This is the presentation used for a workshop at John Cabot University in Rome. The aim of the workshop is professional development for Italian teachers of English literature.
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.
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.
Introduction to Media and Information Literacy
CONTENTS:
What is MIL?
Threats of MIL.
Social Media and Communication
Traditional VS Modern Media
Modernization effects
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.
This presentation contains basic concepts about M.I.L and communication it also contains the difference between media and information, and how information can be affected by media, this presentation includes the relevance of this subject to the students as well
Performance Standards The learners shall be able to create a log of their use and interaction with media and information providers to aid in their understanding of media and information literacy.
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 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
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.
Media Information Literacy: Information Literacy and Types of Mediashvr2
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.
Introduction to Media and Information Literacy
CONTENTS:
What is MIL?
Threats of MIL.
Social Media and Communication
Traditional VS Modern Media
Modernization effects
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.
This presentation contains basic concepts about M.I.L and communication it also contains the difference between media and information, and how information can be affected by media, this presentation includes the relevance of this subject to the students as well
Performance Standards The learners shall be able to create a log of their use and interaction with media and information providers to aid in their understanding of media and information literacy.
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 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
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.
Media Information Literacy: Information Literacy and Types of Mediashvr2
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.
"Metacognition: The Key to Teaching Students Transformative Learning Strategi...mrbill0929
On May 4, 2016, Dr. Saundra McGuire conducted a workshop on "Metacognition: The Key to Teaching Students Transformative Learning Strategies" at a University of Kentucky event co-sponsored by the Office of the Provost and the Center for the Enhancement of Learning and Teaching (CELT). Transformative learning has been characterized as learning that produces a change in perspective of the learner. 21st Century students come to college with widely varying academic skills, motivation levels, and approaches to learning. Most do not have effective learning strategies and resort to memorizing information just before tests. This interactive session addressed strategies that significantly improve learning while transforming student attitudes about the meaning of learning
Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
This is the game that we created in order to teach basic lavel to students of Primary school. the main description of this game is that there is a question and the answer but the anser is incomplete; this is
the work of the student to decide between four answer which one is correct. the purpose of this game is to
practice such aspect of grammar like; simple and past tenses, articles and how to answer questions with personal
information.
i hope you like it!!!!
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.
Everything You Need to Counter Misinformation Can Be Learned In KindergartenRenee Hobbs
Renee Hobbs explains why solving the problem of misinformation and disinformation requires media literacy education in the elementary grades. Learn more:
https://mediaeducationlab.com/hobbs-misinfo-con-kiev
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
A program presented to Religious Educators to promote creating media in the classroom. Videos were inserted into the program and may not show up on Slideshare.
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.
The Ecomedia/sphere: Technology as EcomediaAntonio Lopez
Various academic disciplines are undergoing enormous conceptual turns that are shifting discussions about technology and media. The first is a turn to the Anthropocene, which recognizes how our current geological epoch is being transformed by human activity, largely driven by anthropocentric technology designed to improve the human condition while at the same time disregarding its impact on living systems. The second turn is towards the material, which refocuses our attention on the material conditions of media, technology and reality. For this presentation, I focus on how the emerging concept of ecomedia combines both of these turns to recalibrate how we approach media studies and technology from an ecocentric perspective. Drawing on a novel analytical framework called the “ecomediasphere,” the presentation demonstrates how technological gadgets can be reconceptualized as boundary objects that impact a variety of “ecomediatones,” such as culture, political economy, materiality and lifeworld. This framework updates the “circuit of culture” approach to technology developed by cultural studies by applying an ecocritical critique to media technology, society and culture.
This slideshow is for a workshop that explains how an ecological framework was used in the curriculum design of a digital media culture class. It outlines the theoretical framework for an assignment that asked students to research the ecological impact of their media gadgets. Presented at the American University of Kosovo March 21, 2014.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
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.
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
5. Media
Literacy:
Defined
variously
as
learning
to
access,
evaluate
and
produce
media
in
a
variety
of
formats.
