Media Literacy in Education

EPS 590 HER/GSEYouth and Citizenship in a

Digital Age Elementary Education: Kelsey Swanson

Secondary Education: Danielle LitakHigher Education: Sasha Harrison

Career/Adult Learners: Jessica Bauer

IntroductionOverview

Video http://www.youtube.com/watch?v=lKlJOxwyMWU&feature=related

Media Literacy: Where do we stand in education and where can we go in the future to help students?

Internet and Media Literacy in Education: Tools

1. Social Media- FB, Twitter, Skype,

2. User generated Content- Youtube, Wikipedia, Blogs

3. Advertising-Pop ups, Videos, Websites, etc.

US Curriculum and Media Literacy

Case Studies

International Comparisons

Introduction:Media Literacy at

each Level of Education

Elementary Education: Kelsey Swanson (Taiwan,Canada)

Secondary Education: Danielle Litak (Singapore, Canada)

Higher Education: Sasha Harrison (Pacific Region, Hong Kong)

Career/Adult Learners: Jessica Bauer (China, UK)

Conclusion/Discussion Questions

Media Literacy and Elementary

EducationKelsey Swanson

Media Literacy Education in Elementary/Primary Levels in The United States, Taiwan and Canada

Media Literacy Education for citizenship, critical engagement, conscious consuming, deep thinking. When can this begin?"Media literacy should not be considered as an add-on to the already crowded curriculum. A truly interdisciplinary activity, media literacy should be conceived as a means of facilitating the integration of critical thinking skills, aesthetics, the study of value messages, and the study of the social and political implications of media texts. Media education should permeate many activities in geography and global education, science, and language arts  which will be conditioned by the mass media experiences young people bring to the classroom.-Barry Duncanhttp://www.media-awareness.ca/english/teachers/media_literacy/media_ed_approaches.cfm

Media Literacy at the Elementary Level - United States

Young children are exposed to great amounts of mass media daily: television, magazines, video games, radio, internet etc. No official U.S. policies regarding Media Literacy Education at the elementary level, but recognition of importance of teaching children to consciously consume images. Keep children safe, especially in age of internet. Many sets of Best Practices have been established. An example from Cynthia L. Schiebe of Project Look Sharp and Ithaca College, published in American Behavioral Scientist, Vol. 48, No. 1 Sept. 2004:

1. Who made - and sponsored - this message, and what is their purpose?

2. Who is the target audience and how is the message specifically targeted to that audience?

3. What are the different techniques used to inform, persuade, entertain, and attract attention?

4. What messages are communicated (and/or implied) about certain people, places, events, behaviors, lifestyles, and so forth?

5. How current, accurate, and credible is the information in this message?

6. What is left out of this message that might be important to know?

http://www.ithaca.edu/looksharp/PDF_Files/Deeper_Sense_of_Literacy.pdf

Media Literacy at the Elementary Level -

TaiwanMinistry of Education's "Media Literacy Education Policy White Paper" 2002.

Officially included in elementary curriculum and textbooks as of 2011.

Teacher training and competition.

"Through interactive teaching and guidance, students will get to know the media from childhood, cultivate the correct attitude, and spend more time on their language abilities, reading, as well as image and Internet skills...elementary school students will be taught to approach and use media in the correct way”

http://english.moe.gov.tw/content.asp?cuItem=10938&mp=2

Media Literacy at the Elementary Level - Canada

Canada has many established policies regarding Media Literacy Education at all school levels. 

Why? Three reasons…

In 1989, Ontario, where over one-third of Canada's population resides, became the first educational jurisdiction in North America to make media literacy a mandatory component of basic school curriculum.

By 2002 all provinces mandated Media Literacy as part of curriculum.

At elementary level, Media Lit learned in part through games. 

Media Literacy and Secondary

EducationDanielle Davies Litak

Secondary EducationCase Study #1 – United

States

Literacy/Library Media Technology

1 identify the task and determine the resources needed

use digital tools and resources for problem solving and decision making

2 must locate sources, use information, and present findings

collaborate and communicate globally in a digital environment

3 evaluate the product and learning process

apply digital tools and skills with creativity and innovation to express themselves, construct knowledge, and develop products and processes

4 use information safely, ethically and legally

possess a functional understanding of technology concepts and operations

5 pursue personal interests through literature and other creative expressions

Best Practices: 2004, MontanaExample: All Montana High Schools

OPI-Office of Public Instruction, Big 6, ISTE-International Society for Technology in Education, AASL-American Association of School Librarians

