Teaching Truth, Lies, and Accuracy in the Digital Age: Media Literacy as Project-Based Learning

2019 ◽  
Vol 74 (2) ◽  
pp. 185-198 ◽  
Author(s):  
Yonty Friesem
Keyword(s):  
Media Literacy ◽  
Power Relations ◽  
Digital Age ◽  
Literacy Education ◽  
Learning Model ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Media Literacy Education

The post-truth era has challenged traditional ways of teaching journalism and media literacy. Media literacy education can offer a useful lens for teaching students to be more critical. This pedagogy article describes a semester-long undergraduate course designed to deconstruct information disorder in the post-truth era by looking at economics, ideology, and power relations. Applying a project-based learning model allowed students to enhance their digital and media literacy skills by inquiring about the accuracy of a variety of sources centered on a single story.

scholarly journals Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Joshua Gaston
Keyword(s):  
Media Literacy ◽  
English Language ◽  
Language Skills ◽  
Virtual Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Efl Teachers ◽  
Efl Students ◽  
English Language Skills

Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy. Keywords: media literacy, ESL, EFL, COVID-19

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

New Media Literacy in 3-D Virtual Learning Environments

2009 ◽  
pp. 257-269 ◽  
Author(s):  
Yufeng Qian
Keyword(s):  
New Media ◽  
Learning Environments ◽  
Media Literacy ◽  
Virtual Learning ◽  
The United States ◽  
Literacy Education ◽  
Literacy Skills ◽  
Virtual Learning Environments ◽  
Media Literacy Education ◽  
Learning Programs

This chapter reviews the use of 3-D virtual learning environments in kindergarten through secondary education in the United States. This emerging new learning environment poses new challenges to learners and requires broader spectrum of media literacy skills. By examining exemplary 3-D virtual learning programs and current state of media literacy education, this chapter reconceptualizes media literacy as integrated learning skills required in the emerging learning environments and identifies new directions to media literacy education to better prepare students to be competent learners and citizens in the digital age.

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

2018 ◽  
pp. 239-265
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

2016 ◽  
pp. 161-185 ◽  
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

News Credibility and Media Literacy in the Digital Age

2019 ◽  
pp. 135-155
Author(s):  
Stephanie Jean Tsang
Keyword(s):  
Media Literacy ◽  
Digital Age ◽  
Motivated Reasoning ◽  
Literacy Education ◽  
Point Of View ◽  
Fake News ◽  
News Content ◽  
Media Literacy Education ◽  
Digital Era ◽  
News Credibility

With the hostile media phenomenon as an overarching framework, this chapter discusses how challenging it can be for media literacy education to successfully combat motivated reasoning in which individuals are likely to be hostile when exposed to news content that is incongruent with their personal point of view. Such discussion is vital in times when news audiences are cynical and skeptical towards both politicians and media agencies. Given the importance of understanding and studying individuals' perceptions of news biases and assessments of news credibility, this chapter makes a case for establishing more objective standards for journalistic work to overcome the challenges brought about by the rise of fake news in the digital era.

News Credibility and Media Literacy in the Digital Age

2021 ◽  
pp. 544-564
Author(s):  
Stephanie Jean Tsang
Keyword(s):  
Media Literacy ◽  
Digital Age ◽  
Motivated Reasoning ◽  
Literacy Education ◽  
Point Of View ◽  
Fake News ◽  
News Content ◽  
Media Literacy Education ◽  
Digital Era ◽  
News Credibility

With the hostile media phenomenon as an overarching framework, this chapter discusses how challenging it can be for media literacy education to successfully combat motivated reasoning in which individuals are likely to be hostile when exposed to news content that is incongruent with their personal point of view. Such discussion is vital in times when news audiences are cynical and skeptical towards both politicians and media agencies. Given the importance of understanding and studying individuals' perceptions of news biases and assessments of news credibility, this chapter makes a case for establishing more objective standards for journalistic work to overcome the challenges brought about by the rise of fake news in the digital era.

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