Literacy:
“the
sharing
of
meaning
through
symbols
in
order
to
fully
parGcipate
in
society”
(hTp://www.knightcomm.org/digital-‐and-‐media-‐literacy/the-‐heritage-‐of-‐
digital-‐and-‐media-‐literacy/)
7.
Types
of
media
literacy:
Using:
Computer
use/ICT
skills,
workforce
development
Teaching
with:
Technology
integraGon,
digital
learning,
online
reading
Authorship:
MulGmedia
composiGon
Teaching
about:
InformaGon
literacy,
media
literacy,
internet
safety,
social
responsibility
Source:
h*p://www.slideshare.net/reneehobbs/the-‐globaliza:on-‐
of-‐digital-‐literacy
11. Media
Object
Text
Audience/User/
parGcipant
Material
CondiGons
Producer
Worldview
Environment
Culture
Economy
12. Text
Audience/User/
parGcipant
Material
CondiGons
Producer
What
is
its
format?
What
do
you
see/hear?
What
is
the
story?
Is
it
fact,
opinion,
or
something
else?
How
is
it
told?
What
symbolic
resources
does
it
use?
What
techniques
are
used?
What’s
leb
out
of
the
story?
How
does
the
lifestyle
&
values
of
the
M.O.
orient
to:
• Your
worldview
• Family
experience
• Ethnic/cultural
idenGty
• Social
status?
What
emoGons
does
it
generate?
Does
this
benefit
or
harm
anyone?
What
could
you
do
to
respond?
How
was
it
made?
What
are
the
medium’s
properGes?
What
is
it
comprised
of?
Where
did
it
come
from?
How
does
it
impact
the
environment?
Who
paid
for
it?
How
was
it
distributed?
Why
was
it
produced?
Who
is
being
targeted?
Why?
What
is
the
goal(s)
of
the
producer?
What
kind
of
organizaGon
(corporate,
for
profit,
nonprofit,
government,
public,
individual,
social
network)?
Media
Object
(M.O.)
14. ProducGon,
literary,
and
format
issues:
Novels
and
graphic
novels
Poems
and
music
videos
Short
stories
and
TV
shows/film
Music
vs.
music
video
Poem
read
vs.
poem
heard
15.
16.
17.
18.
19. Content
Areas:
RL
–
Reading
literature
RI
–
Reading
informaGon
W
–
WriGng
SL
–
Speaking
and
Listening
L
–
Language
hTp://namle.net/wp-‐content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdf
Common
Core
State
Standards
English
Language
Arts
20. Connec9on
#1:
Imagine
students
as
authors
of
different
types
of
media
messages
—
how
might
their
wriGng
style,
purpose,
point
of
view,
or
use
of
evidence
shib
if
they
were
wriGng
a
blog
post
versus
an
academic
essay?
A
leTer
to
the
editor
versus
a
“tweet”?
hTp://namle.net/wp-‐content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdf
21. Connec9on
#2:
When
we
expand
our
definiGon
of
texts
to
the
variety
of
media
that
we
use
in
our
everyday
lives,
we
broaden
the
materials
and
concepts
we
have
at
our
disposal
in
the
classroom,
increase
student
engagement,
and
enrich
learning
experiences.
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD
D
22. Connec9on
#3:
Strategies
include
asking
quesGons
to
assess
credibility
—where
do
sources
come
from?
Who
made
them
and
why?
Are
they
intended
to
entertain,
inform,
or
persuade?
And
if
so,
whom
are
they
trying
to
reach?
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD
D
23. Connec9on
#4:
When
students
make
media
of
their
own,
whether
it’s
through
filmmaking,
graphic
design,
web
design,
or
some
other
form
of
media
producGon,
they
connect
professional
media
pracGces
to
their
own
opinions,
ideas,
quesGons,
and
values.
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD
24. Connec9on
#5:
By
reflecGng
on
their
own
values
and
understanding
the
values
of
different
disciplines,
cultures,
and
points
of
view,
students
are
beTer
able
to
communicate
thoughoully
with
others
who
may
be
different
from
them.
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD
25. Ciao!
Antonio
López
Email:
alopez@johncabot.edu
Workshop
website:
hTp://www.openmediaeducaGon.net/
medialit-‐english/