MEDIA LITERACY MEDIA LITERACY

“In communications, media (singular medium) are the storage and transmission channels or tools used to store and deliver information or data. It is often referred to as synonymous with mass media or news media, but may refer to a single medium used to communicate any data for any purpose.” American Psychological Association (APA): media. (n.d.). Online Etymology Dictionary. Retrieved February 24, 2008, from Dictionary.com website: American Psychological Association (APA): media. (n.d.). Online Etymology Dictionary. Retrieved February 24, 2008, from Dictionary.com website:

Multimedia is media and content that uses a combination of different content forms. Text Audio Still images Animation Video Mobile Devices Podcasts Vodcasts Interactive Graphics Concept Maps Software Programs World Wide Web

The ability to access, analyze, evaluate and communicate a variety of media messages Aufderheide & Firestone, 1993; Hobbs, 2008

“Media literacy is the ability to access, analyze, and evaluate the many complex messages presented through the mass media. It focuses on helping young people, in particular, to not only become more careful and critical consumers of media messages so they can make more informed choices about their health, purchases, and values, but to also become creative producers of media to more effectively communicate their thinking, ideas, and priorities.”

Media literacy is an expanded information and communication skill that is responsive to the changing nature of information in our society. It addresses the skills students need to be taught in school, the competencies citizens must have as we consume information in our homes and living rooms, and the abilities workers must have as we move toward the 21st century and the challenges of a global economy. A Resource Guide for Teaching K-12, Ed. 5 (pages 78-80) by Richard D. Kellough

In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy: Like traditional literacy it includes the ability to both read (comprehend) and write (create, design, produce). Further, it moves from merely recognizing and comprehending information to the higher order critical thinking skills implicit in questioning, analyzing and evaluating that information. The Ability To… Access Analyze Evaluate and Communicate information in a variety of formats, including print and non-print.

In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy: Like traditional literacy it includes the ability to both read (comprehend) and write (create, design, produce). Further, it moves from merely recognizing and comprehending information to the higher order critical thinking skills implicit in questioning, analyzing and evaluating that information. The Ability To… Access Analyze Evaluate and Communicate information in a variety of formats, including print and non-print.

In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy: Like traditional literacy it includes the ability to both read (comprehend) and write (create, design, produce). Further, it moves from merely recognizing and comprehending information to the higher order critical thinking skills implicit in questioning, analyzing and evaluating that information. The Ability To… Access Analyze Evaluate and Communicate information in a variety of formats, including print and non-print.

In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy: Like traditional literacy it includes the ability to both read (comprehend) and write (create, design, produce). Further, it moves from merely recognizing and comprehending information to the higher order critical thinking skills implicit in questioning, analyzing and evaluating that information. The Ability To… Access Analyze Evaluate and Communicate information in a variety of formats, including print and non-print.

Media literacy education has entered the K-12 world through many portals Some schools emphasize primarily the study of media issues or the critical analysis of media messages, whereas other schools primarily provide students with opportunities for media production. English language arts Social studies Fine arts Library-skills Educational Technology Vocational Education Health Education

5 Core Concepts5 Key Questions 1. All media messages are constructed. 1. Who created this message? 2. Media messages are constructed using a creative language with its own rules. 2. What creative techniques are used to attract my attention? 3. Different people experience the same media message differently. 3. How might different people understand this message differently? 4. Media have embedded values and points of view. 4. What values, lifestyles and points of view are represented in, or omitted from, this message? 5. Most media messages are organized to gain profit and/or power. 5. Why is this message being sent? From Center for Media Literacy

Friesen, N. & Hug, T. (2009). The Mediatic Turn: Exploring Consequences for Media Pedagogy. Lundby (Ed.). Mediatization: Concept, Changes, Consequences. New York: Peter Lang. Pp : Postman, N (1994). The Disappearance of Childhood. New York: Random House. Eisenstein, E. (1982). The Printing Press as an Agent of Change. Cambridge, UK: Cambridge UP. A Resource Guide for Teaching K-12, Edition 5 by Kellough Educational Psychology by Santrock - Teacher skills pp 11-12, pp