Putting Me in Media

2014 ◽  
pp. 149-168
Author(s):  
Christine Wells
Keyword(s):  
Media Literacy ◽  
World Wide ◽  
Authentic Learning ◽  
Life Skill ◽  
Wide Audience ◽  
Learning To Read ◽  
Creation Process ◽  
Integrated Method ◽  
Screen Media ◽  
Digital Assets

Like learning to read or write, or acquiring the fundamentals of mathematics, screen media literacy is rapidly becoming an essential life skill. This dominant and expansive interface for contact, culture, and commerce has become the way we communicate now. Given the power and reach of the screen, it seems essential that as with any other fundamental skill, we must begin to understand and create within this medium in a more foundational, intentional way. But the language of the screen is complicated, rapidly becoming almost as multidimensional and multifaceted as the number of users it encompasses. Additionally, given its reliance on technology, it is an ever-changing landscape fraught with the challenges of chasing the elusive cutting edge. This chapter looks at a more back to basics approach to screen media literacy by offering instruction in what screen media really is and how to create it in a more foundational and transferable fashion. Using simple, accessible technology, people become more screen literate and the creation process enables deeper, more authentic learning, with the credence and accountability of a potentially world wide audience. Focusing on an integral part of a process developed by the Rosebud Institute – an organization committed to making screen media literacy more broadly understood and accessible – this step-by-step, integrated method delivers a new understanding of media literacy. Using simple, accessible technology, participants create dynamic, original ePortfolio websites themselves and distribute their work to an ever-expanding audience. Developed along with Rosebud's founder and director, Paul Chilsen, the process encourages individuals to find their own voice and embrace the me in media, moving us towards a future where people will instantly capture, identifiably own, intelligently store, and instinctively know what to do with their digital assets, allowing us all to communicate more effectively and thrive in a media-saturated world.

Putting Me in Media

2013 ◽  
pp. 221-240
Author(s):  
Christine Wells
Keyword(s):  
Media Literacy ◽  
World Wide ◽  
Authentic Learning ◽  
Life Skill ◽  
Wide Audience ◽  
Learning To Read ◽  
Creation Process ◽  
Integrated Method ◽  
Screen Media ◽  
Digital Assets

Like learning to read or write, or acquiring the fundamentals of mathematics, screen media literacy is rapidly becoming an essential life skill. This dominant and expansive interface for contact, culture, and commerce has become the way we communicate now. Given the power and reach of the screen, it seems essential that as with any other fundamental skill, we must begin to understand and create within this medium in a more foundational, intentional way. But the language of the screen is complicated, rapidly becoming almost as multidimensional and multifaceted as the number of users it encompasses. Additionally, given its reliance on technology, it is an ever-changing landscape fraught with the challenges of chasing the elusive cutting edge. This chapter looks at a more back to basics approach to screen media literacy by offering instruction in what screen media really is and how to create it in a more foundational and transferable fashion. Using simple, accessible technology, people become more screen literate and the creation process enables deeper, more authentic learning, with the credence and accountability of a potentially world wide audience. Focusing on an integral part of a process developed by the Rosebud Institute – an organization committed to making screen media literacy more broadly understood and accessible – this step-by-step, integrated method delivers a new understanding of media literacy. Using simple, accessible technology, participants create dynamic, original ePortfolio websites themselves and distribute their work to an ever-expanding audience. Developed along with Rosebud’s founder and director, Paul Chilsen, the process encourages individuals to find their own voice and embrace the me in media, moving us towards a future where people will instantly capture, identifiably own, intelligently store, and instinctively know what to do with their digital assets, allowing us all to communicate more effectively and thrive in a media-saturated world.

