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.

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.

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.

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.

Perceived media influence on youth bullying and substance abuse behaviors

2018 ◽  
Vol 33 (4) ◽  
Author(s):  
Patrick C. Herbert ◽  
Darson Rhodes ◽  
Je’Lynn Tiberi-Ramos ◽  
Taylor Cichon ◽  
Hailee Baer ◽  
...  
Keyword(s):  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Test Scores ◽  
Health Risk Behaviors ◽  
The Internet ◽  
Media Influence ◽  
Literacy Curriculum ◽  
Literacy Interventions ◽  
Digital Media Literacy

Social influences and ‘new media’ may contribute to students participating in risky health be-haviors. An evidence-based, digital media literacy curriculum was delivered by members of a communitysubstance abuse prevention coalition to upper elementary-aged students in a local afterschool program.Written pre-post assessments of perceived media influence on their health risk behaviors were completedby participants. Mean pre-test scores for ‘Influence of the Internet’ were significantly (p<.01) higher thanpost-test scores. Results reflect participants reporting the internet had less influence on their health choicespost-program than pre-program. Media literacy interventions can be effective when used in the afterschoolsetting.

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.

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.

The Role of Local Intermediaries in the Process of Digitally Engaging Non-Users of the Internet

2014 ◽  
Vol 151 (1) ◽  
pp. 137-145 ◽  
Author(s):  
Sora Park
Keyword(s):  
Digital Divide ◽  
Digital Media ◽  
Social Environment ◽  
Media Literacy ◽  
The Internet ◽  
Digital Networks ◽  
Internet Users ◽  
Digital Engagement ◽  
Digital Media Literacy

This article aims to provide a better understanding of the process of becoming digitally engaged. Those who cannot utilise digital networks are systematically disadvantaged, particularly in a hyper-connected world in which services are provided online by default. By interviewing and observing clients and trainers at a telecentre, the ACT Digital Hub, this study investigated the process that non-internet users undergo – from digital readiness to digital engagement – in order to become adept users. Intermediaries such as telecentres play a crucial role in equipping non-users with digital readiness, which is a precursor to digital media literacy. Social environment also plays a significant role in non-users' digital readiness. Rather than focusing merely on the provision of access to bridge the digital divide, we need a longer-term investment in adequate environments, such as sustainable community training centres, that nurture digital readiness.

Digital Media and Cosmopolitan Critical Literacy

2016 ◽  
pp. 46-68
Author(s):  
Thomas W. Bean
Keyword(s):  
Digital Media ◽  
Critical Literacy ◽  
Media Literacy ◽  
Risk Society ◽  
The Internet ◽  
Global Risk ◽  
Critical Media ◽  
Global World ◽  
Digital Media Literacy

In this chapter I consider contemporary global conditions pointing to what some scholars term “a global risk society” where digital media and Cosmopolitan Critical Literacy offer a counterpoint to human rights, health, climate, and terrorist threats. By examining current research in global youth communication across nation-state boundaries via the Internet, existing research suggests that tapping into digital media literacy and critical media literacy will be crucial for developing an informed and critical citizenry. At present, studies of transnational youth navigating old and new affiliations across national borders are in their infancy. Nevertheless, the existing research holds promise for developing global world citizens who can realize an ethos of cosmopolitan, critical citizenship through the affordances of digital media.

Sign in / Sign up

Export Citation Format

Share Document