factors like media education and policies. The conceptual map of media literacy focuses on competencies like privacy awareness, which involves knowledge, skills and attitudes regarding privacy.
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Media literacy
Presentation by Mary Moss of Niace and Steve Thompson of Teesside University at the European Institute for E-Learning conference. See also this paper.
http://www.scribd.com/doc/29504348/Adventures-in-Media-Literacy
Introduction to Media and Information Literacy
This is a short glimpse on the K-12 core subject Media and Information Literacy. It may serve as an overview of what the subject is all about.
Introduction to Media and Information Literacy
Media and information literacy involves the ability to identify, understand, interpret, create, communicate and compute using various materials and technologies. It allows individuals to achieve goals, develop knowledge, and engage with their community. Media literacy focuses on skills to access, analyze, evaluate and create media, while information literacy is recognizing when information is needed and locating, evaluating and communicating it effectively. Technology literacy is using tools to access, manage, integrate, evaluate, create and communicate information. Overall, media and information literacy provides skills and competencies to engage with media, think critically, and become active citizens.
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This document introduces the topics of media and information literacy. It aims to describe how communication has evolved with technology, identify the similarities and differences between media literacy, information literacy, and technology literacy, and discuss the value of being media and information literate. The document provides objectives, definitions, and questions to help explain key concepts related to media, information, and developing literacy in both areas.
MICT - Media literacy @ IAMCR2011
The document discusses the development of a conceptual model and framework to measure media literacy. It proposes that media literacy includes competences (skills, knowledge, and attitudes), media use, and external influences. The conceptual model goes beyond traditional skills-based definitions of media literacy. It accounts for how media use, context, and external social and environmental factors impact an individual's level of media literacy. The researchers aim to measure media literacy through a combination of quantitative and qualitative methods like surveys, observations, experiments, and interviews.
MEDIA AND INFORMATION LITERACY (MIL)
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
Intellectual Freedom in Libraries : from books to AI
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This document discusses the importance of information literacy and news literacy in the digital age, as well as challenges posed by the rise of citizen journalism and social media. It also asks questions about social media usage for information, ability to use technology to access information, and available learning resources in libraries.
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Media literacy
Presentation by Mary Moss of Niace and Steve Thompson of Teesside University at the European Institute for E-Learning conference. See also this paper.
http://www.scribd.com/doc/29504348/Adventures-in-Media-Literacy
Introduction to Media and Information Literacy
This is a short glimpse on the K-12 core subject Media and Information Literacy. It may serve as an overview of what the subject is all about.
Introduction to Media and Information Literacy
Media and information literacy involves the ability to identify, understand, interpret, create, communicate and compute using various materials and technologies. It allows individuals to achieve goals, develop knowledge, and engage with their community. Media literacy focuses on skills to access, analyze, evaluate and create media, while information literacy is recognizing when information is needed and locating, evaluating and communicating it effectively. Technology literacy is using tools to access, manage, integrate, evaluate, create and communicate information. Overall, media and information literacy provides skills and competencies to engage with media, think critically, and become active citizens.
Introduction to media and information literacy (session 1)
This document introduces the topics of media and information literacy. It aims to describe how communication has evolved with technology, identify the similarities and differences between media literacy, information literacy, and technology literacy, and discuss the value of being media and information literate. The document provides objectives, definitions, and questions to help explain key concepts related to media, information, and developing literacy in both areas.
MICT - Media literacy @ IAMCR2011
The document discusses the development of a conceptual model and framework to measure media literacy. It proposes that media literacy includes competences (skills, knowledge, and attitudes), media use, and external influences. The conceptual model goes beyond traditional skills-based definitions of media literacy. It accounts for how media use, context, and external social and environmental factors impact an individual's level of media literacy. The researchers aim to measure media literacy through a combination of quantitative and qualitative methods like surveys, observations, experiments, and interviews.
MEDIA AND INFORMATION LITERACY (MIL)
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
Intellectual Freedom in Libraries : from books to AI
Presentation to the CFLA-FCAB conference, May 2th 2018, in Regina, Saskatchewan, Canada on intellectual freedom. Panel with Mary Cavanagh, Pilar Martinez, James Turk, Jeff Barber (moderator).
Introduction of Digital Resources and Content
This document discusses the importance of information literacy and news literacy in the digital age, as well as challenges posed by the rise of citizen journalism and social media. It also asks questions about social media usage for information, ability to use technology to access information, and available learning resources in libraries.
Introduction to media and information literacy
In this fast-paced, technology-driven time, we are bombarded with various information here and there, in the convenience of a click, right in the comforts of our very own homes.
