This document discusses the importance of integrating new media literacy into education from the process of analyzing and deconstructing media messages to the process of constructing and producing new media. It provides background on declining vocabulary rates and the need to prepare students for a symbol-rich, changing world. It also outlines principles of media literacy and reasons for using new media in education, including access to alternative resources, global perspectives, and new tools for production.
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.
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.
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.
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.
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.
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.
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.
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
People Media ( Media and Information Literacy for Grade 11)Reah_dulana
A lesson about Media and Information Literacy that talks about people as the main source of communication. It is comprises with Print media, Radio media, TV media, Web media, and Instructional media. This PowerPoint could help the students to understand the lesson briefly.
Renee Hobbs. “Sisters, Cousins, Competitors, Friends: Visual Competence and Media Literacy,” Paper presented to the International Communication Association, Montreal Canada, May 25, 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
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
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.
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
People Media ( Media and Information Literacy for Grade 11)Reah_dulana
A lesson about Media and Information Literacy that talks about people as the main source of communication. It is comprises with Print media, Radio media, TV media, Web media, and Instructional media. This PowerPoint could help the students to understand the lesson briefly.
Renee Hobbs. “Sisters, Cousins, Competitors, Friends: Visual Competence and Media Literacy,” Paper presented to the International Communication Association, Montreal Canada, May 25, 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
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
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
Transforming Education with Digital and Media LiteracyRenee Hobbs
Hobbs connects the key concepts and instructional practices of digital and media literacy in K-12 education to the need for education about copyright and fair use.
Digital and media literacy - using the document "Digital and Medial Literacy : a plan of action" by Renee Hobbs, this presentation explores some of the issues of digital literacy education.
Understanding the Other through Media and Digital LearningRenee Hobbs
In this presentation, Renee Hobbs summarizes a university-school partnership that explored how media literacy and digital learning can support the development of cultural understanding about the peoples and cultures of the Middle East.
Popular Issues in (Digital) Media LiteracyAlec Couros
A presentation on Popular & Contemporary issues in (Digital) Media Literacy for EC&I 831, Feb. 10/09, by Dr. Alec Couros. More on the course at http://eci831.wikispaces.com
Grade: 4
Subject: English
Lesson: Noun
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
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.
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.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
Global Communication CMST 440Discussion post State power and comm.docxshericehewat
Global Communication CMST 440Discussion post: State power and communication
Read or view all the articles/videos linked below for use in the discussion assignment. Select the item(s) you find most interesting and respond to the question(s).
You must use this template for your posts: (please check on the bottom)
Post is based upon/is a response to:
Two Concepts Used: [listboth]
Text of Post:
First paragraph
Second paragraph
ESSENTIAL READINGS
Nye, J.
Public Diplomacy and Soft Power
Price, M.
Media and Sovereignty: The Global Information Revolution and Its Challenges to State Power
Waisbord, S.
State, Development, and Communication
ADDITIONAL READINGS
Lee & Lee: The Tricks of the Trade, from The Fine Art of Propaganda. Lee&Lee_Tricks of the Trade_Ch3_pg22-24.pdf
Jowett & O'Donnell: What is Propaganda and How Does It Differ from Persuasion?What Is Propaganda.pdf
Richard C. Vincent, Global Communication and Propaganda Global_Communication_and_Propaganda.pdf
MATERIALS FOR DISCUSSION
1). Hate Radio: The long, toxic afterlife of Nazi propaganda in the Arab world.
http://chronicle.com/article/Hate-Radio-Nazi-Propaganda-in/49199/
What are the roots of Nazi propaganda in the Middle East? How was it received by Arabs and Muslims?
2). The Propaganda Model after 20 Years.
https://chomsky.info/200911__/ (Links to an external site.)
3). U.S. Updates the Brand It Promotes in Indonesia.
http://www.nytimes.com/2011/03/06/world/asia/06indonesia.html
Do you find this effort in public diplomacy to be effective?
4). Winning Hearts and Minds: American Public Diplomacy in the 21st Century.
Winning Hearts and Minds: American Public Diplomacy in the 21st CenturyCan you think of new forms of public diplomacy?
5). Propaganda With a Millennial Twist Pops Up in China.http://www.nytimes.com/2016/12/31/world/asia/china-propaganda-communist-party-millennials.html?_r=0 (Links to an external site.)
Can you think of similar examples elsewhere in the world?
6). Picnic in North Korea.
http://www.nytimes.com/2009/10/25/magazine/25lives-t.html?_r=1
Do you believe that the story described in the article can be viewed as an example of ‘propaganda picnic?’ Why or why not?
