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.

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 DEVELOPMENT OF CRITICAL THINKING SKILLS: COMPARATIVE ANALYSIS OF MEDIA LITERACY LEVEL IN BOSNIA AND HERZEGOVINA AND LATVIA

2017 ◽  
Vol 2 ◽  
pp. 504
Author(s):  
Sandra Murinska-Gaile ◽  
Sabahudin Hadžialić
Keyword(s):  
Critical Thinking ◽  
Comparative Analysis ◽  
Mass Media ◽  
Media Literacy ◽  
Bosnia And Herzegovina ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Main Hypothesis ◽  
The Media ◽  
The Impact

The aim of this paper is to look on level of media literacy and activities in this field in two countries – Latvia and Bosnia and Herzegovina. People are exposed to a flow of diverse content of information and opinions, there it is important to discuss about media education and it`s outcome – the media literacy. Media literacy helps people to analyze, evaluate, and create messages thus develops people's critical and creative abilities. The survey about credibility of mass media, critical use of information, understanding of media literacy in each country, institutions promoting media literacy and the impact of media literacy on political decision making was carried out. The main hypothesis of this case study was that media literacy is basic presumption of the establishing the critical thinking of society of developed democratic consciousness.The comparative analysis showed that sociological aspect in the area of Bosnia and Herzegovina within the deep division in the society itself, with the lack of consensual awareness creates presumption trust completely into the mass media, while in the case of Latvia there is just few answers related to the existing media literacy.

scholarly journals COVID-19 MISINFORMATION: HOW DOES SCIENTIFIC INFORMATION LITERACY PREVENT IT?

2021 ◽  
Vol 8 (1) ◽  
pp. 39-76
Author(s):  
Muhammad Retsa Rizaldi Mujayapura ◽  
Karim Suryadi ◽  
Sardin Sardin
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Scientific Information ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
The Public ◽  
Information Literacy Skills ◽  
News Literacy

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

scholarly journals Review Analysis of Video Blogging, Ethnoscience and Social Media Literacy in the Era of the Industrial Revolution 4.0

2021 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Indah Beti Lestari ◽  
Sudarmin Sudarmin ◽  
Ellianawati Ellianawati ◽  
Wiyanto Wiyanto ◽  
Woro Sumarni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Publish Or Perish ◽  
Self Confidence ◽  
Quasi Experimental ◽  
Video Blogging ◽  
Positive Effect

Research on Vlogs, ethnoscience, and social media literacy, is one of the trends in the era of the industrial revolution 4.0, so it is exciting to research. However, scientific studies are still relatively new and rare. A systematic review is not yet available. Thus, the purpose of this study was to analyze the review content of synthesized articles with a focus on the study of the authors' origin, aims, method variations, and findings. This research's data collection method adopted the PRISMA design, consisting of four steps: identification, screening, eligibility, and inclusion. Article searches are carried out using the publish or perish application directly linked to Google Scholar search. The total number of articles found was 2971 articles in the period 2016 to 2020. This study was decided to review 25 articles with the distribution of 8 Vlog, 6 ethnosciences, and 11 social media literacy. The results showed that (1) Indonesia was the country that was ranked first out of nine countries on the topics of Vlog by 75% and ethnoscience topics by 67%, (2) the purpose of the research is on average testing, finding and developing topics with other variables, (3) the research methods also used varied, including descriptive qualitative, quasi-experimental, exploratory, survey, literature review, and R&D, (4) The findings indicate that these topics are interesting to study because they have a positive effect on learning, increasing learning motivation, self-confidence, speaking skills, understanding concepts, and critical thinking skills, innovative, creative to the entrepreneurial character.

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.

The Implementation of a Literacy Achievement Program

2021 ◽  
pp. 138-151
Author(s):  
Kemi Elufiede ◽  
Beth Terrell
Keyword(s):  
Literacy Development ◽  
Structural Model ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Literacy Achievement ◽  
Development Programs ◽  
Hard Skills

This chapter discusses the implementation of a literacy achievement program, the Carnegie Kids Club (CKC), developed by Carnegie Writers, Inc. (CW), a nonprofit organization that focuses on writing and literacy education. CKC is a community-based program designed to assist children with the improvement of literacy skills as they relate to reading, writing, and creativity. With this, the program seeks to approach literacy development skills based on addressing critical thinking skills, as these are soft skills that promote the development of hard skills. The chapter includes relevant literature about literacy development, programs, instruction, and evaluation. Lastly, it provides the CKC current structural model, assessment, and future research.

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