Media Literacy

Curriculum

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Media Literacy

Curriculum

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"He himself bore our sins” in his

body on the cross, so that we

might die to sins and live for

righteousness; “by his wounds you

have been healed.” ~ 1 Peter 2:24

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either!

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Media Literacy

Curriculum

1-Vision.

2-Mission.

3-Aims.

4-Resources and material.

5-Methods of teaching

6-Course content (19 lessons).

7-Teaching activities.

8-Assessment and Evaluation.

9-Learning outcomes.

10-Feedback.

New Education? Wow !!!!

Information Literacy includes the

following media:

1-Traditional Alphabetic Literacy.

2-Library Literacy.

3-Cultural Literacy.

4-Visual Literacy.

5-Network Literacy.

6-Computer Literacy.

7-Media Literacy.

Media Literacy

Vision

The Northwest Alliance for Responsible Media is

committed to monitoring the influence of news and

entertainment media on our society, educating the

community about this influence, and working with

media professionals to influence the industry to act

responsibly in helping create a thriving cultural

environment for all.

Mission

We envision a community that:

Understands the effect of media on our community

and culture.

Works with media to enhance the vitality and

development of our community.

Empowers youth and adults to become critical

media consumers.

Encourages media to act as responsible,

effective stewards of this critical public trust.

Goals

Our goals include:

Planning and developing effective ways to address

media violence.

Organizing and educating our community about

media literacy and responsibility.

Audiovisueel Specialist (bol, mbo) | ROC Midden Nederland

Building a Media Literate World

Over the last decade, we have seen media literacy

education move into the cultural conversation.

Calls for media literacy education reverberate in

classrooms everywhere, at education conferences,

in policy meetings, and in the local and national news.

We have seen astounding growth in practice,

research, community-based efforts, and policy. To

witness how the media literacy community has grown

in number and in force is truly amazing.

However, despite the obvious progress, we find

ourselves still struggling to enact media literacy

education on a national and global level. While our

grassroots efforts are impactful, we are still a long

way from a systemic change in education,

a change that prioritizes the importance of media

literacy skill-building across discipline and age

groups.

The most important question of all:

how do we ensure media literacy education is an

essential part of our world? How do we as a community

level up and make change?

For some, this will look like fine-tuning your teaching

practice, for others, it might be sharing your latest

research or learning about policy efforts in your state.

Each one of us has an important role to play as

educators, scholars, and advocates. It is time we come

together to discuss and strategize how to scale our

efforts and move forward to make media literacy

education a priority for all.

Frontiers | Media Literacy, Social Connectedness, and Digital Citizenship in India: Mapping Stakeholders on How Parents and Young People Navigate a Social World

Media Literacy Curriculum

Media in all forms conveys information purposefully

constructed from a specific perspective (bias) that stems

from individual experience and context. Commercial

companies introduce online programs and use online

advertisements to enable the audience know about their

products and buy them. This will enable the commercial

companies to achieve money profits and fame.

These companies use means of media to achieve these

commercial purposes. They use the TV advertisement

and programs, Radio audio advertisements, newspapers

news texts, articles and pictures, graphics, magazines

stories and projects, online social media news texts or

scripts like Facebook, Twitter, Instgram and

What's App. to advertise their products to earn

much money.

Some of these commercial companies are good. They

use right audio and visual text, scripts, transcripts actual

situations in the street. They are true, honest, clear and

believable. They are not trickers or fraud. You can rely on

them to follow them safely. People (old and young) rush

to buy their products after a short time of access, analysis,

evaluation, creation, then acting.

They create media and communicate with Mass when

they access to Facebook or twitter to help citizens be

conscious and aware of of fake commercial media films

of companies.

Other commercial companies use the same technique

and strategy to advertise their products, but they are fake

, not true or honest as they use the same technology to

advertise their product or investing projects as if they

were advertising for good good products or believable

means of investments.

Their aim is the consumer's money and never mind the

truthfulness or good service for their clients' money. They

want us to buy their products or follow their commercial

project to have our money dishonestly.

This is a great problem. How can we protect our younger

against this fake commercial media. There must me

some education in this field to help our younger to avoid

commercial cheating, fake, tricks and disputes or loss of

money.

