MICT - Media literacy @ IAMCR2011
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The document discusses the development of a conceptual model and framework to measure media literacy. It proposes that media literacy includes competences (skills, knowledge, and attitudes), media use, and external influences. The conceptual model goes beyond traditional skills-based definitions of media literacy. It accounts for how media use, context, and external social and environmental factors impact an individual's level of media literacy. The researchers aim to measure media literacy through a combination of quantitative and qualitative methods like surveys, observations, experiments, and interviews.
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Media literacy is the ability to access, analyze, evaluate, and create media. It involves understanding how media messages are constructed, the techniques used, the intentions of the creator, and the impact on the audience. There are several key aspects of media literacy, including being able to think critically about media, understand different perspectives, and create media responsibly. Teachers can integrate media literacy into any subject area by having students evaluate different media sources, compare representations of topics in various media, and create their own media projects. Media literacy skills are assessed based on students' comprehension of key concepts, depth of analysis, and ability to apply technical skills.
Q1-Civil service commissions – creation of the 1883 civil ser.docx
Q1-
Civil service commissions –
creation of the 1883 civil service commission, what was this commission designed to do? What was its purpose? What was it all about?
What were those added responsibilities In the civil service reorganizations act. 1978 3 new organizations, what created? How did they split up responsibilities to the old civil service commissions? Names of the 3 new organizations and what they do?
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© 2003 Center for Media Literacy / www.medialit.org Literacy for the 21st Century / Orientation & Overview y 21
2. Media Literacy: A Definition
The definition most often cited in the US is a succinct sentence hammered out by participants at the 1992
Aspen Media Literacy Leadership Institute:
… the ability to access, analyze, evaluate and create media in a variety of forms.
Definitions, however, evolve over time and a more robust definition is now needed to situate media literacy in
the context of its importance for the education of students in a 21st century media culture. CML’s MediaLit
Kit™ uses this expanded definition:
Media Literacy is a 21st century approach to education.
It provides a framework to access, analyze, evaluate and create messages in a
variety of forms – from print to video to the Internet.
Media literacy builds an understanding of the role of media in society as well as
essential skills of inquiry and self-expression necessary for citizens of a democracy.
What is important to understand is that media literacy is not about “protecting” kids from unwanted messages.
Although some groups urge families to just turn the TV off, the fact is, media are so ingrained in our cultural
milieu that even if you turn off the set, you still cannot escape today’s media culture. Media no longer just
influence our culture. They are our culture.
Media literacy, therefore, is about helping students become competent, critical and literate in all media forms
so that they control the interpretation of what they see or hear rather than letting the interpretation control them.
To become media literate is not to memorize facts or statistics about the media, but rather to learn to raise the
right questions about what you are watching, reading or listening to. Len Masterman, the acclaimed author of
Teaching the Media, calls it “critic ...
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-Constantino_Joanne 8/14/23
Media literacy.pptx
Media literacy is the ability to access, analyze, evaluate, and create media. It involves understanding how media messages are constructed, the techniques used, the intentions of the creator, and the impact on the audience. There are several key aspects of media literacy, including being able to think critically about media, understand different perspectives, and create media responsibly. Teachers can integrate media literacy into any subject area by having students evaluate different media sources, compare representations of topics in various media, and create their own media projects. Media literacy skills are assessed based on students' comprehension of key concepts, depth of analysis, and ability to apply technical skills.
Q1-Civil service commissions – creation of the 1883 civil ser.docx
Q1-
Civil service commissions –
creation of the 1883 civil service commission, what was this commission designed to do? What was its purpose? What was it all about?
What were those added responsibilities In the civil service reorganizations act. 1978 3 new organizations, what created? How did they split up responsibilities to the old civil service commissions? Names of the 3 new organizations and what they do?
Q2-
Public employee rights –
Part 1: what are the 3 different concepts of the relationships between public employees and their employer dealing with rights?
Part 2: what are the rights of public employees, dealing with free speech at the work place, personal liberty and the right to be involved with politics?
Q3-
Human resources policy and planning-
Discuss the types of costs that organization will incur dealing with replacement fee?
What are the three different ways of downsizing ?
What are the types of questions that an agency might want to answer when putting togather in human resources plan ?
© 2003 Center for Media Literacy / www.medialit.org Literacy for the 21st Century / Orientation & Overview y 21
2. Media Literacy: A Definition
The definition most often cited in the US is a succinct sentence hammered out by participants at the 1992
Aspen Media Literacy Leadership Institute:
… the ability to access, analyze, evaluate and create media in a variety of forms.
Definitions, however, evolve over time and a more robust definition is now needed to situate media literacy in
the context of its importance for the education of students in a 21st century media culture. CML’s MediaLit
Kit™ uses this expanded definition:
Media Literacy is a 21st century approach to education.
It provides a framework to access, analyze, evaluate and create messages in a
variety of forms – from print to video to the Internet.
Media literacy builds an understanding of the role of media in society as well as
essential skills of inquiry and self-expression necessary for citizens of a democracy.
What is important to understand is that media literacy is not about “protecting” kids from unwanted messages.
