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.
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.
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.
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.
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.
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.
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.
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.
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Media literacy and media mindfulness in the context of evangelizationRose Pacatte, D. Min.
This is a media literacy/media mindfulness refresher presentation for those working in faith formation, catechesis, and religious education as well as Catholic Christian parents and teachers and anyone interested in integrating media literacy within the context of culture, education and faith formation
Renee Hobbs and Paul Folkemer present “Teens Blog the News,” Paper to the Association for Supervision in Curriculum and Instruction (ASCD), New Orleans, March 17, 2008.
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.
Screencasting for the flipped classroomGemma Scott
This short presentation was created for a workshop I conducted for College of Education and Human Development faculty to support flipping their classes.
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.
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.
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Media literacy and media mindfulness in the context of evangelizationRose Pacatte, D. Min.
This is a media literacy/media mindfulness refresher presentation for those working in faith formation, catechesis, and religious education as well as Catholic Christian parents and teachers and anyone interested in integrating media literacy within the context of culture, education and faith formation
Renee Hobbs and Paul Folkemer present “Teens Blog the News,” Paper to the Association for Supervision in Curriculum and Instruction (ASCD), New Orleans, March 17, 2008.
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.
Screencasting for the flipped classroomGemma Scott
This short presentation was created for a workshop I conducted for College of Education and Human Development faculty to support flipping their classes.
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Genre-based language learning is proposed to enable the learners to write a language linguistically accurate and socially appropriate. English teachers realize that writing is an important skill that foreign language learners need to develop.
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
Capitalists, Consumers, and Communicators: How Schools Approach Civic EducationRenee Hobbs
In this talk presented at the Digital Media and Learning (DML) conference in Los Angeles on June 12, 2015, Professor Renee Hobbs explores three aspects of civic education as students learn to consume news, gain an understanding of consumer finance, and develop skills as digital media communicators. Hobbs explains that school-based civic education programs are shifting from emphasis on transmission of civic content towards a focus on cultivating skills & dispositions. She describes how a variety of partnerships with the business and philanthropic community are bringing new approaches to teaching and learning of civic education. She notes that these approaches use civic education to address a particular problem of interest to the funder and claims that the most sustainable school-based programs are developed by educators who engage in partnership programs while crafting learning experiences to meet the civic education needs of the students they serve.
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.
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.
Renee Hobbs tells teacher-librarians in Rhode Island about her work in a Philadelphia elementary school, demonstrating how media analysis and production activities support the acquisition of digital and media literacy competencies among the youngest learners.
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.
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
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
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.
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
This slideshow outlines basic design principles. It was originally created for an unsynchronized, distance, faculty professional development experience delivered in Moodle at the University of Maine College of Education and Human Development.
This is a presentation I created to communicate simple steps for creating a digital story. It also links to a googlesite I created that has more resources. I created this for a group of undergraduate students at UMaine who were going on a community service project and were assigned a digital storytelling project to communicate their experience working and living on a remote island in Maine for a week.
This slideshow is about assessment design and the idea of using simulation for assessment.
You can also watch this slideshow with full speaker notes here: https://www.youtube.com/watch?v=GraKY6OGyI8
PowerPoint: LotsOfWordOnBadlyDesignedSlidesGemma Scott
Slideshows are one of the most effective tools in teaching, IF they’re built well and implemented successfully. Come learn how to put the power in your PowerPoint or Keynote slideshow. Topics covered will be design (color, font, layout), slide content vs. presenter notes, presentation of slideshows, and distribution. Please bring your basic PowerPoint skills and you’re guaranteed to learn something new that will improve your slideshow performance.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
1. Digital and Media Literacy
in Higher Education
Graduate Practicum Presentation
M.Ed Instructional Technology
College of Education and Human Development, University of Maine
November 12 and 13, 2015
Gemma Scott
2. Questions for Today
What are digital and media literacy and why is it important?
How is media literacy relevant to the elementary curriculum?
What does media literacy look like in the classroom?
What do students actually learn when they learn media literacy?
How can teachers play a role in advancing media literacy?
Higher Education
1
2
3
4
5
Slide adapted from: Hobbs, R. (2015, May 11). Media Literacy: Connecting Classroom and Culture
4. Basics of media literacy
Core Concepts
1. All media messages are constructed
2. Media messages are constructed using a
creative language with its own rules
3. Different people experience the same
media message differently
4. Media have embedded values and points
of view
5. Most media messages are organized to
gain profit and/or power
from Center for media literacy - medialiteracy.org
Key Questions
1. Who created this message?
2. What creative techniques are used to
attract my attention?
3. How might different people understand this
message differently?
4. What values, lifestyles and points of view
are represented in, or omitted from, this
message?
5. Why is this message being sent?
6. Media is text
What do the stories you see in this link tell?
https://www.google.com/search?q=selfie&es_sm=91&s
ource=lnms&tbm=isch&sa=X&ved=0CAcQ_AUoAWoVC
hMI38bO1IyFyQIVQuEmCh11cA86&biw=1297&bih=606
#q=selfie&tbm=isch&tbs=sur:f
7. Image from: Clinger, A. (2015). Abby, the Blabby Librarian: Word Cloud. Retrieved from http://abbytheblabby.blogspot.com/2015/04/word-cloud.html
Why are digital and media literacy important?