Here, Media literacy education is the solution. Our

younger must be commercially educated. They must

learn this new method of media teaching. After learning

media Literacy education, and when our younger see,

read or watch any commercial advertisements, short film

programs or any means of investment or an article or a

text in a news paper or a magazine, they will not be

tricked by such commercial companies.

What will they do? They will access to that advertising

short movie, film or advertisement, whatever the

method is, they will start the process of analysis,

evaluation to such script or text. Then, they create

something new to add to such script or shared

investing project or service advertisement to change

it from being a bad, incredible and unreliable one

into a good, credible and reliable one.

They reflect themselves through communication

expressing their opinions and new exploration and

inspire others.

Now, They can buy the product, deal with that article,

share in that program or project, invest with such

company or bank and encourage watching such

advertising short videos products.

Here, the client or learner feels safe, not tricked. He

didn't lose his money. He didn't share in fake

investments. He didn't fall a victim for fake

commercial companies

This science is called Media Literacy Education.

Media literacy's "inquiry process" transforms

teaching and frees the teacher to learn along with

students -- becoming a "guide on the side" rather

than a "sage on the stage. Meets the needs of

students to be wise consumers of media,

managers of information and responsible producers

of their ideas using the powerful multimedia tools

of a global media culture.

It engages students. . . bringing the world of media

into the classroom connects learning with "real life"

and validates their media culture as a rich

environment for learning."This science will teach him

to access, analyze, evaluate, create and act.

He will he ask himself and answer

himself the following questions?

Who created this advertisement or message?

Why did they make it?

Who is the message for?

What techniques did they use to make their message

credible?

What details were left out, and why?

How did the message make you feel?

Or in other words:

Who is conveying this message?

What incentive might they have to convey information

from this perspective?

What language and media (e.g., text, audio, video,

graphics) are they using to describe this message?

What audience is this message crafted for?

Really, it is new education.

Strategies for Exploring Authenticity in

Media Messages:

Project: 1

I followed your recommendations, (That are of The

professors of The National Association For Media

Literacy Association, NAMLE) with my private school

learners effectively and successfully. As a senior

supervisor of English at high schools in Egypt,I held

professional development workshops and webinars

and lectured my teachers about Media Literacy

Education.and lectured my teachers about Media

Literacy Education.

I used my computer, data-show and short video films

that contained (Advertisements, Stories, News, scripts,

texts, Information) to present the (Media Literacy

education lessons) which I prepared and planned

before.

The subject was new for my teachers, supervisors and

learners as they used to teach their lessons through

lecturing or dictating and the learners were as passive

listeners or just containers ready to be filled with just

information without any participation from the side of

the learners (Teacher-based Learning method).

I talked about media literacy education and how

it needs learners to access, analyze, evaluate, create,

reflect and act.

4 Strategies for Teaching Media Literacy in High School | Edutopia

Then, in groups, they were asked to communicate

acting the same program roles using their added

creation and imagination. It was a wonderful and

exciting view.

Learners created their own media in groups, with the

addition of their recommendations according to their

different views.

They succeeded. Their explored creative additions

won our admiration. They were praised and greeted

with applauds and cheering. It was the teaching of

observation out of a real experience, followed by

analysis, evaluation, creation, reflection and acting.

We could see the individual differences of our

learners.

Fun, joy, curiosity, self expression, self esteem, self-

confidence, scientific dreams excitement, enthusiasm

and future aspirations were seen in the learners'

eyes, talks and feedback.

We came back and did a fruitful feedback. The

feedback included a hot discussion at schools.

All people were happy as they learnt how to learn

perfectly, effectively, practically and correctly. They

asked for more and more.

A wonderful report with our recommendations to

repeat the (experience as part of the curriculum) was

written and offered to the authorities who were very

happy about the learners' soul of thinking, pairing

and sharing.

I recommended this method of teaching to be

included in the education curriculum, starting from

the next year.

