Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
The Importance of Media Literacy and Strategies for Teaching It at the Colleg...Renee Hobbs
Renee Hobbs explains the value of university-school partnerships that connect college and university students to local schools. University-school partnerships are helping us explore video documentation as a research and teaching tool. We are discovering that connecting university students to local community schools builds dispositions towards collaboration, civic engagement and advocacy. Finally, we are observing how educator motivations for teaching media and technology shape their instructional practices.
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
The Importance of Media Literacy and Strategies for Teaching It at the Colleg...Renee Hobbs
Renee Hobbs explains the value of university-school partnerships that connect college and university students to local schools. University-school partnerships are helping us explore video documentation as a research and teaching tool. We are discovering that connecting university students to local community schools builds dispositions towards collaboration, civic engagement and advocacy. Finally, we are observing how educator motivations for teaching media and technology shape their instructional practices.
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Create to Learn: Digital Literacy in Higher EducationRenee Hobbs
Renee Hobbs gives the keynote address at Explore, Create, Connect: The Inaugural Digital Literacy Symposium at the University Libraries of Virginia Tech
Propaganda vs. Democracy in a Digital AgeRenee Hobbs
Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.
Hashtags are a vital part of almost every major social network. They allow users to categorize content and create or follow trends among their social groups.
LavaCon 2013 presentation: Building Content Collaboration at LSI Corporation ...Vasont Systems
With the challenges of a globally dispersed team, a wide variety of products, a unique and varied publishing model, and continuous corporate acquisitions and divestitures, LSI Corporation has conquered the issue of global content collaboration within their organization. Learn how they did it in this case study presentation.
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Create to Learn: Digital Literacy in Higher EducationRenee Hobbs
Renee Hobbs gives the keynote address at Explore, Create, Connect: The Inaugural Digital Literacy Symposium at the University Libraries of Virginia Tech
Propaganda vs. Democracy in a Digital AgeRenee Hobbs
Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.
Hashtags are a vital part of almost every major social network. They allow users to categorize content and create or follow trends among their social groups.
LavaCon 2013 presentation: Building Content Collaboration at LSI Corporation ...Vasont Systems
With the challenges of a globally dispersed team, a wide variety of products, a unique and varied publishing model, and continuous corporate acquisitions and divestitures, LSI Corporation has conquered the issue of global content collaboration within their organization. Learn how they did it in this case study presentation.
This is our reverse engineering . We almost completely rewritten the code of the Xiaomi fitness tracker, and we are creating our personal app which will be able to extract the heart rate. This is an overview of our work.
On Thursday, May 28, the African Development Bank’s member states are going to pick the institution’s next head at the #AfDBAM2015. Here’s a refresher on the candidates and their stated vision for the bank.
Coca-Cola inaugura 2 nuevas ollas captadoras de agua pluvialCoca-Cola de México
Coca-Cola en colaboración con la SEMARNAT, la CONAFOR, la CONANP y Pronatura México inauguró ollas de captación de agua pluvial que forman parte del Programa Nacional de Reforestación y Cosecha de Agua.
Transforming Education through Digital and Media LiteracyRenee Hobbs
Renee Hobbs explains how new stakeholders are enabling literacy educators to create initiatives that remix the fields of education, communication and media studies.
The Future of Digital and Media Literacy EducationRenee Hobbs
Professor Renee Hobbs returns to the Harvard Graduate School of Education, her alma mater, to speak about digital and media literacy education for the HGSE Language and Literacy and Technology in Education students. She defines digital literacy and shows examples from K-12 and informal learning. Hobbs explains why reflection on teacher motivations is a transformative practice for educator professional development.
Messy Engagement: The Heart of the Common CoreRenee Hobbs
Renee Hobbs gives a keynote address to Rhode Island School Librarians on August 13, 2013 to demonstrate how the close reading and careful analysis skills that are emphasized in CCCS ELA-Literacy support the kind of student-centered inquiry that blends the use of both popular culture and academic informational texts, creating relevance and independent thinking which support intellectual curiosity.
Hobbs Presentation to the Rhode Island School Principals AssociationRenee Hobbs
Hobbs defines digital literacy and offers examples in K-12 education and outlines the approach used to support professional development and cultivate teacher leaders with the Summer Institute in Digital Literacy, the Graduate Certificate Program in Digital Literacy, and customized consulting services.
From Audiences to Authors: Children and Young People as Content Creators and...Renee Hobbs
Professor Renee Hobbs makes the inaugural lecture for the ICMC 2015 conference "Digital Future: Content, Community and Communication" in Ahmenabad, India.
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Digital Literacy and Libraries: What's Coming NextRenee Hobbs
Renee Hobbs explores the future of libraries through the lens of digital literacy in this talk to the Massachusetts Commonwealth Consortium of Libraries in Public Higher Education Institutions.
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.
Renee Hobbs offers a keynote address on student media making as learning and the dynamics of creative control in creating a digital literacy learning environment.
Renee Hobbs offers the keynote address at the Summer Institute in Digital Literacy, showcasing K-16 educators, librarians and non-profit organizations helping students use digital tools for creative expression, advocacy and learning.
The State of Digital & Media Literacy Education 2019Renee Hobbs
Hobbs gives a brief overview of digital and media literacy for the Media Literacy in Early Childhood Alliance National Leadership Forum, January 15, 2019.
When Literacy Goes Digital: Meeting the Needs of All Learners with Digital an...Renee Hobbs
Renee Hobbs address the Baylor University commnunity as part of the Baylor University School of Education Distinguised Lecture Series. October 18, 2012.