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This document discusses how media can be used to build peace online through digital diplomacy and expanding diverse narratives. It explains that media creators make conscious and unconscious choices that shape messages, and audiences interpret media differently based on their perspective. It also notes that media industries are businesses aimed at profit through consolidation, and they wield influence by conveying ideological messages about values and power through both inclusion and exclusion. The document advocates for using media to debunk rumors, amplify local voices, and speak truth to power in order to build bridges between groups in conflict.
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This document provides an introduction to media and information literacy. It discusses key concepts such as communication, different communication models, and the importance of media literacy. Specifically, it defines media literacy as the ability to access, analyze, and create media. It also discusses information literacy and technology literacy. The benefits of media and information literacy are outlined as teaching critical thinking skills, imparting knowledge about media functions in democratic societies, and fostering independent media. Developing media, information, and technology literacy requires teaching these competencies to students to engage with information as autonomous citizens.
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- User experience design focuses on making technology intuitive and satisfying to use.
- Cybernetics studies how information is processed and reacted to through feedback loops in systems.
- These fields are interrelated, as cultural diplomacy considers socio-political contexts, user experience examines cognitive acceptance and unique behaviors emerging from systems, and cybernetics provides frameworks to analyze and adjust strategic communication of information.
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This document discusses combating hate speech on the internet. It covers four main topics:
1) The concept of hate speech and how it is a social construct dependent on context.
2) Social media platforms and their role in disseminating content, including YouTube's recommender algorithms that may radicalize users and Twitter's trending topics.
3) The hybrid media environment where social media is integrated with traditional news production and dissemination, creating both opportunities and challenges.
4) The current populist political moment in Europe and the need for counter-narratives to challenge dominant stories that fuel resentment and claims of victimhood.
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This document provides an introduction to media and information literacy. It defines communication and examines several communication models. Media and information can affect communication by acting as tools for receiving, sharing, looking for and distributing information. The key differences between media literacy, information literacy, and digital literacy are explained. Media literacy involves analyzing and producing various media forms, information literacy is about locating, evaluating and using information, and digital literacy refers to using technology and digital tools for information.
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This document discusses media and information literacy initiatives by the United Nations Alliance of Civilizations (UNAOC). It provides information on six main initiatives: 1) An online clearinghouse of MIL resources. 2) Supporting grassroots MIL projects around the world. 3) Publications and research on MIL. 4) A UNESCO-UNAOC Chair on MIL and intercultural dialogue. 5) A youth media program called PLURAL+. 6) Promoting creative apps and video games about MIL. The overall goal is to promote critical thinking skills to evaluate information sources and combat misinformation.
The language of media literacy a glossary of terms
The document defines key terms related to media literacy:
1) Audience refers to the intended consumers of a media text as well as anyone else exposed to it.
2) Construction describes the process by which meaning is given to a media text through decisions that aim to engage the audience.
3) Critical viewing involves using critical thinking skills to analyze issues presented overtly and covertly in visual media.
4) Deconstruction involves taking apart a media text to understand how and why it was created.
Gai vladimir madrid ppp 18 nov 09
This document discusses media and information literacy for citizens and UNESCO's role in promoting it globally. It notes that digital technologies have increased interactivity between media and audiences. UNESCO advocates for media literacy training to teach standards of fairness, accuracy, and ethics. The document outlines UNESCO's actions to develop critical media skills worldwide, including establishing guidelines and curriculum resources. It concludes that media and information literacy should be integrated into national policies and practices.
Key concepts of media
Media languages, ideology and values, genre, representation, audience, institutions, and narrative are key concepts in media studies. Media languages are the codes used to convey messages to audiences within different mediums. Ideology consists of the attitudes and beliefs held by a group that are culturally produced to sustain a way of life. Genre is identified by distinctive features and conventions. Representation is how media construct versions of people and events. Institutions determine ideology, structure, and distribution of media texts through regulation and control. Narrative explores how plots and characters are used to execute a story.
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This document discusses the functions and roles of media in conflict prevention and peace building. It outlines how media can serve as an information provider, watchdog, gatekeeper, policymaker, diplomat, peace promoter, and bridge builder. It also explores how media can be used to influence policymakers, facilitate negotiations, build confidence between conflicting groups, and lessen polarization. Finally, it notes that media is a tool that can be used to de-escalate conflicts when handled responsibly and impartially.
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Media literacy refers to the ability to critically analyze and interpret various media forms and platforms. It includes understanding that media is constructed for a purpose, can be interpreted differently by various audiences, and has commercial and sociopolitical implications. The key concepts of media literacy are that media constructions contain biases; audiences negotiate their own meanings; media aims to make profit; different forms use unique techniques; and media impacts social and political norms.