IRS changes amount teachers can deduct for classroom expenses - al.com

Project : 2

My Future teaching strategy plan:

( Media Literacy Education must be

included in curriculum )

I will introduce ideas and best practices

educators can use to inspire creative, young

storytellers. This includes a deep dive into

different types of media - from e-books to

augmented reality - and a look at real-world

success stories from inside and outside of the

classroom.

This session will help educators understand the

important role media creation plays and explore

how educators are using media to engage their

youngest learners in the content creation

process.

My teachers learn how to support your students' safety

and privacy online so they can get started making

media. Understand what online safety and privacy

looks like as both a media consumer and media

producer. This professional learning series is for

anyone who works with young children at home, in a

center, or in a school-based learning setting.

Media literacy isn’t just one skill. It’s a collection of

skills, including critical thinking, information literacy,

technology literacy, and a variety of other 21st Century

skills. Essentially, you’re teaching students how to be

critical — but critical within reason.

By the time you’re done teaching media literacy, your

students should be able to identify harmful fake news

and propaganda on sight. When they can, they’ll be

much safer from the dangers of an ever-evolving

Internet that’s become a spawning ground of

misinformation. So how can you actually teach your

students this complex concept?

Coronavirus back-to-school plans have teachers worried

The Curriculum

1-Media Literacy Vision:

Media Literacy Education vision is having

learners that can critically analyze what

they hear, see, hear and see and explore

its truthfulness , liability and commercial

purpose.

2-Media Literacy Mission:

Enabling learners to access, analyze,

evaluate, create, reflect and act using all

forms of communication and collaboration.

3-Media Literacy Aims:

By the end of the course, learners become able to:

1-Explore fake things and give attitudes.

2-Distinguishing between good and fake

1. Developing Multimedia Skills

One important part of being media-savvy in the 21st

century is knowing how to use different types of

tools, both separately and together. We now have

text, audio, video, augmented reality, and 3D

printing. We have social media and interactive

media.

We have books, newspapers, film, and TV. We have

blogs and vlogs. Today’s students need to be well

versed in all of these in order to navigate the world

ahead.

Considering the rapid pace of 21st century

technology, we especially need to prepare students

for types of media that don’t exist yet. This means

helping them become as comfortable as possible

with the kinds of media that currently exist, since

future technologies will be built off of them.

With Canva, students can effectively create their own

websites with a unique URL. Have them practice

putting presentations together and sharing them on

social media channels. They can also embed videos

and links to other web pages in their presentations.

2. Recognizing Bias

Teach students to recognize which channels might

highlight which kinds of facts, emphasize certain kinds

of contexts or angles, and use different tones. At the

same time, teach them to recognize their own biases,

which can influence their perceptions of the media as

well. It goes both ways.

Biases can be political as well as personal. In an

episode of National Public Radio’s Fresh Air, journalist,

fake news expert, and Buzzfeed media editor Chris

Silverman reveals that the kind of news which

performed best on Facebook during the Clinton-Trump

election was fake news that confirmed biases viewers

already had.

In other words, if someone posted a false news story

smearing Hillary, it would be believed and shared most

by viewers who already held negative perceptions of her.

Ask students to evaluate a few sources that exemplify

these types of bias, then have them write a report on

how to recognize bias in the media. Possible sources

might include articles, blog posts, excerpts from books,

speeches, podcasts, radio or TV programs, posters,

ads and commercials, academic papers, YouTube

videos, or short films.

3. Shaping the Media Ourselves

A free, open media is essential to a democratic

society. Media education ensures that future

generations will be able to think for themselves and

not just be shaped by what they see and hear.

In a truly democratic society, people are going to

butt heads and disagree, but these differences are

honored by a “majority rules” mentality. On some

level, this means that if the media is truly

representative of the people it serves, then it should

highlight the controversy, conflicts, and questions

raised by its citizens. In this way, people can and

should help shape the media.

For an assignment, have students create an entirely

new set of laws around media use in society. Break

everyone into groups and have them present their

ideas to the rest of the class.

Student Teaching | York College of PA

Method key questions:

Who created this?

Was it a company?

Was it an individual? (If so, who?)

Was it a comedian? Was it an artist? Was it an

anonymous source? Why do you think that?