Similar to Introduction to Digital and Media Literacy (20)
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
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
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and Beyond
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and Beyond
Presented by Renee Hobbs
Media literacy educators rely on the ability to access movies and popular culture and use them for learning purposes. As “create to learn” pedagogies become increasingly common, students, educators and library patrons continue to rely on ripped excerpts from DVDs. After all, ripped clips of movie DVDs can be educationally useful in presentations as well as in composing remix media production projects. Thanks to the DMCA 1201 exemption, ripping DVDs is legal for educational and creative purposes. But with the rise of streaming media and screencasting, is the process of “ripping” DVDs still as relevant and important as it was in 2006? In this discussion, we’ll consider the future of DMCA 1201, the law that impacts educators, learners, creative people, and librarians. Using an open discussion, we’ll consider the question: Given the rise of streaming video and screencasting and the decline of DVD players in schools, is it worth the effort to preserve the exemption? Why or why not?
Tuesday, November 3, 2020, 2pm-3pm ET
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
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.
Teaching the Election: Focus on Propaganda Renee Hobbs
Renee Hobbs offers a keynote address to the Teaching the Election Conference at the University of Wisconsin, Madison on September 26, 2020. Learn more: https://mediaeducationlab.com/teaching-about-2020-elections-virtual-conference
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.
How do librarians support patrons who may have experienced online harassment or defamation?
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At this week's session, we us discussion to practice the reasoning process that is needed to make a fair use determination. We are joined by Carla Myers of Miami University Ohio helps us learn more about this important statement from academic librarians on why copyright and fair use need to be extended beyond the usual parameters as a result of the coronavirus pandemic.
If ye extended beyond the usual parameters as a result of the coronavirus pandemic.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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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.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
1. Digital &
Media Literacy:
An Introduction
Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island
Narragansett Public Schools
March 14, 2014
6. PEER-TO-PEER FILE SHARING
Reflect on contemporary media and technology
Examine how literacy is changing
Identify key competencies of digital and media literacy
Learn about how others have integrated digital and media
literacy into the K-12 curriculum
Goals for Today’s Session
7.
8.
9.
10.
11.
12. LOVE HATE
PRINT VISUAL SOUND DIGITAL
Educators’ attitudes about media, technology and popular
culture shape their work with learners
29. Digital Literacy Competencies
Access, Use and Share
Keyboard and mouse skills
Be familiar with hardware, storage and file
management practices
Understand hyperlinking & digital space
Gain competence with software applications
Use social media, mobile, peripheral & cloud
computing tools
Identify information needs
Use effective search and find strategies
Troubleshoot and problem-solve
Learn how to learn
Listening skills
Reading comprehension
30. Digital & Media Literacy Competencies
Analyze & Evaluate
Understand how symbols work: the
concept of representation
Identify the author, genre, purpose and
point of view of a message
Compare and contrast sources
Evaluate credibility and quality
Understand one’s own biases
and world view
Recognize power relationships that shape
how information and ideas circulate in
culture
Understand the economic context of
information and entertainment production
Examine the political and social
ramifications of inequalities in information
flows
31. Digital Literacy Competencies
Create & Collaborate
Recognize the need for communication and
self-expression
Identify your own purpose, target
audience, medium & genre
Brainstorm and generate ideas
Compose creatively
Play and interact
Edit and revise
Use appropriate distribution, promotion &
marketing channels
Receive audience feedback
Work collaboratively
Comment, curate and remix
32. Digital Literacy Competencies
Reflect
Understand how differences in values and
life experience shape people’s media use
and message interpretation
Appreciate risks and potential harms of
digital media
Apply ethical judgment and
social responsibility to
communication situations
Understand how concepts of ‘private’ and
‘public’ are reshaped by digital media
Appreciate and respect legal rights and
responsibilities (copyright, intellectual
freedom, etc)
33. Digital Literacy Competencies
Take Action
Acknowledge the power of
communication to maintain the status
quo or change the world
Participate in communities of shared
interest to advance an issue
Be a change agent in the family &
workplace
Participate in democratic self-
governance
Speak up when you
encounter injustice
Respect the law and work to change
unjust laws
Use the power of communication and
information to make a difference in the
world
35. What happens when educators integrate
digital and media literacy into the curriculum?
36. Concord, New Hampshire
Media & Communication
A Required Grade 11 English course
• 8 classic and contemporary works of
literature
• Films
• Newspapers
• Advertising
• Entertainment Television
• Popular Music
• Internet
Compared to control group, students
significantly increased reading
comprehension, writing and analysis skills
37. Increase learner engagement
and motivation
Inspire intellectual curiosity
Improve perspective-taking
and global understanding
46. PEER-TO-PEER FILE SHARING
Reflect on contemporary media and technology
Examine how literacy is changing
Identify key competencies of digital and media literacy
Learn about how others have integrated digital and media
literacy into the K-12 curriculum
Goals for Today’s Session
47. Summer Institute in Digital Literacy
July 13 – 18, 2014
Providence RI
www.mediaeducationlab.com
48. Renee Hobbs
Professor and Founding Director
Harrington School of Communication and Media
University of Rhode Island
Email: hobbs@uri.edu
Twitter: reneehobbs
Web: http://mediaeducationlab.com
Editor's Notes
EU Survey of risks N = 25,000 kids from 13 countriesThe survey asked about a range of risks, asdetailed in what follows. Looking across allthese risks, 41% of European 9-16 year oldshave encountered one or more of theserisks. Risks increase with age: 14% of 9-10 yearolds have encountered one or more of the risksasked about, rising to 33% of 11-12 year olds,49% of 13-14 year olds and 63% of 15-16 yearolds.