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The document discusses information literacy (IL). It defines IL as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It also discusses a presidential proclamation declaring October 2009 as National Information Literacy Awareness Month. The proclamation emphasizes that IL skills are essential for citizens to navigate the modern information environment and make informed decisions. It encourages improving IL awareness and education. Finally, the document presents a model linking IL and other adult competencies like literacy, ICT skills, and communication abilities.
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In this fast-paced, technology-driven time, we are bombarded with various information here and there, in the convenience of a click, right in the comforts of our very own homes.
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This document discusses how media can be used to build peace online through digital diplomacy and expanding diverse narratives. It explains that media creators make conscious and unconscious choices that shape messages, and audiences interpret media differently based on their perspective. It also notes that media industries are businesses aimed at profit through consolidation, and they wield influence by conveying ideological messages about values and power through both inclusion and exclusion. The document advocates for using media to debunk rumors, amplify local voices, and speak truth to power in order to build bridges between groups in conflict.
1.media and information literacy (mil)
This document provides an introduction to media and information literacy. It discusses key concepts such as communication, different communication models, and the importance of media literacy. Specifically, it defines media literacy as the ability to access, analyze, and create media. It also discusses information literacy and technology literacy. The benefits of media and information literacy are outlined as teaching critical thinking skills, imparting knowledge about media functions in democratic societies, and fostering independent media. Developing media, information, and technology literacy requires teaching these competencies to students to engage with information as autonomous citizens.
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Media literacy provides a framework for accessing, analyzing, evaluating, and creating various messages from print to video to the internet. It builds an understanding of media's role in society and teaches important inquiry and self-expression skills for citizens of a democracy. Social media literacy involves having the proficiency to communicate appropriately and responsibly on social networks, and to critically evaluate online conversations. It includes skills like impression management, monitoring one's online reputation, thinking critically about content, having responsible conversations, managing one's social media presence, and managing information and technology.
Inspired digital citizenship: The essential elements
This document discusses digital citizenship and its importance. It outlines five elements of digital citizenship: (1) participation or civic engagement, (2) rights and responsibilities, (3) norms of behavior, (4) a sense of belonging, and (5) literacies including digital, media, and social literacy. It recommends that digital citizenship instruction should be a national priority and discusses how digital citizenship instruction can provide students with skills like safety and support of community, self-actualization and rights of citizenship, power to enact positive social change, literacy, and practice in collaborative problem solving.
Media Information Literacy: Information Literacy and Types of Media
this presentation was made by ; Lesther John Mate & Marielle Acuna, students from Parada National High School in Valenzuela City, Metro Manila, Philippines. And this is 'ppt' is the property of the said school. Always put citations and referencing links while if want to you use this presentation on your report, research and theses.
Three Literacy: Media, Information, Technology Literacy.
This presentation contains the difference of the three literacy mentioned, it also includes the importance of each literacy presented.
Information Literacy
Information literacy is defined as a person's ability to recognize when information is needed and to locate, evaluate, and effectively use that information. It allows individuals to develop arguments, express ideas, and identify truthful evidence about various topics. Some key aspects of information literacy include finding and using information ethically and legally, integrating it into one's knowledge, and assessing the quality of sources. It is an important skill as many people will likely change careers multiple times over their lifetime.
Icm501 vasquez
The document discusses several topics:
- Cultural diplomacy refers to using culture and ideas to foster mutual understanding between groups.
- User experience design focuses on making technology intuitive and satisfying to use.
- Cybernetics studies how information is processed and reacted to through feedback loops in systems.
- These fields are interrelated, as cultural diplomacy considers socio-political contexts, user experience examines cognitive acceptance and unique behaviors emerging from systems, and cybernetics provides frameworks to analyze and adjust strategic communication of information.
Hate speech today Gavan Titley 2018
This document discusses combating hate speech on the internet. It covers four main topics:
1) The concept of hate speech and how it is a social construct dependent on context.
2) Social media platforms and their role in disseminating content, including YouTube's recommender algorithms that may radicalize users and Twitter's trending topics.
3) The hybrid media environment where social media is integrated with traditional news production and dissemination, creating both opportunities and challenges.
4) The current populist political moment in Europe and the need for counter-narratives to challenge dominant stories that fuel resentment and claims of victimhood.