7). The Mysterious Town on North Korea’s Border.
https://nypost.com/2014/07/11/the-mysterious-fake-town-on-north-koreas-border/ (Links to an external site.)
What are your thoughts about this town?
8). Fake Toppling of Saddam Hussein's Statue in 2003.
Fake Toppling of Saddam's Statue in 2003
9). Listening Post - Feature - Ten years on: The fall of Saddam's statue.
🇮🇶 Ten years on: The fall of Saddam's statue | Listening Post (Links to an external site.)
What is your attitude to the toppling of Saddam Hussein's statue?
10). Website sells al-Qaida line in English: Propaganda page targets U.S., the U.K.
http://www.spokesman.com/stories/2010/jul/01/website-sells-al-qaida-line-in-english/
How do you think U.S. and the U.K. should deal with such propaganda?
TEMPLATE FOR YOUR DISCUSSION POST:
Based on th .
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdfPeter Spielvogel
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Le nuove frontiere dell'AI nell'RPA con UiPath Autopilot™UiPathCommunity
In questo evento online gratuito, organizzato dalla Community Italiana di UiPath, potrai esplorare le nuove funzionalità di Autopilot, il tool che integra l'Intelligenza Artificiale nei processi di sviluppo e utilizzo delle Automazioni.
📕 Vedremo insieme alcuni esempi dell'utilizzo di Autopilot in diversi tool della Suite UiPath:
Autopilot per Studio Web
Autopilot per Studio
Autopilot per Apps
Clipboard AI
GenAI applicata alla Document Understanding
👨🏫👨💻 Speakers:
Stefano Negro, UiPath MVPx3, RPA Tech Lead @ BSP Consultant
Flavio Martinelli, UiPath MVP 2023, Technical Account Manager @UiPath
Andrei Tasca, RPA Solutions Team Lead @NTT Data
Welcome to the first live UiPath Community Day Dubai! Join us for this unique occasion to meet our local and global UiPath Community and leaders. You will get a full view of the MEA region's automation landscape and the AI Powered automation technology capabilities of UiPath. Also, hosted by our local partners Marc Ellis, you will enjoy a half-day packed with industry insights and automation peers networking.
📕 Curious on our agenda? Wait no more!
10:00 Welcome note - UiPath Community in Dubai
Lovely Sinha, UiPath Community Chapter Leader, UiPath MVPx3, Hyper-automation Consultant, First Abu Dhabi Bank
10:20 A UiPath cross-region MEA overview
Ashraf El Zarka, VP and Managing Director MEA, UiPath
10:35: Customer Success Journey
Deepthi Deepak, Head of Intelligent Automation CoE, First Abu Dhabi Bank
11:15 The UiPath approach to GenAI with our three principles: improve accuracy, supercharge productivity, and automate more
Boris Krumrey, Global VP, Automation Innovation, UiPath
12:15 To discover how Marc Ellis leverages tech-driven solutions in recruitment and managed services.
Brendan Lingam, Director of Sales and Business Development, Marc Ellis
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
By Design, not by Accident - Agile Venture Bolzano 2024
Media Literacy
1. Moving Beyond in Media Education: Integrating New Media Literacy from Process to Product Melda N. Yildiz William Paterson University [email_address]
9. The trouble…is that we have taken our democracy for granted; we have thought and acted as if our forefathers had founded it once and for all. We have forgotten that it has to be enacted anew in every generation. John Dewey
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12. As we enter the twenty first century, it is essential that the schools be places that help students better understand the complex, symbol-rich culture in which they live in. A new vision of literacy is essential if educators are serious about the broad goals of education: preparing students to function as informed and effective citizens in a democratic society; preparing students to realize personal fulfillment; and preparing students to function effectively in a rapidly changing world that demands new, multiple literacies . Renee Hobbs, 1997
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40. Girls, Girls, Girls: Mc Donald’s Commercial Production Notes: Fast Food for Thought by Jason Simon USA 1986, video, 28:00 min PublisherVideo Date Bank
55. V for Victory Winston Churchill gives the victory sign at a political rally, Liverpool, 1951
56. The "V" for victory that Winston Churchill used (with the palm facing outward, same as the American sign for "peace"), when the palm is reversed, it means something else... If a person used two fingers to order two beers in a British pub.. it has insulting connotations…
57. # 2 the two fingers in a 1st grade math class may refer to the number "two"
77. "I learned how to deconstruct commercials, how to use the camera equipment, and how to create a public service announcement. Most importantly, I experienced that every message can be interpreted differently. Depending on the era, personal experience, each sign makes different meaning to different people. Prior to taking this course, I simply watched a commercial at face value. I never really looked at the details or asked myself what target audience the advertising company was aiming for. Since class, I have been a commercial-analyzing junkie. I look at the color scheme, the logo, the endorser (if there is one), choice of music, and the intended target audience.”
