The document discusses media literacy and its importance in the 21st century. It defines media literacy as the ability to access, analyze, evaluate, and produce communication in various forms. It also discusses the key components of media literacy like critical thinking, analytical skills, and the ability to judge credibility of information from different media sources. The document emphasizes that media literacy education requires active inquiry and critical thinking about the messages we receive and create through different media. It also provides guidelines around fair use of copyrighted content for educational multimedia projects created by teachers.

1. Media LiteracyAn Essential Approach to Learning

2. “The illiterate of the 21st century are not those that cannot read or write, but those that cannot learn, unlearn, and relearn.” Alvin Toffler”“We are currently preparing students for jobs that don’t yet exist … using technologies that haven’t yet been invented … in order to solve problems we don’t even know are problems yet.” Richard Riley, Secretary of Education under Clinton

3. Partnership for 21st Century SkillsDid You Know?

4. 21st Century SkillsCritical Learning Skills and InnovationCritical thinking and Problem SolvingCommunication and CollaborationCreativity and InnovationDigital Literacy SkillsResearch and Information FluencyMedia LiteracyInformation and Communication TechnologiesDigital Citizenship

5. 21st Century SkillsCareer and Life SkillsFlexibility & AdaptabilityInitiative and Self-directionSocial and Cross Cultural InteractionProductivity and Accountability

6. Digital Literacy SkillsResearch and Information FluencyAccess and evaluate informationUse and manage informationMedia LiteracyAnalyze mediaCreate media productsInformation and Communication TechnologiesApply technology effectivelyDigital CitizenshipExercise responsible use of technology

7. MediaMessages conveyed through visuals, language and/or sound(Mass) produced for a (mass) audience mediated by a form of technologyThe producer of the message is not in the same place as the receiver of the messageWhat media forms have you experienced today?

8. Are books media?Messages conveyed through visuals, language and/or sound(Mass) produced for a (mass) audience mediated by a form of technologyThe producer of the message is not in the same place as the receiver of the messageWhat are other sources of messages thatwe might not think of as “media”?

9. Types of MediaRadio

10. Television

11. Newspapers, Magazines

12. Internet

13. Advertising in all forms

14. Videos, DVDs, Films

15. Computer & Video Games

16. Recorded Music

17. Posters, maps

18. Cell Phones

19. Media LiteracyMedia Literacy is the ability to access, analyze, evaluate, and produce communication in a variety of forms. It is similar to information literacy and involves many components of technology literacy as well.

20. Media Literacy InvolvesCritical thinkingAnalytical skillsAbility to express oneself in different waysWise & effective use of mediaAbility to judge credibility of informationReading skillsWriting skills

21. Media Literacy QuestionsWhat are the messages of this media and how are they communicated?Who produced this and for what purpose?When was this produced and for what purpose?Who was the target audience?Is this an accurate and credible representation?How does this reflect the perspective or bias of the creator?What information or perspective is left out of this message?How might different people interpret this message differently?Who might benefit from and who might be harmed by this message?

22. Effective Media AnalysisKnowledge that:All media messages are “constructed.”Each medium has different characteristics, strengths, and a unique “language” of construction.Media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.

23. Media Literacy EducationRequires active inquiry and critical thinking about the messages we receive and createExpands the concepts of literacy (reading , writing, speaking, listening) to include all forms of mediaBuilds and reinforces skills for learners of all ages; those skills necessitate integrated, interactive and repeated practiceDevelops informed, reflective and engaged participants essential for a democratic societyRecognizes that media are a part of culture and function as agents of socializationAffirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

24. Why Construct Media in the Classroom?Motivate students

25. Enhance instructional methods – it is constructivist/inquiry based learning

26. Increase productivity

27. Develop 21st Century Skills and technologically integrate them into every day learning

28. To prepare our students to take their places in the global communityConstructivist /Inquire-based Media Construction and AnalysisConcepts to be learned are abstract and complex; hands-on, visual activities are essential to see how concepts apply to real world problems.Teachers encourage collaboration and/or allow alternative ways of learning and showing competence.There is time to allow unstructured exploration to motivate students and help them discover their own interests.I Love School!

29. Copyright and Responsible UseThe Cost of Copyright Confusion for Media Literacy

30. Copyright and Fair UseThe fair use provision of the Copyright Act is written broadly, not narrowly, because it is designed to apply to a wide range of creative works and the people who use them.

31. Fair use is a part of the law that belongs to everyone, especially to working educators.

32. Educators know best what they need to use of existing copyrighted culture to construct their own lessons and materials. Copyright and Fair UseDespite longstanding myths, there are no cut-and-dried rules.Fair use is situational, and context is critical.

33. Because it is a tool to balance the rights of users with the rights of owners, educators need to apply reason to reach a decision.

34. The principles and limitations are designed to guide your reasoning and to help you guide the reasoning of others.Is it protected by copyright?ALA Office for Information Technology PolicyCopyright 101 for Teachers

35. Creative Commons is a nonprofit organization that develops, supports, and stewards legal and technical infrastructure that maximizes digital creativity, sharing, and innovation.http://creativecommons.org

36. Teacher GuidelinesTeachers may include portions of copyrighted works when producing their own multimedia project for their teaching in support of curriculum-based instructional activities at educational institutions. Teachers may use their project for: assignments for student self-study for remote instruction provided the network is secure and is designed to prevent unlawful copying for conferences, presentations, or workshops for their professional portfolio Time RestrictionsThe fair use of copyrighted material in multimedia projects lasts for two years only. After two years, obtain permission before using the project again.

37. Teacher GuidelinesTypes of media and permissible amounts Motion media: Up to 10 percent of the total or three minutes, whichever is lessText material: Up to 10 percent of the total or 1,000 words, whichever is less. An entire poem of less than 250 words may be used, but no more than three poems by one poet or five poems by different authors in an anthology. For poems exceeding 250 words, 250 words should be used but no more than three excerpts from one poet or five excerpts from different poets in the same work

38. Teacher GuidelinesMusic, lyrics, and music video: up to 10 percent of the work but no more than 30 seconds of the music or lyrics from an individual musical work. Illustrations or photographs: no more than five images from one artist or photographer. no more than 10% or 15 images, whichever is less, from a collection. Numerical data sets: up to 10 percent or 2,500 fields or cell entries, whichever is less, from a copyrighted database or data table. Copying of a multimedia project: no more than two copies may be made of a project.