Media Literacy Curriculum

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Teaching Media Literacy in the Classroom - Video & Lesson Transcript |  Study.com





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My



 Researching Journal Article



in




Media Literacy




Curriculum






Mr. / Girgis






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.


 


Related image
 


Teaching Media Literacy - LearnSafe


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.



 


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.


 


Videospecialist - Opleiding - VISTA college



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 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:




Educational Initiatives — Lauren Walsh



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.



According to NAMLE recommendation, I took my

teachers, senior teachers and learners to our local TV

station to practice the theoretical teaching I presented

before.  There, our learners could communicate with the

 people in charge of the media. They asked, answered

and communicated using their critical thinking skills.

They asked about everything. I saw real brainstorming

and self-exploration.




Our learners used accessing, analysis, synthesis,

evaluation, creation mixed with their imagination and

acting. It took the shape of interview, then it changed

 into a webinar. Our learners saw a (Talk Show) program

 practically. At the end of the program, they

erviewer, content, the message, the aim, their opinion,

their own addition and their self-reflection.

 


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.


 


Classroom Teachers - California Teachers Association



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


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.



8-The main goal is to leverage the talents of our

students to drive positive social change, and to build

sustainable public-facing initiative


 


Elementary Education Degree | Creighton University




4-Curriculum Resources




(Fake and reliable magazines,

advertisements, news, texts, stories,

posters, chats and rumors) of :




1- Facebook, Instgram, Twitter, Yahoo,

TV Advertisement and  You Tube

advertising programs to critically identify

 what they read in a book, see in daily life

 ,watch advertisements through TV

channels,radio stations or face on the

internet sites.



2-E-mail, TV commentators and Radio

broadcasters.



3-Create media pages on the social

media sites like YouTube to do self-

reflection and feedback.



4-Intelligent mobiles to communicate ,

analyze and evaluate to create and act

with others.



5-CDs, film circles TV channels and video

conferences



6-School library and the city library to

read books, magazines




7-Story theater and storytelling

classroom.


8-Classroom language journal


9-Blogs and Ning networks in the

classroom.


10-Authentic environment relia and

situations.


11-Transcripts, video and digital stories..


12-Create school Broadcast programs to

start its work in the morning queue and to

 deal with inside the classroom in terms

 of analysis, evaluation, creation,

reflection and acting..


13-Visit museums and watch their video

programs in groups to be reviewed in

classroom after return to school.


14-Do interviews, debates and webinars

with the school visitors.


15-Visit the real fields of work (Factories,

 farms and projects).


16-Learn for social change and explore

through school journeys.


17-Learn the pragmatics of complaining.


18-Robust Reasoning to find out, explore

 and discover.



19-Abstracts from other journals.



20-Letters to researchers, scientists,  

Editors and reviewers.



21-School wall magazines and school

bulletin Boards presenting their

collaborative creation.



22-Texts, script, transcript,posters,

advertisements, magazines. local

elections, school Union elections. 


 


 


 Methods of Teaching


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.

 


Effective Teaching in Elementary Schools | Oklahoma State University



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.


 


Sharon Walpole develops improved English curriculum for elementary teachers



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.
 


New Approach to Student Teaching Yields Results | PolyCentric



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?


 


Student teachers go solo in Arizona classrooms due to teacher shortage



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?


 


Information for Clinical Educators - Office of Clinical Studies



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.

 



California flunks financial literacy instruction



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.


 


View Resources:






1-Media Literacy Education.



2-Language & communication




3-Competency-based teaching.



4- Learner-centered Teaching.



5-Intercultural Communication




6-Teaching Strategies.




7-Interaction  /  Interactivity




8-Intercultural Communication.




9-Education and development.




10-How to conduct ELT workshop.




11-Task-based language teaching.




12-Human Resources Management.





13-Homogeneous VS Heterogeneous.
 



14-Language communication research.

Cover photo of Forum



English Teaching Forum 2010,



Volume 48, Number 1




1-Professional Development




2-Academic Writing




3-Grouping Schemes





4- Teaching Writing in  Contexts




5-Snowboarding: Wild Rides




6-Lesson Plan




7-The Lighter Side




8-Education for sustainable development.




.9-The role of Assessment




10-Teaching diverse and multi-cultured



7- / Digital Literacy  / 



/ Computing & ICT  /



 / Technology Literacy  /




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