Social Media For Peace
This document provides an overview of a training on peace and social media given by Shushan Harutyunyan. The training covers how social media has changed communication and given more power to individuals, practical social media tools, examples of social media empowering movements for peace like the Arab uprisings and Occupy Wall Street, and innovations promoting peace like Peace Dot and Conflict Kitchen. The training aims to show how social media can be used to spread messages of peace, citing as an example a Facebook post saying "We will never bomb your country. We love you" which was shared thousands of times between Iranians and Israelis.
Mediaandinformationliteracycommunication 160628234720
This document provides an introduction to media and information literacy. It defines communication and examines several communication models. Media and information can affect communication by acting as tools for receiving, sharing, looking for and distributing information. The key differences between media literacy, information literacy, and digital literacy are explained. Media literacy involves analyzing and producing various media forms, information literacy is about locating, evaluating and using information, and digital literacy refers to using technology and digital tools for information.
Living Information Material Life (Continued)
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Jordi torrent, UNAOC presentation_China_August 2012
This document discusses media and information literacy initiatives by the United Nations Alliance of Civilizations (UNAOC). It provides information on six main initiatives: 1) An online clearinghouse of MIL resources. 2) Supporting grassroots MIL projects around the world. 3) Publications and research on MIL. 4) A UNESCO-UNAOC Chair on MIL and intercultural dialogue. 5) A youth media program called PLURAL+. 6) Promoting creative apps and video games about MIL. The overall goal is to promote critical thinking skills to evaluate information sources and combat misinformation.
The language of media literacy a glossary of terms
The document defines key terms related to media literacy:
1) Audience refers to the intended consumers of a media text as well as anyone else exposed to it.
2) Construction describes the process by which meaning is given to a media text through decisions that aim to engage the audience.
3) Critical viewing involves using critical thinking skills to analyze issues presented overtly and covertly in visual media.
4) Deconstruction involves taking apart a media text to understand how and why it was created.
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This document discusses media and information literacy for citizens and UNESCO's role in promoting it globally. It notes that digital technologies have increased interactivity between media and audiences. UNESCO advocates for media literacy training to teach standards of fairness, accuracy, and ethics. The document outlines UNESCO's actions to develop critical media skills worldwide, including establishing guidelines and curriculum resources. It concludes that media and information literacy should be integrated into national policies and practices.
Key concepts of media
Media languages, ideology and values, genre, representation, audience, institutions, and narrative are key concepts in media studies. Media languages are the codes used to convey messages to audiences within different mediums. Ideology consists of the attitudes and beliefs held by a group that are culturally produced to sustain a way of life. Genre is identified by distinctive features and conventions. Representation is how media construct versions of people and events. Institutions determine ideology, structure, and distribution of media texts through regulation and control. Narrative explores how plots and characters are used to execute a story.
Media in confict prevention and peace building
This document discusses the functions and roles of media in conflict prevention and peace building. It outlines how media can serve as an information provider, watchdog, gatekeeper, policymaker, diplomat, peace promoter, and bridge builder. It also explores how media can be used to influence policymakers, facilitate negotiations, build confidence between conflicting groups, and lessen polarization. Finally, it notes that media is a tool that can be used to de-escalate conflicts when handled responsibly and impartially.
Iml 346 1
This document discusses new media concepts like integration, hypermedia, interactivity, immersion, and narrativity. It also covers the rhetoric of media, including the definition of rhetoric and its key elements - logos, pathos, ethos, kairos, audience, and decorum. Finally, it lists three examples of multimedia genres and projects: Argumentative 360 Degrees, Sonic Memorial Project, and Picture Projects.
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Media literacy refers to the ability to critically analyze and interpret various media forms and platforms. It includes understanding that media is constructed for a purpose, can be interpreted differently by various audiences, and has commercial and sociopolitical implications. The key concepts of media literacy are that media constructions contain biases; audiences negotiate their own meanings; media aims to make profit; different forms use unique techniques; and media impacts social and political norms.
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The document discusses information literacy (IL). It defines IL as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It also discusses a presidential proclamation declaring October 2009 as National Information Literacy Awareness Month. The proclamation emphasizes that IL skills are essential for citizens to navigate the modern information environment and make informed decisions. It encourages improving IL awareness and education. Finally, the document presents a model linking IL and other adult competencies like literacy, ICT skills, and communication abilities.
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This document introduces media and information literacy. It defines communication, media, information, literacy and discusses how they relate. Media literacy, information literacy, and technology literacy are similar in that they cultivate people's ability to access, understand, use, evaluate and create content using information technology. Being media and information literate involves skills like posing questions, evaluating arguments, and using facts, inferences and opinions appropriately. It emphasizes the importance of being in control of one's own media experiences by understanding various media conventions and uses.