Although some groups urge families to just turn the TV off, the fact is, media are so ingrained in our cultural
milieu that even if you turn off the set, you still cannot escape today’s media culture. Media no longer just
influence our culture. They are our culture.
Media literacy, therefore, is about helping students become competent, critical and literate in all media forms
so that they control the interpretation of what they see or hear rather than letting the interpretation control them.
To become media literate is not to memorize facts or statistics about the media, but rather to learn to raise the
right questions about what you are watching, reading or listening to. Len Masterman, the acclaimed author of
Teaching the Media, calls it “critic ...
Ems - Summer I ’11 - T101 Midterm Exam Review
The document provides an overview of key concepts relating to media life perspectives and media usage. It discusses how:
- We live in media and define ourselves through media with no distinction between biology and technology.
- A good media life focuses on cultivating responsibility, goodness and beauty rather than distinguishing media from real life.
- Media life basics include how media shape our understanding of the world and identities, and the participation gap in skills and access to opportunities in a media-centric society.
- Companies are adapting to become "marketplaces" that personalize media experiences and foster social participation through intimate consumer knowledge and unobtrusive, helpful advertising.
Growing Up Wired
This document provides an overview of a presentation on media literacy and how students learn about each other from media. It discusses how students today spend many hours engaged with various screens and media. It outlines key concepts of media literacy like understanding that media messages are constructed and have embedded values. The presentation emphasizes teaching students to think critically about the media they consume and engage with by applying concepts like analyzing purpose, credibility and balance. It also explores how social media and new technologies are changing how students learn and engage with each other.
Youth Culture, Self-Representation and Digital Identity
The document discusses how youth culture and digital identity are transformed through media technologies. It asks how existing social formations are changed and what new forms of social interaction are enabled. Main topics covered include how conceptions of space and time are altered by media engagement, how online media allows for constructing multiple identities, and how social media like Twitter can be used to create and play with one's identity presentation.
Youth Online PP
The document discusses how youth culture and digital identity are transformed through new media technologies. It explores how concepts of space and time are altered when people engage with media. Twitter is presented as a tool that allows users to create and play with their own identity through public yet limited messages. Multiple identities can be constructed online as people can transition between different interest groups and communities with ease in social networks.
Digital literacy
Digital literacy refers to an individual's ability to use digital tools and technologies to find, evaluate, utilize, share, and create information. It involves skills such as internet searching, hypertext navigation, knowledge assembly, and content evaluation. Digital literacy is dependent on social and generational factors, and teachers may lack skills that students possess from growing up with technology. Maintaining digital literacy skills is important as technologies continue to change and society becomes more dependent on digital tools and interfaces.
MIL-LESSON1.pptx
This document provides an introduction to a lesson on media and information literacy. It begins by stating the learning competency for the module, which is to describe how communication is influenced by media and information. It then outlines the four lessons that will be covered: 1) Introduction to Media and Information Literacy, 2) Media, Society, Culture, and You, 3) Brief History of Media, and 4) Communication Models and Theories. The document proceeds to provide content and activities for Lesson 1, including definitions of key terms, examples, and discussion questions.
Bjmc i, cm, unit-i, mass communication
This document discusses key concepts related to mass communication including definitions, components, and functions. It defines mass communication as using mass media to send messages to large audiences to inform, entertain, or persuade. The key components it identifies are mass communicators, mass messages, mass media, mass communication, and mass audiences. It describes mass communicators as those who produce messages for mass media like journalists and advertisers. Mass messages are the content like news, movies, songs, etc. Mass media are the vehicles that carry these messages like newspapers, TV, radio, etc. It also discusses the size and diversity of mass audiences. Finally, it outlines several functions of mass communication including providing information, reflecting cultural values, entertainment, and mobilizing
L1DAY2 - Bridges for Communication and Information.pptx
The document discusses media and information technology's role in communication. It describes how technologies allow people to connect globally and share information widely. Specifically, social media helps people stay connected with friends and family living apart. While media is a good channel for communication and information, it also has some risks. It can spread misinformation and fake news. People may abuse media by posting without considering consequences. Excessive media use can also cause medical, social and psychological issues.
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MICT - Media literacy @ IAMCR2011
- 1. Media literacy in a social media culture. Hadewijch Vanwynsberghe, Steve Paulussen & Pieter Verdegem, IBBT-MICT, UGent
- 19. Building blocks of media literacy? Media competences Media use External variables Socio-economics & demographics
- 20. Conceptual model (work in progress)
- 21. Van Deursen & Van Dijk (2008), Davis,(1989), Verdegem & Verhoest (2009), Ajzen (1985), Ferro et. Al. (2010), Meneses & Momino (2010), Livingstone & Helsper (2007), etc. Venkatesh (2003), Valente (1995), Fleming et. al. (2006), Valcke et. al. (2007), etc. Fulk (1993), Valcke et al. (2007), Hobbs & Frost (2003), Jenkins (2006), Martens (2010) , Robinson et al. (2003) Correa (2010), Durndell (2002), Hsieh et. al. (2008), Livingstone & Bober (2004), Tondeur et. al. (2010)