"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
Dear visitor,
Sing to God, sing in praise of his name ,extol him who rides on the clouds; rejoice before him — his name is the Lord. A father to the fatherless, a defender of widows,
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.
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.
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.
The fact is that their products or projects or means of investments are fake, false, inefficient, not practical, unworthy for
its value, false and they trick the people to buy their products or
share them their fake projects.
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.
Itengages 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:
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.
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
communicated with me in groups, about the interviewer, content, the
message, the aim, their opinion, their own addition and their
self-reflection.
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.
Project: 2
This encouraged me do another project. I typed this article of (NAMLE)
about (Meia Literacy Education). I used modern technology. I uploaded
the article to my international personal education website: (www.bchmsg.yolasite.com) to be as an online resource
of knowledge to all my visitors, teachers, supervisors, inspectors,
learners and education policy makers in my country and all over the world.
My education site has a language selector box at the top of my Site Homepage to facilitate dealing with my site content . All teachers and learners in my country and all over the world can access to my sitepage usingthe language they select.
Project 3:
My Future teaching strategy plan:
( Media Literacy Education must be included in the
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?
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
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
You Tube 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
magazines. local elections, school Union elections.
5-Methods of teaching:
01. Recognizing Fake News
Teach students to read past the headline, check the date and author
credentials, gauge the tone and language, and identify biases. It will
take more time, but ultimately it will save them time as they won’t have
to double-check their sources or correct their views later on.
Always have them do a quick search for at least one other source that
states the same thing. Most news—especially if it’s momentous—gets
coverage by more than one organization, so this should be a fairly
clear
indication.
At least in theory, Twitter is a great resource since you can follow
multiple news channels and see how many sources are reporting the
same
information, compare differently phrased headlines for the same
story,
and easily navigate back and forth between full article and feed.
02. Using Multiple Sources
When trying to spot fake news the first thing a student should do is
check other sources for the same story. But this is about more than
truth in numbers: since different sources report different details in
varying levels of depth, students will gain a fuller, more accurate
perspective on an issue when they read, listen, or view more widely.
Have students create a poster or a mind map listing different kinds of
sources, including which ones are reliable
and which ones aren’t.
You can draw inspiration from this writer’s Mind
Map or design your
own from scratch.
3. Gauging Tone and Language
There is a difference between credible and non-credible language,
whether it’s written or spoken. Teach students to develop an “ear” for
it.
People are especially likely to believe what they read or hear when
it’s
couched in language that sounds flowery or academic.
This means we need to make students good writers and speakers
themselves, and to teach them as soon as possible that clear
communication—not fancy or abstract language—should be their
number one
goal. That way, when a politician is blowing a bunch of hot
air into a
camera, they’ll be able to tell.-They use discussion
questions.
Have students read examples of different tones and re-create them in
writing exercises.
04. Questioning Numbers and Figures
Evaluating words often requires evaluating numbers too. Say you
come
across an article that claims “Students perform better in school
when
they get at least eight hours of sleep” and share it on Facebook,
but
when you take a closer look at the cited study, you find that it was
only performed at one school, in one class, on six students. It’s
crucial
that we learn to judge the math behind the message.
Use info-graphics to illustrate how numbers can trick the mind into
buying the whole message, even if those numbers are skewed. Have
students create infographics and teach them to catch misleading facts
and figures. Then, hold a discussion on how false figures influence our
perception and lead us to believe some messages over others.
5. Understanding Images and the Brain
Visual media has an especially large impact on consumers. This is
because there’s a huge part of the brain devoted to visual processing.
It’s called the visual cortex, and it affects our attention, motivation,
and even our emotions. Students need to understand just how powerful
images can be in the media.
Today’s images should be read on at least two levels, says J. Francis
Davis, an adult educator and media education specialist: first, the
immediate emotional level on which we react in a way that “taps our
inner emotions or stories”; second, as products meant to influence us
that way. Once you develop a knack for recognizing the latter, you can
more easily control whether they influence you or not.
And it’s important to do so. In her book Rise of the Image Culture,
Elizabeth Thoman points out that images of perfect people leading
perfect lives have “become a substitute for the search for meaning which
other generations sought in more expansive and significant ways.” Let’s
teach students to think for themselves again.
Have students create “powerful” but misleading messages on posters
with mismatched images and text. See how many students believe the text,
or buy the visual product, and discuss similar examples they may have
seen online, on TV, in print, or on advertisements around town.
06. 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.
07. 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.
08. 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?
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.
6-Curriculum Course Content
1. Logos
1-Teach students brand logos with this simple,
discussion-driven exercise.
Asking your students to share
logos that pop into their heads, such as Long Live Egypt with the flagcolors of Egypt. The next
day, print and bring in the logos. Gather the class in a circle, holding
each logo up one at a time. Ask open questions as you do so.
“How did
you know this logo is "Long Live Egypt
?” “Would you still
recognize it if the colours were green, blue and
purple instead of red,
white and black?” “How important is using the
same colors?” You can
ask follow-up questions based on answers.
You may be surprised to see which logos resonate most with your
students.
Age: 1st to 3rd Grade
2. Describing Characters
Use visual media — such as a movie or television show — to help
young students learn about character traits.
A lesson you can use in language arts
classes, tell each student to pay attention to a particular character
before playing the show or movie. After it’s done, pair students who
focused on different characters together, Instruct each partner to
describe three traits that his or her character demonstrated.
The other
partner should ask “why?” if the description was vague, prompting an
example that supports the characteristics. For example, if a student
says “I think Jenny is smart,” the partner should encourage more detail.
After, the class can work together to thoroughly describe each character.
Age: 2nd to 3rd Grade
3. Building a Cereal Brand
Bring in different cereal boxes to launch an activity that spans
across classes.
It starts by putting students into
small groups, giving each its own cereal box. Group members must analyze
it, noting attributes such as font size, style and placement as well as
elements such as mascot use and facial expression. To smoothen this
process, provide a sheet of questions to consider.
This initial exercise
opens the door to range of activities. For example, students could
watch a commercial for the cereal, analyzing it in a similar way. They
could then script their own ad, recording it using school or personal
devices.
Student creativity will shine, so don’t be surprised if they ask to make ads in other classes.
Age: 3rd to 5th Grade
4. Dissecting Logos, Part II
Expand the first exercise on this list for older students by analyzing
logos more thoroughly.
A basic homework task launches this
activity: Get students to identify and bring up to four pictures of
logos to class. Start the lesson by having them identify each other’s
logos, starting a discussion about how a company would benefit from
being easily-recognizable. You can even ask if they’ve ever bought
something just because they knew the logo.
Allow students to find as many logos as they can across the classroom —
including on apparel they’re wearing. Then, work to make a chart that
visualizes the popularity of the different logos.
Who knew a company’s trademark picture makes for good lesson material?
Age: 3rd to 5th Grade
7-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.
9-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?
10-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.