Global Kitchen Project

Literacy Skills ◽

Participatory Action ◽

Design For Learning ◽

Healthy Eating Habits

The Global Kitchen project promotes health education and 21st century skills using educational technologies among 2nd and 3rd grade elementary classrooms, offers creative strategies for developing culturally and linguistically responsive Universal Design for Learning (UDL) curriculum while integrating global education and media literacy skills into the curriculum with limited resources, and describes participants' reactions, discoveries, and experiences with new media. Situated within the context of teaching and learning, this Participatory Action Research (PAR) project aims to advance scientific knowledge of transdisciplinary project-based curriculum revolving around global nutrition education as a means to promote healthy eating habits among young children in low-income schools while developing media literacy skills and global competencies and offering the tools to teach children ages 8-10 years about nutrition in a meaningful, integrated way as well as outlining the impact of flipped classroom projects.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch010 ◽

2017 ◽

pp. 170-195

Author(s):

Patricia J. Donohue ◽

Kevin Kelly

Keyword(s):

Media Literacy ◽

Digital Literacy ◽

New Technologies ◽

Learning Experience ◽

Personalized Learning ◽

Literacy Education ◽

Literacy Skills ◽

Media Literacy Education ◽

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

Digital Multimedia ◽

10.4018/978-1-5225-3822-6.ch012 ◽

2018 ◽

pp. 239-265

Author(s):

Patricia J. Donohue ◽

Kevin Kelly

Keyword(s):

Media Literacy ◽

Digital Literacy ◽

New Technologies ◽

Learning Experience ◽

Personalized Learning ◽

Literacy Education ◽

Literacy Skills ◽

Media Literacy Education ◽

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.

Advances in Media, Entertainment, and the Arts - Handbook of Research on Media Literacy in the Digital Age ◽

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

10.4018/978-1-4666-9667-9.ch008 ◽

2016 ◽

pp. 161-185 ◽

Cited By ~ 3

Author(s):

Patricia J. Donohue ◽

Kevin Kelly

Keyword(s):

Media Literacy ◽

Digital Literacy ◽

New Technologies ◽

Learning Experience ◽

Personalized Learning ◽

Literacy Education ◽

Literacy Skills ◽

Media Literacy Education ◽

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.

Critique and the video production classroom: providing students the skills to navigate new media literacies

English Teaching Practice & Critique ◽

10.1108/etpc-07-2020-0070 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Jessie Nixon

Keyword(s):

Young People ◽

New Media ◽

Digital Media ◽

Media Literacy ◽

Literacy Skills ◽

Video Production ◽

Structured Interviews ◽

Content Type ◽

New Media Literacy ◽

The Impact

Purpose This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media. Design/methodology/approach This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos. Findings Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended. Originality/value This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

Advances in Multimedia and Interactive Technologies - Handbook of Research on Media Literacy Research and Applications Across Disciplines ◽

Universal Design for Learning, Media Literacy, and Repeated Measures in Inclusion Classrooms

10.4018/978-1-5225-9261-7.ch001 ◽

2019 ◽

pp. 1-12

Author(s):

Susan Rovet Polirstok ◽

Barbara C. Lee

Keyword(s):

Media Literacy ◽

Repeated Measures ◽

Universal Design ◽

Instructional Methods ◽

Multiple Literacies ◽

Student Responses ◽

Inclusion Classrooms ◽

This chapter highlights the role of universal design for learning in inclusive classrooms. How teachers design instruction to meet the diverse needs of all learners in inclusion classrooms is where the importance of universal design for learning lies. UDL is the “what,” “how,” and “why” of learning; its principles provide for multiple means of engaging students, multiple representations of instructional methods and materials, multiple types of student responses, and multiple means of evaluating performance. Presented from the context of multiple literacies including media literacy, this chapter explains how UDL can be applied in the classroom in concert with response to intervention, mastery learning, and repeated measures strategies. This chapter strongly argues the utility of using universal design for learning and its benefits for teaching in inclusion classrooms.

