News Media Literacy as an Alternative to Stricter Laws?
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Renee Hobbs discusses the regulation of platforms like Google and Facebook in a discussion with faculty and students at the University of Mainz.
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Media And Democracy 21st Century Hobbs
1. The document discusses what media literacy is, defining it as an expanded conceptualization of literacy that involves critical thinking skills such as analyzing, evaluating, and creating media messages.
2. Media literacy aims to help people of all ages develop inquiry and expression skills to think critically, communicate effectively, and engage civically.
3. The document outlines core concepts of media literacy education, including analyzing authors and audiences, messages and meanings, and representations versus realities in media.
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The document provides an introduction to mass communication and communication theories. It discusses definitions of mass communication, the role of media, and criteria for evaluating communication theories. Several theories related to mass communication are outlined, including agenda setting theory, cultivation theory, and diffusion of innovation theory. The document also discusses effects of mass media and how social networking services relate to mass communication through their ability to connect people globally and encourage cooperation.
Final Homework for Introduction to Communication Class
The document discusses the use of social media and new technologies in educational settings. It argues that while these tools are being incorporated more frequently, like PowerPoint, they are still being used in traditional ways focused on text. Educators should see new technologies as new literacies and genres, employing them in novel ways to encourage multimedia, visuals, and conversational discourse. The document also discusses using social media like Facebook in the classroom to make learning more collaborative and build collective intelligence among students. It outlines benefits of this approach, like promoting education and sharing information.
Media And Democracy 21st Century Hobbs Morningg
1) Media literacy is an expanded conceptualization of literacy that involves skills like critical viewing, media composition, and understanding the role of media in a democracy.
2) Developing media literacy involves teaching students to access, analyze, evaluate, and compose multimedia messages as well as exploring media issues in society.
3) Integrating media literacy across the curriculum can help students strengthen skills like message analysis, composing multimedia messages, and exploring how media representations may differ from reality.
Media and Learning: Networks for Training and Development
Renee Hobbs addresses educators who specialize in access and inclusion on the topic of digital and media literacy
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The document discusses the importance of media literacy and how it can be taught in elementary school classrooms, defining media literacy as an expanded conceptualization of literacy that helps students access, analyze, create, and reflect on media messages. Research shows that teaching media literacy skills improves learning, inspires leadership, and increases civic engagement as students learn to think critically about the media they consume and create.
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Media And Democracy 21st Century Hobbs
1. The document discusses what media literacy is, defining it as an expanded conceptualization of literacy that involves critical thinking skills such as analyzing, evaluating, and creating media messages.
2. Media literacy aims to help people of all ages develop inquiry and expression skills to think critically, communicate effectively, and engage civically.
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The document discusses the topic of propaganda by defining what propaganda is, where it can be found, and some techniques commonly used. It notes that propaganda can appear in many forms, aims to influence people's attitudes and behaviors, and may use truths, half-truths, or lies. It also states that propaganda is often found in journalism, advertising, government, education, and entertainment. Some key techniques mentioned are activating strong emotions, attacking opponents, simplifying information and ideas, and responding to audience needs.
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The document discusses the impact of media like television, news, and text messaging on language. It notes that media can negatively influence language through the use of violence, swearing, sex, and drugs in television shows, which children may then emulate. The overuse of swear words in media content and conversations may also become normalized and seen as less shocking. Text messaging is also discussed as having an impact on language through the use of shortened words and incomplete sentences.
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The document provides an introduction to mass communication and communication theories. It discusses definitions of mass communication, the role of media, and criteria for evaluating communication theories. Several theories related to mass communication are outlined, including agenda setting theory, cultivation theory, and diffusion of innovation theory. The document also discusses effects of mass media and how social networking services relate to mass communication through their ability to connect people globally and encourage cooperation.
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The document discusses the use of social media and new technologies in educational settings. It argues that while these tools are being incorporated more frequently, like PowerPoint, they are still being used in traditional ways focused on text. Educators should see new technologies as new literacies and genres, employing them in novel ways to encourage multimedia, visuals, and conversational discourse. The document also discusses using social media like Facebook in the classroom to make learning more collaborative and build collective intelligence among students. It outlines benefits of this approach, like promoting education and sharing information.
Media And Democracy 21st Century Hobbs Morningg
1) Media literacy is an expanded conceptualization of literacy that involves skills like critical viewing, media composition, and understanding the role of media in a democracy.
2) Developing media literacy involves teaching students to access, analyze, evaluate, and compose multimedia messages as well as exploring media issues in society.
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This document provides definitions and information related to media and information literacy. It begins with introducing topics like media log, the low-tech future, fake news, and unlocking definitions. It then defines key terms like literacy, media, media literacy, information, information literacy, and technology literacy. It concludes by defining media and information literacy as the essential skills and competencies that allow individuals to engage effectively with media and information, develop critical thinking, and become active citizens.
