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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.
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.
Strategies for Exploring Authenticity in
Media Messages:
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.
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?
Media Literacy Education vision is having
By the end of the course, learners become
able to:
1-Explore fake things and give attitudes.
2-Distinguishing between good and fake
advertisements
3-Interact with real situations.
4-Use
collaboration , communication and
give opinions.
5-Relate
oral words to actual actions.
6-Value
their natural, social and cultural
environments.
7-Connecting students to the community and engages
them in the design of collaborative solutions to existing
regional problems.
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.
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?
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?)
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?
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.
Responsible citizenship, democracy, freedom and
