1. How do we build shared dialog about media with students around the world? Question

2. Moving Beyond Cynicism We ask What do media do? How can they do it better? Why are media essential? How can YOU be responsible too?  understanding  action  awareness

3. Story (Case Study) Exercise Analysis Criteria Resources Authorship Ownership Teachers Guide 6 Steps to Your GML Lesson Plan

4. What story do you want to tell? What media will you use? How can you be transparent? Who are you telling your story to? How can you engage your audience? Part 1 – Your Story

5. What do you want people to explore? How do you want people to critically engage with this topic? This is more than just questions Part 2 – The Exercise

6. Part 3 – Analysis Criteria

7. ACCESS to media AWARENESS of media’s power ASSESSMENT of how media portray events and issues APPRECIATION for the role media play in creating civil societies ACTION to encourage better communication across cultural, social and political divides.

8. Access Who has access to this information? Are there any barriers to entry? Are there Hi-Fi/Lo-Fi versions of the information? Participation Gap/Digital Divide

9. Awareness What is the meaning of this information in larger social & civic contexts? What are the main issues in the information presented? What are the underlying assertions? How are the stories being told? And by whom?

10. Assessment Who is the intended audience? What’s are symbols? What are hidden messages? From what angle is the story being told? What’s the emotional appeal? Who is speaking, delivering the message? What is omitted from the message?

11. Appreciation In what ways are media beneficial avenues for civil society? What are the civic implications of the information? How does a greater understanding of this information allow for a greater understanding of its purpose? How diverse and independent is the information?

12. Action How is this information produced? What does this form of media production do for the scope, content, and shape of the information? What new opportunities does this production allow for? What restrictions? How participatory is the information? Is there room for dialogue?

13. Diverse? Credible? Titled ? Your resources must be representative and thorough Part 4 – Resources

14. Authorship equals Responsibility Part 5 – Authorship

15. Accuracy Credibility Authority Part 6 – Credits

16. Building ML Theory into your lesson plan Using course content to guide teachers in handling this case study Proving context and guidance for use Part 7 – Teacher’s Guide

17. Seeking diverse, credible, and independent information Learning how play with power, to cover issues, and to participate in democracy Media Literacy can enable citizens to ask questions and evaluate how far they will go to protect choice Goal: Engaged Citizenship in global information societies

18. Lesson Plan under MONITOR: Comparing Graphic Coverage http://www.salzburg.umd.edu/salzburg/new/index.php?q=lessons/212 http://www.salzburg.umd.edu/salzburg/new/index.php?q=lessons/212

19. Lesson Plan under UNDERSTAND: Bridging Religious Divides http://www.salzburg.umd.edu/salzburg/new/index.php?q=lessons/321 http://www.salzburg.umd.edu/salzburg/new/index.php?q=lessons/321