78. “ I am happy to have met you, because you have given me much more to think about than just the content of this class. … More than learning video production, this course gave me the chance to reflect on my own viewing habits and I learned something about myself.”
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Editor's Notes
Abstract: This paper promotes media literacy through media production in teacher education; provides activities and resources integrating media education into the curriculum; focuses on researching historical documents and deconstructing social studies materials and curricula using Semiotics Theory and Multicultural perspective; describes participants’ experience with documentary storytelling, showcases video projects and best practice; and focuses on unmasking the history in teacher education programs through the process of producing video documentaries. The study is based on the participatory research conducted on teaching online course called, “Rediscovering History through Media Education.” Participants deconstructed and assessed national and local social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teachers redesigned their curricula for improving student outcomes, gained alternative point of view on historical events, and renewed interest and commitment to multiculturalism. This paper promotes media production in teacher education through the process of producing video documentaries; provides resources integrating media education into the curriculum; focuses on researching historical documents and deconstructing social studies materials and curricula using Semiotics Theory and Multicultural perspective; describes participants’ experience with documentary storytelling; and showcases video projects. The study is based on the participatory research conducted during an online course called, “Rediscovering History through Media Education.” Participants deconstructed and assessed social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teachers redesigned their curricula for improving student outcomes, gained alternative point of view on historical events, and renewed interest and commitment to multiculturalism. This paper promotes media literacy through media production in teacher education; provides activities and resources integrating media education into the curriculum, focuses on researching historical documents and deconstructing social studies materials and curricula using Semiotics Theory and Multicultural perspective; describes participants’ experience with documentary storytelling, showcases video projects and best practice; and focuses on unmasking the history in teacher education programs through the process of producing video documentaries. The study is based on the participatory research conducted on teaching online course called, “Rediscovering History through Media Education” and investigated over one hundred educators in seven different states. To date, few scholarly studies have investigated either the power of documentary storytelling in the classroom or the impact of media production on multicultural education. This study attempts to fill the gap by outlining the natural links between teacher education and communication. Methodology included analysis of media surveys, process papers, questionnaires, electronic journals and reflection papers, responses to online activities and the process of producing documentaries, transcripts of interviews, and the content analysis of multimedia projects and presentations. The study explored the wide range of meanings participants associate with media education; the impact of video production activities in social studies curriculum; and the ways in which they integrated history and multicultural education in their documentaries. As Robert Penn Warren said, “History is not Truth, Truth is in the Telling.” If our goal is to prepare ourselves for the media -rich culture they live in, then we need to focus on the needs of the new generation. As they produce their own media projects, they develop media literacy skills, and become informed consumers and citizen of the world. By “Rethinking Curriculum,” participants deconstructed and assessed the national and local social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teachers redesigned their curricula for improving student outcomes, gained alternative point of view on historical events, and renewed interest and commitment to multiculturalism. This study provides a model for teaching and learning through media education. It involves researching online resources, deconstructing curriculum, and creating documentaries and oral history projects. It especially provides research based examples, resources and tools for integrating media production into social studies curriculum. Teachers in the study collaborated virtually among themselves but also participated listservs, online forums, and discussions online. Teachers had a chance to ask questions to the scholars and attended online conferences. I would work on building learning communities among NECC participants online before and after the conference. The format of the session will be showcase of teachers' selected video projects, interactive group discussion, deconstruction exercises, and a presentation of the study and the resources. The research paper and the results of the study will be provided as a handout. The presentation (PowerPoint) and the online course outline will be posted on the website. http://euphrates.wpunj.edu/faculty/yildizm/RH/ Objectives and Purposes The goals of this participatory presentation will discuss strategies for integrating media education into the social studies curriculum, offer creative suggestions for producing video in the classroom with minimal resources and equipment, outline participants’ online course experience with documentary storytelling, and showcase their video projects. This session will also focus on researching historical documents; deconstructing social studies history books and curricula using Semiotics Theory and Multicultural perspective; and exploring activities, exercises, and assessment strategies and tools that align with the local and national curriculum standards addressing Media Literacy and Social Studies curriculum. Significance Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media literacy and media production into their curriculum in order to prepare new generation for media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This research promotes literacy through media production in teacher education, describes teacher candidates' reactions, discoveries, and experiences with media, and showcases their multimedia projects. Research Questions: Methods Some of the research questions and theoretical framework used in the study: 1. AUDIENCE-What are the participants’ personal experiences in media production? How can educators prepare students for the symbol-rich culture in which they live in and function as informed and productive citizens in a democratic society? 