Why did they make it? Was it to inform you of

something that happened in the world (for example,

a news story)? Was it to change your mind or

behavior (an opinion essay or a how-to)?

Was it to make you laugh (a funny meme)?

Was it to get you to buy something (an ad)?

Why do you think that?

Who is the message for?

Is it for kids? Grown-ups?

Girls? Boys?

People who share a particular interest?

Why do you think that?

What techniques are being used to make this

message credible or believable? Does it have

statistics from a reputable source? Does it contain

quotes from a subject expert? Does it have an

authoritative-sounding voice-over? Is there direct

evidence of the assertions its making?

Why do you think that?

What details were left out, and why?

Is the information balanced with different views -- or

does it present only one side?

Do you need more information to fully understand

the message?

Why do you think that?

How did the message make you feel?

Do you think others might feel the same way?

Would everyone feel the same, or would certain

people disagree with you?

Why do you think that?

As kids become more aware of and exposed to news

and current events, you can apply media-literacy

steps to radio, TV, and online information.

Image result for media literacy education

Media Literacy Activities

Implementing critical thinking skills:

1-Collaboration.

2-Communication.

3-Accessing to the means of media.

4-Critical thinking skills including:

5-Analysis and reasoning and Evaluation.

6-Creation and innovation.

7-Reflection and giving opinions and attitudes.

8-Acting or doing.

Evaluating Media Literacy Work

Within four areas, create questions based on

the key concepts:

1-Media are constructions:

Does the student show an understanding of how

the media product was created?

(Few media products are made by a single author.

What were the different contributions of different

creators to the final product?)

How well does the student analyze how the creators’

beliefs or assumptions are reflected in the content?

2-Audiences negotiate meaning:

Does the student show an understanding of this

concept, and of what elements in a medium or a

particular product would be relevant to it?

Can the student identify the intended audience of a

media product, as well as which other possible

audiences might view it differently?

How well does the student identify and analyze the

ways that different audiences might view the media

product differently?

3-Media have

commercial implications:

Does the student show a knowledge and

understanding of the commercial factors

influencing the creation of this media product?

Does the student show a knowledge and

understanding of how the media product was

financed and who owns it?

How well does the student analyze how the content

of the media product was influenced either by

commercial factors or by who created and/or

owned it?

4-Media have social and

political implications:

Does the student show an understanding of this

key concept? Does the student show a knowledge

and understanding of how this medium

communicates ideas and values?

(For example, what kinds of characters are present

and which kinds are absent? Who is shown in a

positive light, and who is shown in a negative light?

Who is shown as having control over their lives,

and who is not?

How well does the student analyze the significance

of the conscious or unconscious, explicit or implicit

messages identified in a media product?

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Learning Outcomes / Competencies:

( Output stage)

Learners achieved:

1-Perfect accessing to the short films, texts or scripts

and doing analysis, evaluation, creation, reflection

and acting.

2-Gaining Knowledge about advertisements, posters,

investing projects and reliable texts, scripts and

commercial short films .

3-Excellent practice for reasoning, analyzing and

evaluating.

4-Achieving Reflection, Self-expression, curiosity,

share,exploration, avoiding commercial fake media

either on TV, Radio, internet, printed books , social

media, magazines, posters or commercial banking

offers or the offers of the candidates during elections.

5-Acquiring Media literacy education habits of inquiry

and skills of expression needed to become critical

thinkers, learners with effective communications and

active citizens in a world where mass media, popular

culture and digital technologies play an important role

for individuals and society.

6-Learners have become aware citizens of all what

they hear, see,read or face in media or in authentic

daily-life situations.

7-Learners have become citizens of critical thinking,

self-expression, analysis, evaluation, creation and

effective communication.

8-Learners have learnt values like honesty, honor,

love, equality,respect of other cultures, fighting

cheating and fake commercial companies.

9-Learners have learnt:

Effective communication

Problem solving

Investigation

Critical thinking skills

Effective use of technology

Understanding the world as a set of related systems

Responsible citizenship, democracy, freedom and

self-expression practice.

10--Learners have learnt co-operation, collaboration,

creation, critical thinking, exploration, discovery,

truthfulness and credibility.