New media and literacies: Amateurs vs. professionals

First Monday ◽  
2010 ◽  
Author(s):  
Tibor Koltay
Keyword(s):  
Critical Thinking ◽  
New Media ◽  
Division Of Labor ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Selection Of

New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

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.

scholarly journals 21st Century Workforce Initiatives: Implications for Information Literacy Instruction in Academic Libraries

2017 ◽  
Vol 34 (2) ◽  
pp. 15 ◽  
Author(s):  
Laura L. Leavitt
Keyword(s):  
Critical Thinking ◽  
Organizational Behavior ◽  
Educational Reform ◽  
Information Literacy ◽  
21St Century ◽  
Literacy Instruction ◽  
Graduate Level ◽  
Reform Initiatives ◽  
Current Information ◽  
Selection Of

The discussion that follows is designed to expose the reader to a selection of educational reform initiatives that fall under the “21st Century Workforce” umbrella. The aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena are plentiful. The author’s efforts to incorporate information literacy principles and to encourage critical thinking in a graduate level organizational behavior class – in light of these initiatives and in response to employer feedback – are also discussed. It is hoped that the followinginformation will inspire librarians to explore the initiatives further and to re-examine current information literacy and instruction efforts within this larger framework.

scholarly journals TOPICS OF MEDIA LITERACY IN THE CONTENT OF PRIMARY AND SECONDARY EDUCATION IN THE SUBJECT OF THE LATVIAN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 588-598
Author(s):  
Sandra Murinska ◽  
Inga Kaļva-Miņina
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Content ◽  
Primary And Secondary Education ◽  
Lack Of Information ◽  
Teachers And Students ◽  
The Subject

People are facing the growth and access of information, as well as the various forms of communication. While some part of society experience a lack of information, others are flooded with printed, broadcast and digital content. UNESCO argues that media and information literacy can provide answers to questions related to our culture of information and critical thinking. Media literacy must be discussed through education, because teachers are the key person to literacy of the society. An important way to update media literacy among teachers and students is to introduce it in the curriculum. The topic of media literacy is currently included in the curriculum based on the new competency approach in Latvia. When evaluating the curriculum of the subject of the Latvian language, the aim of the paper is to determine which topics and aspects of media literacy are included in the curriculum of the Latvian language and what pupils' skills and knowledge they promote.  

scholarly journals The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

2021 ◽  
Author(s):  
Paula Renés-Arellano ◽  
Ignacio Aguaded ◽  
Maria Jose Hernández-Serrano
Keyword(s):  
Teacher Training ◽  
New Media ◽  
Information Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Educational Systems ◽  
The Past ◽  
Media Ecosystem ◽  
The Media ◽  
New Curricula

Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.

Knowledge visualization and mapping of information literacy, 1975–2018

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Omwoyo Bosire Onyancha
Keyword(s):  
Social Sciences ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Library Instruction ◽  
Knowledge Visualization ◽  
Complex Information ◽  
Effective Delivery ◽  
Scopus Database

This article examines the evolution of information literacy over 43 years (from 1975 to 2018), using knowledge visualization and mapping of its literature, as indexed in the Scopus database. Results reveal that information literacy has evolved from being a library- and/or librarianship-oriented concept to a multidisciplinary field and is no longer restricted to social sciences but is spread across 27 disciplines in Scopus’ subject classification. New literacies have emerged after 2000 to include digital literacy, media literacy, health literacy, business information literacy, metaliteracy, content literacy, workplace information literacy, scientific literacy and science literacy. Library instruction remains a prominent method of information literacy delivery in academic libraries. We conclude that information literacy is dynamic and spread across many disciplines and would, therefore, require interdisciplinary and collaborative approaches for its effective delivery in what is turning out to be diverse and complex information and learning environments.

