Media literacy for children: Empowering citizens for a mediatized world

2021 ◽  
pp. 204361062110149
Author(s):  
Julio-Cesar Mateus
Keyword(s):  
Professional Learning ◽  
Media Literacy ◽  
Thinking Skills ◽  
Literacy Education ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Education Policies ◽  
Human Right ◽  
Cultural Effects ◽  
Critical Media

Becoming a critical user of media is a premise for citizenship in contemporary times. The use of critical thinking skills in mediatized scenarios demands developing the ability to interact with media, not only in being able to use devices, but also for understanding their socio-cultural effects. Our recent pandemic and political circumstances have raised our levels of awareness about fake news and biased media opinions. Here, I contend that we need to consider three basic arguments that should be taken into account when thinking about media literacy: Access to the internet constitutes a human right, though that is not enough, as we must develop critical media literacy skills as well; media policies should focus on the empowerment of citizens; and media literacy education policies must address the initial and continued professional learning of teachers to ensure its success.

scholarly journals The importance of media literacy education: How Lithuanian students evaluate online news content credibility

2020 ◽  
Vol 13 (2) ◽  
pp. 230-248
Author(s):  
Andrius Šuminas ◽  
Deimantas Jastramskis
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Thinking Skills ◽  
Literacy Education ◽  
Online News ◽  
Critical Thinking Skills ◽  
Traditional Media ◽  
Media Literacy Education ◽  
Tracking Device ◽  
Basic Course

Nowadays, when the flow of fake news in traditional media and on social media plat-forms has increased dramatically, media and information literacy (MIL) skills are more important than ever. MIL promotes the critical thinking skills that enable people to make independent choices, in particular how to evaluate and choose different information sources and channels, as well as how to interpret the news and information received through those channels. This article explores how young people in Lithuania evaluate the trustworthiness of news. Two groups of students were selected for the experiment: young people who had participated in a basic course in MIL, and young people whose learning was minimally related to MIL. The study was conducted using a survey and eye-tracking device that enabled researchers to record and analyse readers’ real behaviour and to identify the dis-tribution of attention, i.e. the concentration of sight and time spent on particular news elements. The research results show a clear difference between these two groups and thus confirm the importance of media literacy education.

scholarly journals CT SIG: Critical media literacy for learner-empowering news media courses

2014 ◽  
Vol 38 (5) ◽  
pp. 6
Author(s):  
Anna Husson Isozaki
Keyword(s):  
Media Literacy ◽  
News Media ◽  
English Learners ◽  
Information Overload ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Solid Base ◽  
Comprehension Skills ◽  
Current Events ◽  
Critical Media

News media literacy is challenging but essential for English learners participating fully in the global community. Gaining news-comprehension skills is complicated by information overload; students need critical strategies to sort through sources and get a reliable grasp on current events. Critical thinking skills are crucial too, for engaging with news: from access, to discussion and participation. Building these skills is actually quite manageable, and a consistent focus on critical strategies can provide a solid base for learner-empowering news media courses. This condensed article introduces some resources and methods for helping learners develop skills and enjoy more critical, confident understanding and autonomy in engaging with and responding to news in L2 English. ニュースメディアリタラシーは、グローバル社会の一員である英語学習者には難しいが欠かせない能力である。しかし、英語のニュースを理解するスキルは情報過多により複雑になっている。つまり、情報源を整理し最新の出来事を信頼して把握するのには、学生は効率的な戦略が必要である。批判的思考（クリティカル・シンキング）も、多すぎる情報の中からニュースを理解するために役に立つ。クリティカル・シンキングとは、読んだり、聞いたりしたことをそのまま受け取ったり、否定したりせずに、自分で他の情報を得て、自分自身で決めることである。クリティカル・シンキングは、ニュースに触れる時や、ニュースについてディスカッションをする時、ニュースに関して積極的に問題に取り組む時にも大切である。このスキルを築くことはそれほど難しいことではなく、常にクリティカル・シンキングの方法に焦点を置くことで、ニュースメディア学習のための講座に確かな基礎を作ることができる。本論では、学習者がインターネット上の英語のニュースの理解と使い方を、自信を持って高めることができる情報源（ニュースメディアの参考ウェブサイトなど）を紹介する。

Creative Remixing and Digital Learning

2011 ◽  
pp. 971-978 ◽  
Author(s):  
Renee Hobbs ◽  
Jonelle Rowe
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Online Social Networks ◽  
Online Community ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Digital Learning ◽  
American Idol ◽  
Creative Play

This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because pre-adolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.

Creative Remixing and Digital Learning

2009 ◽  
pp. 1440-1448
Author(s):  
Renee Hobbs ◽  
Jonelle Rowe
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Online Social Networks ◽  
Online Community ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Digital Learning ◽  
American Idol ◽  
Creative Play

This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because pre-adolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.

Creative Remixing and Digital Learning

2008 ◽  
pp. 230-240
Author(s):  
Renee Hobbs ◽  
Jonelle Rowe
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Online Social Networks ◽  
Online Community ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Digital Learning ◽  
American Idol ◽  
Creative Play

This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because preadolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.

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.

Who invited the librarian? Studio critiques as a site of information literacy education

2017 ◽  
Vol 42 (2) ◽  
pp. 73-79 ◽  
Author(s):  
Larissa Garcia ◽  
Ashley Peterson
Keyword(s):  
Information Literacy ◽  
Creative Process ◽  
Research Process ◽  
Thinking Skills ◽  
Literacy Education ◽  
Critical Thinking Skills ◽  
Art Students ◽  
Academic Instruction ◽  
Specific Teaching ◽  
A Site

The ACRL Framework for information literacy for higher education, the guiding document for academic instruction librarians in North America, encourages a deep connection between information literacy and discipline-specific teaching practices. In the context of art librarianship, one means of attaining this connection is via librarian participation in studio critiques. Critiques enable librarians to identify the similarities between the research process and the creative process, making information literacy relevant for art students. In two different institutional examples, the ACRL Framework provides a conceptual grounding for studio critiques as a collaborative space between librarians and faculty, where students learn lifelong information literacy and critical thinking skills that enrich their artistic work.

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