Introduction to Media and Information Literacy
This document provides definitions and information related to media and information literacy. It begins with introducing topics like media log, the low-tech future, fake news, and unlocking definitions. It then defines key terms like literacy, media, media literacy, information, information literacy, and technology literacy. It concludes by defining media and information literacy as the essential skills and competencies that allow individuals to engage effectively with media and information, develop critical thinking, and become active citizens.
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This document discusses media literacy, digital literacy, and challenges in teaching these literacies. It defines media literacy as the ability to understand different types of media and their intended messages. Digital literacy refers to skills in locating, evaluating, creating and communicating information online. Both literacies require analyzing media from multiple perspectives and thinking critically. Challenges to teaching these literacies include how to measure success and whether the purpose is protection or appreciation of media.
Prof_Ed-2-Lesson-6-Media-and-Cyber-or-Digital-Literacy.pptx
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This document discusses the digital divide and participation gap in accessing the internet and participating in a media life. It provides statistics on internet access by factors such as race, income, age, gender, and location. It also discusses the concept of the knowledge gap where those with more education and resources are more likely to gain additional knowledge from the media. In addition, it addresses the issues of material, motivational, usage, and skills access that can prevent equal participation in today's digital world.
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This document provides an introduction to media and information literacy (MIL). It outlines key concepts including communication, media literacy, information literacy, and digital literacy. It also lists learning competencies for students to define communication, identify types of communication, discuss elements of communication models, and understand how media and information affect communication. The document further explains the similarities and differences between media literacy, information literacy, and digital literacy, and it defines MIL.
news & digital literacy_ROMELGUIAO.pptx
This document discusses various types of literacy including digital literacy, media literacy, and information literacy. It defines each type of literacy and explains their importance. Some key points made include:
- Literacy is the ability to communicate effectively through reading, writing, speaking, and listening.
- Media literacy involves understanding and analyzing various media forms and using media to create and communicate messages.
- Information literacy involves having the skills to locate, evaluate, and effectively use needed information.
- Digital literacy and media literacy are important for students to think critically about media messages and participate safely online. It also encourages strong digital citizenship.
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Chapter 1 Introduction to Media and Information Literacy
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Emsoc summer institute media literacy
- 1. Hadewijch Vanwynsberghe (MICT) ! Media literacy!
- 2. User Empowerment is... ! “Enabling citizens to control their own lives and to take advantage of opportunities. It means increasing the range of human choise.” (Walker & Van Der Maesen, 2003, p .5)!
- 3. Media literacy is… • Knowing how to keep personal information private! • Differentiate between media violence and real world violence • Recognize bias and stereotyping in the media
- 4. Media literacy is…! • Consume and produce media messages for civic engagement • Understanding how media messages are constructed • Knowing which online information is reliable and knowing how to recognise correct information
- 5. Media literacy is…! “ The ability to access, analyze, evaluate and create messages across a variety of contexts.” (Livingstone, 2004, p. 5)
- 6. Media literacy is…! • European Commission (EC): “media literacy is the competence to cope, autonomously and critically, with the communication and media environment established within the consequense of the ʻinformation society.” (EAVI study, 2009, p. 21) ! • EC makes a clear distinction between two dimensions: ! o 1) Individual competences (for example: technical use, critical understanding and social skills) ! o 2) Environmental factors (for example: media education, policies and regulation, media availability)!
- 7. Media literacy is…! • Several definitions of media literacy! • Media literacy: !
- 9. Before we can measure media literacy (second step) we must fist know whereof media literacy is built. ! Conceptual map of media literacy (first step).!
- 10. Conceptual map (work in progress)!
- 11. Searching for sense! • Media competences =! • Competences vs skills: ! “The terms ʻcompetenceʼ and ʻkey competenceʼ are preferred to ʻbasic skillsʼ which was considered too restrictive as it was generally taken to refer to basic literacy and numeracy and to what are known variously as ʻsurvivalʼ or ʻlifeʼ skills. ʻCompetenceʼ is considered to refer to a combination of skills, knowledge, aptitudes and attitude, and include the disposition to learn in addition to know-how.” (Martin & Grudziecki, 2006, p.256) !
- 12. Conceptual map (work in progress)!
- 13. Privacy is …! • Privacy (in our research) = privacy awareness. ! • Privacy awareness = media competence: ! -Knowledge ! -Skills! -Attitudes !
- 14. Inclusion is…! “Enabling all individuals to make informed and empowerd choices about the uses of ICTs whilst ensuring these individuals have ready access to the resources required to enable them to act on these choises.” (Selwyn & Facer, 2007, p.23) !