Visualization as a New Media Literacy

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.

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Understanding new media literacy: The development of a measuring instrument

Computers & Education ◽

10.1016/j.compedu.2015.02.006 ◽

2015 ◽

Vol 85 ◽

pp. 84-93 ◽

Cited By ~ 29

Author(s):

Ling Lee ◽

Der-Thanq Chen ◽

Jen-Yi Li ◽

Tzu-Bin Lin

Keyword(s):

New Media ◽

Media Literacy ◽

Measuring Instrument ◽

New Media Literacy

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Risiko Online Pada Remaja dan Pendidikan Literasi Media Baru

Jurnal Communicate ◽

10.31479/jc.v2i1.70 ◽

2018 ◽

Vol 2 (1) ◽

pp. 13

Author(s):

Amia Luthfia

Keyword(s):

New Media ◽

Media Literacy ◽

Literacy Education ◽

Negative Effects ◽

Literacy Curriculum ◽

Wide Range ◽

On Line ◽

New Media Literacy ◽

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Teenager aged 10-19 years is the digital native generation and thetj are connected with the virtual world almost every time. Online activities they do, among others, are connected through social media, search for information on various websites, downloading music, watching movies via YouTube, read the news, play on-line games, and etc. Teens' on-line activity behind it has a variety of risks and should be examined together with any kind of on-line risks experienced by adolescents as a first step in order to minimize the negative effects that rcould occur. This article contains a study of the conceptualization of on-line risk, scope and classification of on-line risk; featuring a wide range of research<br />011 the influence of social environment on the risk of on-line teens; and attempts to deal with the risk of negative media that hit young people through new media literacy education. Media literacy curriculum that already exist.>hould be adapted to the characteristics of new media. At its core, the new media literacy should include: (1) media literacy; (2) d igital technologtj literacy; (3) civil and social respol?sibility; and ( 4) imagination and creativih;.

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