Creating Global Classrooms Using Universal Design for Learning

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch038 ◽

2017 ◽

pp. 703-725

Author(s):

Victoria Brown

Keyword(s):

Digital Literacy ◽

Universal Design ◽

Problem Based Learning ◽

Literacy Skills ◽

Classroom Technology ◽

Digital Content ◽

Culturally Diverse Students ◽

Design For Learning ◽

Global World

Media and digital content has become an integral part of our lives. Digital content has expanded the opportunities for accessing information for individuals with special needs and classrooms with culturally diverse students. Because the digital content is taught through multiple modes, it provides access to information previously available only through print formats. By incorporating universal design into the classroom, the students are using media and digital literacy skills, preparing them for the global world in which they live. In this chapter, a description of universal design will be provided, how to use the digital and media content to create a classroom that honors diversity, and how to use universal design for teaching different languages. The concepts of universal design and the global classroom are pulled together through project or problem-based learning. Finally, a glimpse into the future classroom technology is provided.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

Handbook of Research on New Media Literacy at the K-12 Level ◽

10.4018/978-1-60566-120-9.ch026 ◽

2009 ◽

pp. 403-418

Author(s):

Susan Gibson

Keyword(s):

Decision Making ◽

Problem Solving ◽

New Media ◽

Instructional Strategies ◽

Media Literacy ◽

Digital Literacy ◽

Literacy Skills ◽

Web Based ◽

21St Century Learning Skills ◽

K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Advances in Media, Entertainment, and the Arts - Handbook of Research on Media Literacy in the Digital Age ◽

Creating Global Classrooms Using Universal Design for Learning

10.4018/978-1-4666-9667-9.ch009 ◽

2016 ◽

pp. 186-207 ◽

Cited By ~ 3

Author(s):

Victoria Brown

Keyword(s):

Digital Literacy ◽

Universal Design ◽

Problem Based Learning ◽

Literacy Skills ◽

Classroom Technology ◽

Digital Content ◽

Culturally Diverse Students ◽

Design For Learning ◽

Global World

Media and digital content has become an integral part of our lives. Digital content has expanded the opportunities for accessing information for individuals with special needs and classrooms with culturally diverse students. Because the digital content is taught through multiple modes, it provides access to information previously available only through print formats. By incorporating universal design into the classroom, the students are using media and digital literacy skills, preparing them for the global world in which they live. In this chapter, a description of universal design will be provided, how to use the digital and media content to create a classroom that honors diversity, and how to use universal design for teaching different languages. The concepts of universal design and the global classroom are pulled together through project or problem-based learning. Finally, a glimpse into the future classroom technology is provided.

SOCIAL MEDIA, SOCIAL COMPETENCE DAN REMAJA

Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi) ◽

10.25124/liski.v1i2.819 ◽

2015 ◽

Vol 1 (2) ◽

pp. 146

Author(s):

Khotimatus Sholikhati

Keyword(s):

Social Media ◽

Social Competence ◽

New Media ◽

Digital Media ◽

Media Literacy ◽

Literacy Skills ◽

Young Generation ◽

Use Of Social Media ◽

Competence Framework ◽

Digital Media Literacy

Social media is one of the results of the development new media. It grows with a wide variety of information and technology applications and has a great demand by all levels of society. The use of social media can provide a dual effect on the social fabric of society, especially the youth, because youth are the active users of social media. Students as a young generation need to be prepared with digital media literacy skills to be able to use digital media intelligently and effectively. This study aims to determine the ability of the digital media literacy of students STIKOM LSPR Jakarta, in particularly of the usegae of social media. The research used the instrument of Social Competence Framework based on European Commission (2009) to determine the level of digital media literacy of students. The results showed that the media literacy of students STIKOM LSPR including medium level based on their social competence. Moreover, the result can be used as a foundation in creating digital media literacy education programs.