Media and the Moving Image

2013 ◽  
pp. 177-190
Author(s):  
Paul Chilsen
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Moving Image ◽  
Creation Process ◽  
Screen Media ◽  
Program Manager ◽  
The Future ◽  
The Creation

We are immersed in a culture of spoken media, written media, and – like it or not – screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the future increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what screen media is, how it is created, how it relates to other literacies, how the internet is changing it, and how this all informs everyday teaching and learning, the Rosebud Institute seeks to make screen media literacy more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how – using simple, accessible technology – people can become more screen media literate by creating digital films and ePortfolios themselves. Developed along with Rosebud’s program manager, Christine Wells, the creation process enables deeper, more authentic learning, allowing us all to communicate more effectively, to self assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2015 ◽  
pp. 249-264
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2018 ◽  
pp. 602-618
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

Media and the Moving Image

2014 ◽  
pp. 1419-1431
Author(s):  
Paul Chilsen
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Moving Image ◽  
Creation Process ◽  
Screen Media ◽  
Program Manager ◽  
The Future ◽  
The Creation

We are immersed in a culture of spoken media, written media, and – like it or not – screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the future increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what screen media is, how it is created, how it relates to other literacies, how the internet is changing it, and how this all informs everyday teaching and learning, the Rosebud Institute seeks to make screen media literacy more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how – using simple, accessible technology – people can become more screen media literate by creating digital films and ePortfolios themselves. Developed along with Rosebud's program manager, Christine Wells, the creation process enables deeper, more authentic learning, allowing us all to communicate more effectively, to self assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2017 ◽  
pp. 1251-1267
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

scholarly journals Embracing complexity: the post-secular pilgrimage of Eric-Emmanuel Schmitt

2010 ◽  
Vol 22 ◽  
pp. 228-243 ◽  
Author(s):  
Ruth Illman
Keyword(s):  
Academic Writing ◽  
World Wide ◽  
Mystical Experience ◽  
Life Story ◽  
World View ◽  
Interreligious Dialogue ◽  
Spiritual Journey ◽  
Wide Audience ◽  
Transformative Process ◽  
Academic Philosopher

This article deals with the phenomenon of pilgrimage as a personal transformative process; an exploration of spiritual space rather than a journey undertaken to a physical place. The analysis focuses on the life story and authorship of the novelist and playwright Eric-Emmanuel Schmitt (b. 1960). Schmitt began his career as an academic philosopher specialised in enlightenment rationality. A mystical experience in the deserts of Sahara, however, opened his eyes to the spiritual dimensions of reality and encouraged him to redirect his professional strivings from academic writing to fiction. Today, Schmitt has reached a world-wide audience with his plays and novels on interreligious dialogue, especially the series of five short novellas called Le cycle d’Invisible. These narratives all deal with inter-religious encounters in a complex and compassionate way as Schmitt is particularly concerned with preserving the mystery of the situations he describes. The atheist conviction of his previous life has thus given way to an agnostic and mystically inspired world view focusing on diversity, divinity and inexplicability: “I am obsessed with complexity”, as he puts it himself. The presentation is based on ethnographic material, and key themes to be addressed include pilgrimage as a spiritual journey, interreligious encounters and mystical experiences.

A circuitous route

2018 ◽  
Vol 24 (3) ◽  
pp. 248
Author(s):  
Diana Jones
Keyword(s):  
Young People ◽  
Natural History ◽  
World Wide ◽  
Small Child ◽  
Conservation Science ◽  
Wide Audience ◽  
Natural History Collections ◽  
New Ideas ◽  
Circuitous Route ◽  
The Way

Little did I know as a small child with a love of nature and exploration that one day I would be doing exactly the same thing – studying biology, exploring new and exciting environments, and telling everyone about it! – as well as realising my wildest dreams. However, it has been a circuitous route, with several swerves and ups and down. On the way through, I have been resilient and developed skills in diverse areas, by taking advantage of whatever opportunities were offered to me and being receptive to new ideas and ways of doing things. My STEM background has affected and enhanced every position I have held in this broad, life-long education. My ultimate passion is unlocking the information contained in historical and contemporary natural history collections, and translating why this work is important and why we should be looking after our environment, to a world-wide audience. Hopefully, this will engender in young people especially a curiosity about their world and a desire to pursue careers in conservation science – just like me!

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