Perspectives on Media Literacy, Digital Literacy and Information Literacy

2012 ◽  
pp. 28-33 ◽  
Author(s):  
Monica Fantin
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Cultural Landscape ◽  
Writing Skills ◽  
Media Education ◽  
Literacy Programs ◽  
Digital Culture ◽  
Reading And Writing ◽  
Definition Of

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

scholarly journals A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Hyejin Park ◽  
Han Sung Kim ◽  
Han Woo Park
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Social Impact ◽  
Computational Thinking ◽  
Language Education ◽  
Research Trends ◽  
Ict Literacy ◽  
Academic Communities ◽  
Scientometric Study

AbstractPurposeDigital literacy and related fields have received interests from scholars and practitioners for more than 20 years; nonetheless, academic communities need to systematically review how the fields have developed. This study aims to investigate the research trends of digital literacy and related concepts since the year of 2000, especially in education.Design/methodology/approachThe current study analyzes keywords, co-authorship, and cited publications in digital literacy through the scientometric method. The journal articles have been retrieved from the WoS (Web of Science) using four keywords: “Digital literacy,” “ICT literacy,” “information literacy,” and “media literacy.” Further, keywords, publications, and co-authorship are examined and further classified into clusters for more in-depth investigation.FindingsDigital literacy is a multidisciplinary field that widely embraces literacy, ICT, the Internet, computer skill proficiency, science, nursing, health, and language education. The participants, or study subjects, in digital literacy research range from primary students to professionals, and the co-authorship clusters are distinctive by countries in America and Europe.Research limitationsThis paper analyzes one fixed chunk of a dataset obtained by searching for all four keywords at once. Further studies will retrieve the data from diverse disciplines and will trace the change of the leading research themes by time spans.Practical implicationsTo shed light on the findings, using customized digital literacy curriculums and technology is critical for learners at different ages to nurture digital literacy according to their learning aims. They need to cultivate their understanding of the social impact of exploiting technology and computational thinking. To increase the originality of digital literacy-related studies, researchers from different countries and cultures may collaborate to investigate a broader range of digital literacy environments.Originality/valueThe present study reviews research trends in digital literacy and related areas by performing a scientometric study to analyze multidimensional aspects in the fields, including keywords, journal titles, co-authorship, and cited publications.

scholarly journals Competência virtual para a mediação da informação e do conhecimento (virtual literacy)

2008 ◽  
Vol 6 (2) ◽  
pp. 64
Author(s):  
Daniela Melaré Vieira Barros
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy

O presente trabalho tem por objetivo apresentar possibilidades de uso da tecnologia na gestão da informação científica, em sua divulgação e na transformação do conhecimento em forma digital, acessível a todas as pessoas, sem restrição. Para tanto, as teorias que subsidiam este trabalho são a information literacy, a virtual literacy, a media literacy e a digital literacy. Essas teorias são as bases da competência de uso da tecnologia com seus elementos centrais para o processo de divulgação científica mediante recursos educativos. A seguir, destacaremos as referências e os padrões de uso dessa competência para esse trabalho, sua aplicação e a viabilização de procedimentos. 

scholarly journals An Approach to Digital Literacy through the Integration of Media and Information Literacy

2019 ◽  
Vol 7 (2) ◽  
pp. 4-13 ◽  
Author(s):  
Marcus Leaning
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Technology ◽  
Digital Literacy ◽  
Critical Approach ◽  
Communicative Practices ◽  
Gradual Development ◽  
History Of ◽  
History Of Information ◽  
Future Direction

Digital literacy often serves as an ‘umbrella’ term for a range of distinct educational practices which seek to equip the user to function in digitally rich societies. This article explores two of these practices, information literacy and media literacy and through an examination of their histories and practices proposes a future direction for digital literacy. The article consists of three main sections. Section one considers the history of information literacy. The gradual development and refinement of information literacy is traced through a number of key texts and proclamations. Section two is concerned with media literacy. It is noted that media literacy education evolved in three broad strands with each pursuing differing political ends and utilising different techniques. The three approaches are still evident and differences in contemporary media education practices can be understood through this framework. The final section argues that while media and information literacy offer much there are deficiencies in both: media literacy lacks a full engagement with the nature of digital technology and how digital technology affords users new communicative practices while information literacy has not fully developed a critical approach in the way media literacy has. It is asserted that integrating and strategically revisiting both approaches offers a digitally aware and critically nuanced direction for digital literacy.

scholarly journals On the issue of forming and evaluating personal digital literacy

2020 ◽  
pp. 66-74
Author(s):  
Dmitry A. Ivanchenko
Keyword(s):  
Information Security ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Basic Principles ◽  
Digital Skills

Various approaches of foreign and Russian researchers to the study of digital literacy are considered; the directions of digital literacy are highlighted, they include media literacy, information literacy, information security and digital skills; the basic principles of forming and evaluating digital literacy are defined.

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