Media literacy standards required completion by grades 4, 8,& 12; all MT schools United States media literacy curriculum is varied and not mandated

United States-Montana Information Literacy/Library Media

Required Benchmarks

Grade 8 Grade 12

1 Analyze problem, identify resources, evaluate and select resources

Evaluate problem, determine information needed, evaluate and select resources

2 Locate multiple resources using search tools, evaluate resources, locate and extract information from multiple resources, organize and manage information, create product to present findings

Locate multiple resource using a variety of search tools, evaluate resources, locate, extract, organize and manage information using wide variety of resources, create and defend a product that presents findings

3 Assess quality and effectiveness of product, evaluate how process meet the need of product

Assess quality and effectiveness of product, evaluate process in order to revise strategies

4 legally obtain, store and disseminate text, data, images or sounds, credit ideas and works of others, participate and collaborate inintellectual and social networks following safe and accepted practices

legally obtain, store and disseminate text, data, images or sounds, follow copyright and fair use guidelines, participate and collaborate inintellectual and social networks following safe and accepted practices

5 Use and respond to variety of print, digital, and genres for pleasure and personal growth, analyze and respond to multiple resources and creative expressions for diverse cultures including Montana American Indians, access and use libraries and other information for personal use and make connections to resources beyond school library

Use and critique variety of print, digital, and genres for pleasure and personal growth, evaluate multiple resources and other creative expressions from diverse cultures, including Montana American Indians, access and use resources and information from all types of information environments to pursue personal and creative interests

Secondary EducationCase Study #2 - Singapore

Best Practices: 2007, Future-Schools@Singapore Example: Jurong Secondary School (& Ngee Anne Secondary School)

MOE-Ministry of Education, IDA-Infocomm Development Authority, and private companies

Media Literacy and ICT tested in chosen Future Schools for later countrywide implementation

Project Focus Curriculum Innovations

e-Problem based learning (e-PBL & Vtrek System)

PBL integrated into Science, Maths, and Humanities

Media literacy curriculum Weekly Media Literacy program for Secondary 1 & 2

Community based learning Community-based interactive learning trails

Assessment of 21st Century Skills Communities of Practice

http//www.youtube.com/user/edutopia?v=M_plK7ghGw4

SingaporeTen Dimensions of ICT

http://www.seameo.org/images/stories/Publications/Project_Reports/SEAMEO_ICT-Integration-Education2010.pdf

1 National ICT in Education Vision

2 National ICT in Education Plans and Policies

3 Complementary National ICT and Education

4 ICT Infrastructure and Resources in Schools

5 Professional Development for Teachers and School Leaders

6 Community/Partnerships

7 ICT in National Curriculum

8 Teaching and Learning Pedagogies

9 Assessment

10 Evaluation and Research

Secondary EducationCase Study #3 - Canada

Best Practices: 1987-2006, Ontario Ministry of EducationExample: All Ontario Schools

WNCP-Western and Northern Canadian Protocol for Collaboration in Education, APEF-Atlantic Provinces Education Foundation, MNet-Media Awareness Network, AML-Association for Media Literacy

Media Literacy mandated in all provinces of Canada in English/Language Arts; K-12

Four Strands Media Literacy Strand Expectations

Oral Communication Demonstrate an understanding of a variety of media texts

Reading & Literature Studies

identify some media forms and explain how the conventions and techniques associated with them are used to create meaning

Writing create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

Media Studies reflect on and identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media texts

Canada-OntarioMedia Education Curriculum

Subject Area Strand Expectations

1 Physical Education (1-8)Healthy Active Living (9-12)Health for Life (11)

Healthy LivingHealthy Living & Living SkillsDeterminants of Health & Community Health

2 Canada & World Studies (9-10)

Canada & World Studies (11-12)

Global Connections, Understanding & Managing Change, Methods of Geographic Inquiry & Communication, Human-Environment Interactions, Communities: Local, National, and Global, Change & Continuity, Methods of Historical Inquiry & Communication, Informed CitizenshipIncludes: Citizenship & Heritage, Social, Economic, and Political Structures, Building Knowledge & Understanding

3 Social Science & Humanities (11-12)

Growth & Development, Social Challenges, Law Making, Public & Private Law, Law & Society, The Evolving Nature of Law, Law Reform

4 Technological Education (9-10)

Technological Education (11-12)

Technology Fundamentals, Technology, the Environment and Society, Communication Technology SkillsTechnology, the Environment and Society, Impact & Consequences