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This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
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The document provides an overview of what media is and why media studies is important. It defines media as the plural of medium, which is an intervening substance that transmits or carries something else. It discusses how everyone can produce some form of media today, but not everyone has equal power. Media studies is important because media is ubiquitous and impacts our time, memory, and money. Studying media helps us understand its power dynamics, how information is constructed and transformed, and communicate more effectively.
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Social networks allow individuals to create profiles, connect with others, and view connections. They differ from other communication forms by making social connections visible. Research shows social networks like Facebook help sustain strong and weak social ties and allow people to stay connected as their communities change. Social networks also help young people, especially those from low-income families, by fostering peer connections based on interests rather than geography and providing access to influential information and relationships to support school success.
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This document discusses media literacy and its importance in education. It defines media literacy as the process of critically analyzing media content by considering its presentation, underlying messages, and how ownership may affect content. The document also discusses how each medium has its own "grammar" or conventions and how commercial factors can influence media coverage and content. Developing critical media literacy skills helps people become more discerning consumers and producers of media.
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The document discusses media literacy, defining it as the ability to analyze and understand messages in media. It explores what media literacy entails, such as decoding messages and understanding how they are constructed. The document also examines why teaching media literacy is important in today's media-saturated world and suggests it should be integrated across the curriculum rather than taught as an isolated subject.
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This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
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This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
Chapter 12 social media ppt
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
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Renee Hobbs introduced media literacy at the "Critical Eye on the Media" conference in Harrisburg in June 19-20, 2008.
Class 1
The document provides an overview of what media is and why media studies is important. It defines media as the plural of medium, which is an intervening substance that transmits or carries something else. It discusses how everyone can produce some form of media today, but not everyone has equal power. Media studies is important because media is ubiquitous and impacts our time, memory, and money. Studying media helps us understand its power dynamics, how information is constructed and transformed, and communicate more effectively.
Media literacy and media mindfulness in the context of evangelization
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
Media Literacy in Education
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Social networks allow individuals to create profiles, connect with others, and view connections. They differ from other communication forms by making social connections visible. Research shows social networks like Facebook help sustain strong and weak social ties as people move between communities. They also help young people from low-income families form peer connections, access influential information and relationships, and feel more socially belonging which can help them persist in school. While some see online communication as inferior, research finds it can be as friendly, social and intimate as face-to-face interaction.
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Social networks allow individuals to create profiles, connect with others, and view connections. They differ from other communication forms by making social connections visible. Research shows social networks like Facebook help sustain strong and weak social ties and allow people to stay connected across communities. They can also foster peer connections for youth based on interests rather than just geography, giving access to influential information and relationships to build belonging and school success. While some see online communication as inferior, research finds it can be as friendly, social and intimate as face-to-face interaction.
Social networks and education final
Social networks allow individuals to create profiles, connect with others, and view connections. They differ from other communication forms by making social connections visible. Research shows social networks like Facebook help sustain strong and weak social ties and allow people to stay connected as their communities change. Social networks also help young people, especially those from low-income families, by fostering peer connections based on interests rather than geography and providing access to influential information and relationships to support school success.
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This presentation was given by Prof Renee Hobbs as part of the MEDEAnet webinar on “Conversation with Prof Renee Hobbs”" on 5 December 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
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Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
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More from Renee Hobbs
Workshop: Media Literacy Instructional Practices for Every Teacher
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Courageous RI: A Whole-of-Society Approach to Violence Prevention
The document discusses a whole-of-society approach to violence prevention through media literacy, active listening, compassion, and community engagement. It argues that media and technology amplify hate while dialogue programs increase intellectual humility and reduce defensiveness. Training in active listening helps apply media literacy knowledge to understand different perspectives. Courageous conversations that find common ground also help prevent violence. Research shows dialogue programs improve skills like active listening, media literacy, and intellectual humility.
Media Literacy, Artificial Intelligence and American Values
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.
HOBBS Digital Media Literacy.pptx
This document discusses digital media literacy pedagogies. It notes that educators incorporate these approaches for various reasons such as engaging and motivating learners, activating critical thinking, and building students' confidence as authors. The create to learn process involves 5 steps: access, analyze, create, reflect, and take action. Instructors support learning through offering a mix of creative freedom and control. When students shift from passive learning to creating media, they increase engagement and motivation. The document asks questions to prompt reflection on incorporating these approaches in one's own teaching.
Media Literacy Education in a Global Society
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
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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.
Controversial Issues in the Classroom
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Media Lteracy in Action Chapter 4 final
The chapter discusses how competition in the news industry has impacted American society in unexpected ways. It introduces the concept of "news avoiders" who get information from social media rather than news sources. It also covers news values like human interest, conflict and timeliness that influence which stories are covered. The chapter examines techniques like framing that journalists use to make stories more appealing and how this can influence audience beliefs. It analyzes different forms and sources of news today from legacy media to born digital publications to citizen journalism.
Media Literacy in Action Chapter 14
How Do People Become Media Literate? PPT slides to accompany Renee Hobbs's Media Literacy in Action #MLAction
Media Literacy in Action, Chapter 1
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
Digital Authorship and the Practice of Media Literacy
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
Create to Learn: Advancing Collaboration and Creativity
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.
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Propaganda vs. Democracy in a Digital Age
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.
Digital Authorship & Media Literacy
Renee Hobbs gave a presentation on digital authorship and media literacy. She discussed how librarians can support students' creative media production skills and critical analysis abilities. Hobbs covered different digital authorship tools and explained key concepts around copyright and fair use. She emphasized how digital authorship can empower learners and promote skills like creativity, collaboration, and civic participation.
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Digital and media literacy requires technical, cognitive, social, emotional and civic competencies. Educators and students become co-learners through creating digital media, which involves balancing creative freedom with control. Digital authorship is a process involving choice, courage, risk-taking and vulnerability that activates intellectual curiosity and supports lifelong learning.
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2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
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Council of Europe Digital Citizenship Days, November 3, 2020
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Crisis Creates Opportunity: How the Covid Pandemic Advanced Digital Media Lit...
The document discusses how the COVID-19 pandemic created opportunities to advance digital media literacy in schools. It describes a program that provided daily online sessions for teachers over 5 months. The program helped teachers build skills in areas like developing trust online, promoting productive dialogue, modeling media literacy practices, and feeling interconnected while caring for one another. An evaluation found teachers were more likely to adopt strategies modeled in the program and students experienced benefits like improved online skills and well-being.
Best Practices in Digital Learning, Anytime & Real Time
How can digital learning be implemented in ways that deepen engagement and accelerate learning? The coronavirus crisis has created an opportunity to deepen digital literacy and learning competencies for teachers and students alike. In this session, we'll model and reflect upon three best practices of digital learning that go far beyond the Zoom or Google Classroom. Learn more about how trust and respect develop in online communities and discover the power of create-to-learn pedagogies that deepen engagement and accelerate learning. Learn strategies that help you to incorporate "anytime" and "real time" learning for students, teachers, and staff. Even when the coronavirus crisis is over, the best practices of digital learning are relevant to what happens in the classroom as we cultivate habits of mind that advance lifelong learning.
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Workshop: Media Literacy Instructional Practices for Every Teacher
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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- 1. Renee Hobbs Professor of Communication Studies Director, Media Education Lab University of Rhode Island USA Twitter: @reneehobbs News Literacy as an Alternative to Stricter Laws? Johannes Gutenberg University of Mainz Institute of Journalism Frankfurt, November 20, 2017
- 2. What is the problem re: platforms, information, persuasion, propaganda, hate speech & democracy? What technological solutions are feasible? What forms of regulation of platforms are feasible? What are the strengths and limitations of potential technological and regulatory approaches? What is news media literacy? Who acquires these competencies? How are they learned? How is it taught to adolescents? How is it taught to teachers? How is it taught to adults? What are ‘best practices’ in the field? What approaches are less effective? Can news literacy education be successful in Germany? Why or why not? Is news literacy an alternative to regulation? Why or why not? Topics for Discussion
- 3. Further Reading Hobbs, R. (2010). News Literacy: What Works and What Doesn’t. Paper presentation at the Association for Education in Journalism and Mass Communication (AEJMC) conference, Denver, Colorado, August 7, 2010. Hobbs, R. (2011). Connecting Kids with News in their Community. Nieman Reports. News Literacy: What Not to Do. Nieman Reports. Martens. H. & Hobbs, R. (2015). How Media Literacy Supports Civic Engagement in a Digital Age. Atlantic Journal of Communication 23,120 - 137. Hobbs, R. (2015). Mapping the Fields: News, Media and Civic Literacy. Paper presentation at the Association for Education in Journalism and Mass Communication (AEJMC) conference, San Francisco, CA. August 7, 2015. Hobbs, R. (2017). Teaching and Learning in Post-Truth World. Educational Leadership,75(3), 26 - 31.
- 4. CONTACT INFORMATION: Renee Hobbs Professor of Communication Studies Director, Media Education Lab Harrington School of Communication & Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: @reneehobbs ACCESS SLIDES: http://bit.ly/hobbsgmk2017 LEARN MORE Web: www.mediaeducationlab.com