8. Graphic from: Hobbs, R., Aspen Institute, & John S. and James L. Knight Foundation. (2010). Digital and Media Literacy: A Plan of Action. A White Paper
on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy
Media is expanding the conceptualization of literacy
9. How is Media Literacy Relevant to
the Higher Education Curriculum?
10. Theoretical Framework
Communication & Education. Institutions of education, communication practices &
democratic values are interconnected.
Inquiry Learning. People learn best from experiences that are carefully supported
or scaffolded to meet the needs of the learner.
Critical Pedagogy. Awareness, analysis, and reflection enable people to take action
to make society more just and equitable.
Medium Theory. Media & technology are immersive cultural environments; media
structures re-shape human perception & values.
Active Audience Theory. Audiences are active; meaning-making is variable; lived
experience & social context are key dimensions of interpretation.
Slide by: Hobbs, R. (2015, May 11). Media Literacy: Connecting Classroom and Culture
11. What does media literacy look like?
graphic by: Hobbs, R. (2015, May 11). Media Literacy: Connecting Classroom and Culture
16. Act
“If you want to live a
happy life, tie it to a
goal, not to people or
things.”
~ Albert Einstein
17. What do we actually learn from media literacy?
ISTE Standards:
Teachers
Students
Coaches
18. How can teachers play a role in advancing
media literacy?
Graphic from: Media Education Lab
19. Conclusions
Are you a
human,
or are you a
muppet?
image: Termine, R. (2009). Michelle Obama’s “Sesame Street”
Appearance: “I’m On A High” [Digital image]. Retrieved from
http://www.huffingtonpost.com/2009/05/05/michelle-obamas-
sesame-st_n_197191.html
21. Bibliography
27 Apps that have changed my Teaching and Learning Practice - Updated -. (n.d.-a). Retrieved from
http://createinnovateexplore.com/transformers-learning-disguise/
27 Apps that have changed my Teaching and Learning Practice - Updated -. (n.d.-b). Retrieved from
http://createinnovateexplore.com/transformers-learning-disguise/
Clinger, A. (2015). Abby, the Blabby Librarian: Word Cloud. Retrieved from
http://abbytheblabby.blogspot.com/2015/04/word-cloud.html
Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education.
Part of a Special Issue: Media Literacy Education, 33(2), 194–205.
Framework for Information Literacy for Higher Education | Association of College & Research Libraries
(ACRL). (n.d.). Retrieved November 10, 2015, from http://www.ala.org/acrl/standards/ilframework
22. Hobbs, R. (2015, May 11). Media Literacy: Connecting Classroom and Culture. Retrieved November 9, 2015,
from http://www.slideshare.net/reneehobbs/media-literacy-connecting-classroom-and-culture
Hobbs, R., Aspen Institute, & John S. and James L. Knight Foundation. (2010). Digital and Media Literacy: A
Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission
on the Information Needs of Communities in a Democracy (No. 0-89843-535-8). Aspen Institute. Retrieved from
eric. (Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-
5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org)
Home - myCampus. (n.d.). Retrieved November 9, 2015, from https://mycampus.maine.edu/group/um/home
Learn the Basics | digitalliteracy.gov. (n.d.). Retrieved November 9, 2015, from
http://www.digitalliteracy.gov/content/learner
https://upload.wikimedia.org/wikipedia/commons/e/e9/Hawaiian_Applique_Quilt_2.jpg
Bibliography
23. Daniel in Babylon. (2015). Blakk Amerika — Support and Love to Baltimore [Digital image]. Retrieved from
http://chillvminati.tumblr.com/post/117556903485/support-and-love-to-baltimore
Media Education Lab. (n.d.). Retrieved November 10, 2015, from
http://mediaeducationlab.com/curriculum/materials
Media Literacy Defined | National Association for Media Literacy Education. (n.d.). Retrieved November 9,
2015, from http://namle.net/publications/media-literacy-definitions/
Muceus, J. (2005). Hawaiian_Applique_Quilt_2.jpg (1017×1024) [Photo]. Retrieved from
https://upload.wikimedia.org/wikipedia/commons/e/e9/Hawaiian_Applique_Quilt_2.jpg
remc12 - Information Literacy. (n.d.). Retrieved November 10, 2015, from
https://remc12.wikispaces.com/Information+Literacy
Bibliography
24. Termine, R. (2009). Michelle Obama’s “Sesame Street” Appearance: “I’m On A High” [Digital image]. Retrieved
from http://www.huffingtonpost.com/2009/05/05/michelle-obamas-sesame-st_n_197191.html
The Treachery of Images. (2015, October 27). In Wikipedia, the free encyclopedia. Retrieved from
https://en.wikipedia.org/w/index.php?title=The_Treachery_of_Images&oldid=687679914
Unknown. (n.d.). InformationLit.jpg. Retrieved from
https://remc12.wikispaces.com/file/view/InformationLit.jpg/32256581/InformationLit.jpg
Bibliography