Media Literacy and Higher Education

Sasha Harrison

Media Literacy- Higher Ed.- United States- Guam

“ As the World Wide Web and similar Internet hosts have become an integral part of everyday life, some mental health professionals have noted that a percentage of people using the Web do so in a compulsive and out-of-control manner” (Internet Addiction, 2004)

Recent study by Miniwatts International (2005) shows -more than 872 million Internet users in the world

146.9% growth in Internet use during 2000-2005

Population of 165,575, Internet use in Guam increased nearly 900% since 2000 (Miniwatts International, 2005)

http://www.igi-global.com.proxy2.library.illinois.edu/gateway/chapter/full-text-pdf/30146

Media Literacy- Higher Ed. Level – Pacific Region

Pacific Island University- use of technology by students and professors

Technology shaped social change

Student’s probability of success increasingly measured by ability to utilize technology, “information literacy (IL)” (Mackey & Jacobson, 2004; Ragains, 2001; Wright, 2000)

Faculty- DVDs and videos, presentation software, Web, virtual classroom, video conferencing and distance-learning, “anytime, anywhere”

Libraries restructured, electronic databases, including electronic references and full-text journal articles

Danger associated with the overuse/ over-reliance of information resources

http://www.igi-global.com.proxy2.library.illinois.edu/gateway/chapter/30151

Media Literacy- Higher Ed. –Hong Kong

Research project, 12-month period, technology-enhanced assessment, teacher education, virtual learning communities Hong Kong Institute of Education (HKIEd)

Blackboard ML Learning Management System at Institutional level rather than just at departmental level

University Grants Committee (UGC)-funded project that involves collaboration among tertiary institutions in Hong Kong

Learning-oriented assessment project (LOAP) developing awareness and good practices in learning-oriented assessment OL education

Online learning technology changed landscape of teaching, learning, and assessment

http://www.igi-global.com.proxy2.library.illinois.edu/gateway/chapter/full-text-pdf/27665

Media Literacy and Adult Education

Jessica Bauer

Career and Adult Learner Populations

Case Study #1- The United StatesDecentralized approach to policy implementation

Focused more on usage of media and ICT tools and less on analysis of media and ICT

Closely tied to 21st Century learning skills leading to emphasis on K-12 populations, less on adults

Example initiatives:SF –KQED Adult Learning Media Literacy Project (City College of San Francisco)

Media Education Foundation (MEF)http://twitter.com/#!/MediaEd

http://www.thelampnyc.org/2012/04/18/infographic-how-social-media-is-changing-your-news-diet/

The Transmission Project

Career and Adult Learner Populations

Case Study #2- The People’s Republic of China

Utilize a more centralized approach

Similar to US, focused on use rather than analysis

Importance of media literacy recently acknowledged though mainly at primary and high school levels

Expectation it will enhance domestic and global citizenship in the 21st Century

Example initiatives:Chinese Ministry of Education“Information Technology Curriculum Guide in Primary and Secondary Schools” (2000)

“The Outline for National Mid- and Long-term Education Reform and Development Plan” (2010-2020)

The Chinese Language and Literature Network

Career and Adult Learner Populations

Case Study #3- The United KingdomMore centralized approach

One of the lead countries in terms of media literacy education scope and reach

Multi-layered focus on both usage and analysis

European Commission on Media

“considers media literacy as an important factor for active citizenship in today’s information society.”

Example initiatives:UK Film Council- Media Literacy Task Force

UK- UNESCO Literacy for Life

Ofcom & Associate Parliamentary Media Literacy Group

ConclusionsProblem with defining media literacy

Often appears to lead to focus on usage

Now movement towards interest in analysis given media-saturated world and advancement in tech

Formal policies are not always easy to find—decentralized or weak centralized approach

Focus mostly on K-12 education and teacher education, though need for adult media literacy is acknowledged in literature and policy discussions

UNESCO ITC and Literacy

Conclusions and Discussion QuestionsELEMENTARY: Though many schools and districts across the country are integrating components of media literacy into the curriculum, official policies regarding media literacy education have not been implemented on a national scale in The United States, what methods could we use to fix this?

SECONDARY: Is the United States Department of Education’s decentralized approach to policy implementation at fault for a fragmented Media Literacy curriculum? Should the United States be looking to private companies for curriculum development and implementation support?

HIGHER ED: How can we enrich our courses and instructional approaches to meet the needs of students? Is technology essential to higher education classrooms or should they have already formally learned to use it by this age?

ADULT: What thoughts do you have about the problematic nature of defining media literacy?  Is this really the larger problem underpinning a lack of such formal policies meant to incorporate media literacy into our educational systems?