2. PROBLEMS- What common problems do the participants share in their media production activities? 3. SUGGESTIONS- What suggestions do participants make in order to improve teaching and learning history? 4. MEDIA LITERACY- What does it mean to be a literate person living in a media rich culture? Why study media? 5. DESIGN- How to design effective instruction integrating media education, semiotics theory and multicultural education into the social studies curriculum? Methodology included analysis of media surveys, process papers, questionnaires, electronic journals and reflection papers, responses to online activities and the process of producing documentaries, transcripts of interviews, and the content analysis of multimedia projects and presentations. The study used three theoretical framework; semiotics, media literacy, and multicultural education. The study explored the wide range of meanings participants associate with media education; the impact of video production activities in social studies curriculum; and the ways in which they integrated history and multicultural education in their documentaries. Conference participants will be able to: • argue the challenges and advantages of media production in social studies curriculum, • develop skills in deconstructing existing curricula in social studies and communicating media messages, • examine the process of producing documentaries as classroom tools for teaching and learning, • integrate the use of media in an instructional context, • explore lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects • evaluate the suitability of the medium to the material. In conclusion, the main goal of this presentation is to draw on the natural links between media literacy and teacher education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society. Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media literacy and media production into their curriculum in order to prepare new generation for media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This presentation will focus on reconstructing social studies curriculum in teacher education programs through the process of producing video documentaries. Teacher candidates researched, produced, and presented their video documentaries researching and reflecting on American History, People and their stories. Candidates deconstructed and assessed the national and local social studies curriculum and standards; interviewed k-12 educators; and documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teacher candidates explored, designed, and created the strategies, curricula, and programs for improving student outcomes, also the candidates gained alternative point of view on historical events and renewed interest and commitment to multiculturalism. This presentation promotes literacy through media production in teacher education, describes teacher candidates' reactions, discoveries, and experiences with media, and showcases their multimedia projects. It is based on the qualitative research conducted on teaching online classes and investigated over one hundred educators in seven different states. To date, few scholarly studies have investigated either the power of documentary storytelling in the classroom or the impact of media production on multicultural education. This study attempts to fill the gap by outlining the natural links between multicultural education and communication. Methodology included analysis of media surveys, process papers, questionnaires, electronic journals and reflection papers, responses to online activities and the process of producing documentaries, transcripts of interviews, and the content analysis of multimedia projects and presentations. The study used three theoretical framework; semiotics, media literacy, and multicultural education. The study explored the wide range of meanings participants associate with media education; the impact of video production activities in social studies curriculum; and the ways in which they integrated history and multicultural education in their documentaries. Some of the research questions answered in the study: 1. AUDIENCE-What are the participants’ personal experiences in media production? How can educators prepare students for the symbol-rich culture in which they live in and function as informed and productive citizens in a democratic society? 2. PROBLEMS- What common problems do the participants share in their media production activities? 3. SUGGESTIONS- What suggestions do participants make in order to improve teaching and learning history? 4. MEDIA LITERACY- What does it mean to be a literate person living in a media rich culture? Why study media? 5. DESIGN- How to design effective instruction integrating media education into the multicultural curriculum? The goals of this participatory presentation will discuss strategies for integrating media education into the social studies curriculum, offer creative suggestions for producing video in the classroom with minimal resources and equipment, outline teacher candidates’ online course experience with documentary storytelling, and showcase the teacher candidates' multimedia projects. This session will also focus on researching historical documents; deconstructing social studies history books and curricula using Semiotics Theory and Multicultural perspective; and exploring activities, exercises, and assessment strategies and tools that align with the local and national curriculum standards addressing Media Literacy and Social Studies curriculum. This session will benefit teacher candidates, k-12 educators and students, parents, media specialists, and administrators who seek alternative strategies and tools in teaching and learning history. This session is especially designed for new or experienced teacher educators who would like to integrate new media and technologies into social studies curriculum. The format of the session will be a presentation of the study and the resources, showcase of teacher candidates’ selected video projects, and interactive group discussion. The research paper and the results of the study will be provided as a hand-out. The presentation (PowerPoint) and the online course outline will be posted on the website. http://euphrates.wpunj.edu/faculty/yildizm/Patterson2004 Conference participants will be able to: argue the challenges and advantages of media production in social studies curriculum, develop skills in deconstructing existing curricula in social studies and communicating media messages, examine the process of producing documentaries as classroom tools for teaching and learning, integrate the use of media in an instructional context, develop ideas for lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects. In conclusion, the main goal of this presentation is to draw on the natural links between media literacy and multicultural education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.