Media literacy is a combination of new learning theory and highly engaging methods of practical, hands-on application that use 21st century technologies to aid students in culling and using evidence to supports their ideas (Schiebe, 2004).
Links to media literacy and student research in state curriculum standards are ever-present (Kubey and Baker, 2000 in: Schiebe, 2004). Beginning with terms such as, “evaluate importance” “reliability” and “credibility of evidence” (New York State), and “comprehend, interpret and critique texts in every medium” (California), it continues into the Common Core Standards with “citing evidence” “textual evidence” “sufficiency of evidence” and “reasons and evidence”. Media literacy as it works into student research is both an implied term, and an overt curriculum mandate.
Through Project Look Sharp (in: Schiebe, 2004), a “curriculum-driven” approach was used to examine and teach media literacy to K-12 teachers in order for them to turnkey it to their students. By looking at the messages and languages used in multimedia, traditional literacy was seen as the basic language through the visual cues, auditory messages and concise text across all media types. These were strong indicators that one basic language could be used to help students develop a core competency across all media types to support their conceptual understanding and overall reading of text.
Here are some media literacy examples:
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Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc