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Informatievaardigheden voor leraren (rapport 9 van het Ruud de Moor Centrum) [PDF]

Paulo Moekotte's insight:
Deze publicatie behandelt het onderwerp informatievaardigheden en is tot stand gekomen in samenwerking met het Centre for Learning Sciences and Technologies (Celstec). Informatievaardigheid is samengesteld uit een aantal deelvaardigheden: probleem definitie, zoeken, beoordelen, verwerken, presenteren en evalueren. In deze publicatie wordt ingegaan op de wijze waarop leraren/docenten deze essentiële deelvaardigheden in het onderwijs kunnen integreren.  
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Media Literacy
The world around us is reshaped by emerging social settings and new behavioral patterns. Our daily language evolves in order for us to be able to understand and deliberate new social and cultural practices. Children need to be educated for entering and co-shaping this world.
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EU Digital Divide Infographic | Digital Agenda for Europe | European Commission

EU Digital Divide Infographic | Digital Agenda for Europe | European Commission | Media Literacy | Scoop.it
This infographic explains the existing Digital Divide in the EU and the tools to close the gap.
Paulo Moekotte's insight:

Should the money talk? Are the sole means financial in nature? The accompanying report (http://goo.gl/Tjey16) shows some interesting figures but also little insight in solutions that go beyond access and skills. 

How about the attitude of low educated towards digital media as a resource that can be used to improve one's social and economc situation and chances? Does attitude follow skills (knowing how means knowing why and when) or does it precede skills (should I believe everything I read and see;what's in it for me)?

 

The report that gives us the first complete set of indicators for digital competence, published last May (http://goo.gl/Gm1IaD) cites the EU definition extensively: ...   the confident and critical use of information Society technology (IST) for work, leisure, learning and communication,"

But again, no indicaiton of how to raise the awareness and foster the attitude among low educated. 


Attitude however should not be left out of the approach as experts concluded last year from a Delphi study (http://goo.gl/w7ayA3). 


"The picture of digital competence that  f from the input of so many experts covers knowledge, skills, and attitudes as well as references to purpose, domain, and level."


This means also bringing in the social and cultural contexts. That's good to see as I'm with Paulo Celot on this, who put it like this in an EAVI-report:

"We recommend fostering a concept of media literacy clearly including social, ethical and cultural aspects as wel as the economic one." (http://goo.gl/p5Wvbh)


The Delphi study further provides some useful insights and, alas, also some unresolved issues.


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Aankondiging - Evalueren van vaardigheden voor de 21ste eeuw

Aankondiging - Evalueren van vaardigheden voor de 21ste eeuw | Media Literacy | Scoop.it
Paulo Moekotte's insight:

Welke vakoverstijgende vaardigheden zijn van belang om deel te kunnen nemen aan de kennismaatschappij van de toekomst?  Wat willen we dat leerlingen al vanuit het basis-en voortgezet onderwijs meekrijgen, zodat ze voorbereid zijn op de lijst ‘nu-niet-bestaande’  beroepen van de toekomst van futurist Thomas Fray? 

Deze Online Masterclass gaat in op de ’vaardigheden voor de 21e eeuw’, die voor leerlingen relevant (b)lijken om persoonlijk, maatschappelijk en beroepsmatig  te kunnen functioneren in de toekomstige maatschappij. 

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Should you start using Twitter? This flowchart has the answer. - Daily Genius

Should you start using Twitter? This flowchart has the answer. - Daily Genius | Media Literacy | Scoop.it
Twitter is blowing up lately. They just announced that user growth has surpassed everyone’s expectations so the stock ($TWTR) exploded up more than 20% in a single day. That’s great news for the popular social network but does that mean it’s a tool that you should add to your toolkit? Is it something you should …
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The Learning Curve 2014 | Pearson

The Learning Curve 2014 | Pearson | Media Literacy | Scoop.it
The report outlines the main findings and outcomes from the research data, drawing on extensive desk research as well as in-depth interviews conducted with 16 educational experts.
Paulo Moekotte's insight:

The task of assessing these skills is unlikely to be straightforward, nor are the results predictable. Data from the Programme for the International Assessment of Adult Competencies (PIAAC) on problem-solving skills in a technology-rich environment found that the economic return from having these abilities is lower than from having advanced literacy or numeracy, especially in terms of higher individual wages. Eric Hanushek, the Paul and Jean Hanna senior fellow at Stanford University, notes that more detailed study is needed: “We know that in the highest technology parts of society – which use skills the most – problem-solving is important, but we don’t know how to measure it very precisely or necessarily how to develop [these skills] per se.”

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Impact of social media in education - eCampus News

Impact of social media in education - eCampus News | Media Literacy | Scoop.it
According to this infographic, college students love using social media but, like their professors, can also find it to be a distraction in the classroom.
Paulo Moekotte's insight:

But for all of social media’s benefits, some professors are still wary of the medium. According to the results of a survey of 8,000 faculty members conducted by Babson Survey Research Group and Pearson, more than half of faculty use social media in a professional context, a ten percent jump from last year’s 45 percent. Slightly more than 70 percent use social media for personal purposes.

At the same time, only four out of 10 faculty members reported using social media in the classroom.

Nearly 60 percent of the respondents said that online and mobile technologies create a better learning environment, but more than half of faculty said they think the technologies are more distracting than helpful for academic use.There is evidence to support those concerns.

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Webeducatiekaart - 1.1.0 - Mozilla Webmaker

De Webeducatiekaart is een groep van competenties en vaardigheden waarvan Mozilla en onze gemeenschap van belanghebbenden geloven dat ze belangrijk zijn om aandacht aan te geven wanneer we beter willen worden in lezen, schrijven en deelnemen op het web.

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SURF | Werkdruk docenten beheersbaar door digitale beoordeling en feedback

SURF | Werkdruk docenten beheersbaar door digitale beoordeling en feedback | Media Literacy | Scoop.it
Paulo Moekotte's insight:
Een relatie die vaker is en wordt gelegd: inzet van ICT en werkdruk. Volgens dit bericht wordt winst gerealiseerd door o.a. het gebruik van rubrics. Goed om te horen, want naar mening krijgen rubrics in het Nederlands onderwijs niet de aandacht die ze zouden moeten krijgen.
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How to choose between Facebook and LinkedIn

How to choose between Facebook and LinkedIn | Media Literacy | Scoop.it
“Choosing between Facebook and LinkedIn might not be an easy choice. You probably know both platforms as a user. Let's try to analyze those two systems in order for you to decide which one to use.”
Via Georgina Lester, Rui Guimarães Lima
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DIGITAL LITERACY AND CITIZENSHIP | South West Grid for Learning

DIGITAL LITERACY AND CITIZENSHIP | South West Grid for Learning | Media Literacy | Scoop.it
These free materials are designed to empower pupils and students to think critically, behave safely, and participate responsibly in our digital world. Find the lessons that are just right for your classroom. Browse by Key Stage or Year Group, for cross-curricular lessons which address digital literacy and citizenship topics in an age-appropriate way.Click headline to access hot links to materials--
Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
Paulo Moekotte's insight:
Impressively complete and transparant.
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MSS 2013: 77% tieners surft op smartphone, 41% op tablet

MSS 2013: 77% tieners surft op smartphone, 41% op tablet | Media Literacy | Scoop.it
De organisaties voor de Nederlandse mediabereiksonderzoeken (NLO, NOM en SKO) hebben voor de derde keer een rapportage (pdf) over mediagebruik en -gedrag uit de Media Standaard Survey (MSS)* uitgeb...
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Social media: identifying and harnessing opportunities | Sheffield Hallam University

Social media: identifying and harnessing opportunities |  Sheffield Hallam University | Media Literacy | Scoop.it

Designed to help learners take as much control as possible of social media and their digital identity, and to find out how to use it to support their studies and improve their employability.


Via Anthony Beal
Paulo Moekotte's insight:

'"Make social media work for you and stand out from the crowd by identifying and harnessing opportunities."

 

Gebruik social media op een positieve manier en zodanig dat je er ook profijt van hebt. Goede aanbevelingen van de Sheffield Hallam University

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Anthony Beal's curator insight, February 3, 10:56 AM

Incluseds leaflets on:

 

How to use social media responsibly 
Staying safe online - your guide to IT security 
Managing your digital footprint
Using Social media for learning 

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Digital Humanities: critical engagement with the digital infrastructure that permeates every aspect of our lives.

Digital Humanities: critical engagement with the digital infrastructure that permeates every aspect of our lives. | Media Literacy | Scoop.it
Humanities programs are teaching students to deconstruct technologies, not just texts.
Paulo Moekotte's insight:

Expanding these programs (like digital humanities minors, PM) also presents problems. Unlike another hot technology innovation, the massive open online course, or MOOC, project-oriented digital-humanities classes don't easily lend themselves to mass broadcast. And faculty members qualified to teach them aren't easily found. New-media programs abound, Ms. Drucker notes, but the digital-humanities community remains small. "It's the difference between the restaurant critic and the cook in the kitchen," she says. "Can you make it, or can you only assess it?"

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Ivon Prefontaine's curator insight, January 7, 11:21 AM

Yes, digital technologies are important however not the end all.

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Nieuw rapport: Hoe kijken de Nederlandse kinderen zelf naar leren?

Nieuw rapport: Hoe kijken de Nederlandse kinderen zelf naar leren? | Media Literacy | Scoop.it
Vorig jaar keken de jonge onderzoekers van Now It’s Our Time naar de leefwereld van kinderen (check hun rapport hier), vandaag publiceren ze een nieuw rapport (zie oa  Kennisnet.nl) dat specifiek gaat over hoe Nederlandse kinderen tussen 6 en 16...
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Gratis EHBO-kit voor privacy & sociale media | EMSOC

Gratis EHBO-kit voor privacy & sociale media | EMSOC | Media Literacy | Scoop.it
Paulo Moekotte's insight:

EMSOC ontwikkelde een EHBO-kit voor eenieder die op zoek is naar informatie of hulp omtrent privacy en sociale media. De EHBO-kit is een praktische tool die je door middel van vragen naar de juiste online informatiebron leidt.

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AI, Robotics and the Future of Jobs [PEW-report]

Paulo Moekotte's insight:

A consistent theme among both groups [those experts who envision a positive and those who envision a negative impact on jobs]  is that our existing social institutions—especially the  educational system—are not up to the challenge of preparing workers for the technology- and robotics-centric nature of employment in the future.

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The 10 Most Important Business Skills in 2020 (Infographic)

The 10 Most Important Business Skills in 2020 (Infographic) | Media Literacy | Scoop.it
In just six years time, the skills you'll be looking for in star employees will be vastly different from those ideal in today's workers. Consider this your crystal ball.

Via Gust MEES
Paulo Moekotte's insight:

Deze vaardigheden komen in veel rapporten naar voren als bepalend voor het werk van de toekomst.

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Martin (Marty) Smith's curator insight, July 8, 10:46 PM

LOL, rare is it I'm glad I have the Big C and so making 2020 is doubtful, but this infographic made me exhausted and glad I don't have to master all this stuff (lol).

Edumorfosis's curator insight, July 9, 7:50 AM

Si la universidad no se articula a la altura de los tiempos practicando el conjunto de destrezas necesarias para entrar al mundo laboral emergente, lo harán los profesionales por su propia cuenta. Las micro-firmas se encargarán de desarrollar proyectos o programas dirigidos a profesionales en búsqueda de nuevos horizontes de posibilidades. La Universidad Intelectual ya es cosa del pasado. La Universidad Social es el presente y el futuro de la Hiper-Educación... 

Beth Kanter's curator insight, July 9, 10:20 AM

Good list of 21st Century work skills.

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How Do We Teach Digital Literacy to Digital Natives? - Edudemic

How Do We Teach Digital Literacy to Digital Natives? - Edudemic | Media Literacy | Scoop.it
Is it possible for our students to be both digital natives and digitally unaware? Young people today are instant messengers, gamers, photo sharers and supreme multitaskers. But while they use the technology tools available to them 24/7, they are struggling to sort fact from fiction, think critically, decipher cultural inferences, detect commercial intent and analyze …
Paulo Moekotte's insight:

It is our job as educators and content producers to encourage kids to be capable, global citizens in a digital age.


Volgens ettler zijn vooral (traditionele) nieuwsbronnen het aangewezen materiaal om kinderen informatie- en mediawijzer te krijgen.

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The 5 Best Cloud Storage Apps for Teachers and Students

The 5 Best Cloud Storage Apps for Teachers and Students | Media Literacy | Scoop.it
April 12, 2014 With the widespread of cloud storage apps comes the convenience of being able to access your stored files and documents on the go, anywhere, anytime. Besides aggregating all your data...
Paulo Moekotte's insight:
Het bekende rijtje: Dropbox, Google Drive, Box, Copy en Onedrive.
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Excellent Checklist for Evaluating Information Sources

Excellent Checklist for Evaluating Information Sources | Media Literacy | Scoop.it
“April 8, 2014 Digital literacy, as a set of skills that students need to develop and master in order to properly use digital technologies , is an essential component of the 21st century education....”
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Social Media CAN Increase Student Engagement, But Is It?

Social Media CAN Increase Student Engagement, But Is It? | Media Literacy | Scoop.it
“Earlier this week, Eric Stoller proclaimed that "Social Media Increases Student Engagement" on Inside Higher Ed . He went on to describe how we have adopted all these new tools, but questions wheth...”
Via Kim Flintoff
Paulo Moekotte's insight:
What are the fundamental questions:What are the intentions of those involved?How we are defining engagement?How we are measuring engagement?
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Ivon Prefontaine's curator insight, March 31, 1:54 PM

The section entitled moving past corporate Facebook speak is intriguing. Are we acknowledging that corporate aims and educational aims are not always congruent with each other.

 

The key questions are sound and point us to the larger question about our relationship with technology. Do we enter into these relationships freely and with choice?

Valerie Hill's curator insight, March 31, 6:26 PM

Digital citizenship has become essential and (IMHO) most social media is trivial self-promoting fluff.  Of course, there is the occasional long lost relative or well-deserving viral story buried under hundreds of posts.  Educators certainly must model best practices.  Read "The Circle" if you are interested in the pitfalls of social media.

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Lesgeven onder een vergrootglas

Paulo Moekotte's insight:

Lesgeven onder een vergrootglas

 

In het laatste nummer van het tijdschrift Onderwijsinnovatie van de OUNL staat een interessant artikel over het gebruik van social media van de hand van Alf Moens, medewerker van Surf.

Hieronder een paar citaten die de strekking en de boodschap van het artikel verduidelijken.

 

"In het klassikaal onderwijs is het gebruik van sociale media nog een niche. In het online onderwijs kan men bijna niet meer zonder en daar zien we klassikaal en online onderwijs dichter naar elkaar toe schuiven. Bij de interactie tussen docent en student buiten de vaste lestijden worden steeds vaker ook sociale media ingezet."

 

"De early adopters herkennen nieuwe technologie die potentie heeft, bijvoorbeeld de potentie om iets in het onderwijsproces eenvoudiger te maken, om het leerproces te verbeteren, of om van een aansluit- of koppelingsprobleem af te zijn. Een deel van deze nieuwe ontwikkelingen zal uiteindelijk main stream worden."

 

"Naast de main stream is er ook nog een groep die minder affiniteit heeft voor technologie en die die technologie ook liever uit de weg gaat. Ook hier moet rekening mee gehouden worden bij de introductie van nieuwe technologie."

 

"Met het gebruik van sociale media en de toename van online onderwijs zal er opnieuw nagedacht moeten worden over contacttijd, of liever nog, zal er nagedacht moeten worden over de factoren die begeleiding van studenten adequaat maken."

 

"Wanneer een onderwijsinstelling overweegt om sociale media in het onderwijsproces in te zetten, moet ook rekening gehouden worden met deelnemers die geen toestemming geven om gegevens over hun handelen te verzamelen en te analyseren."

 

"Veel van het gebruik van deze nieuwe technologie wordt vastgelegd, vaak zonder dat de gebruiker zich dit bewust is. Wat betekent dit voor de privacy van de betrokkenen?"

 

"Niet alle docenten zijn even happig om bij nacht en ontij te reageren op berichten van studenten, laat staan dat zij zich willen of kunnen verdiepen in het ‘social-media-platform-van-de-week’."

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Texts, Snapchats, Instagram: Translating Teens’ Online Behavior

Texts, Snapchats, Instagram: Translating Teens’ Online Behavior | Media Literacy | Scoop.it
“How much surveillance should parents have over their teenagers' social media lives? Why are kids' online roles so different from their realities? How does technology change the way teens relate to... [[ This is a content summary only.”
Paulo Moekotte's insight:
Social steganography uses countless linguistic and cultural tools, including lyrics, in-jokes, and culturally specific references to encode messages that are functionally accessible but simultaneously mean­ingless. Some teens use pronouns while others refer to events, use nicknames, and employ predetermined code words to share gossip that lurking adults can’t interpret. Many teens write in ways that will blend in and be invisible to or misinterpreted by adults. Whole con­versations about school gossip, crushes, and annoying teachers go unnoticed as teens host conversations that are rendered meaningless to outside observers.
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The Design Studio / Developing digital literacies

The Design Studio / Developing digital literacies | Media Literacy | Scoop.it
Paulo Moekotte's insight:

Jisc, de Engelse evenknie van Surf, heeft een wiki ingericht met de resultaten van een twee jaar durend project. De 'Design Studio' bevat

bronnen en materialen ten behoeve van onderwijskundig ontwerp gericht op zogenaamde digital literacies:

"... those capabilities which fit an individual for living, learning and working in a digital society."


Een brede definitie die, net als vele andere definities van dit type literacies, recht doet aan de verreikende invloed van moderne technologie in de domeinen leven, leren en werken. De doelstelling voor onderwijs "fluent use and deployment of learning technology" wijst op de rol die technologie ook in het kader van een levan lang leren speelt.

 

Een overzichtelijke site met een duidelijke structuur waarbij onderwerpen als het curriculumontwikkeling , literacies (zowel in verband met acadamic als professional practice) en assessment & feedback niet ontbreken.

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Practical thresholds for critical understanding of social media

Practical thresholds for critical understanding of social media | Media Literacy | Scoop.it

Testing and Refining Criteria to Assess Media Literacy Levels in Europe

Final Report April 2011
Commissioned by the European Commission Directorate-General for Information Society and Media Media Literacy Unit

 

[http://ec.europa.eu/culture/media/media-content/media-literacy/studies/final-report-ml-study-2011.pdf]

Paulo Moekotte's insight:

A fundamental aspect of critical understanding of media contents relates to individuals‟ belief in whether media always and unfailingly provide the “golden” (impartial and complete) truth. 

 

The reliability perception score is based on the assessment of the reliability of the following four types of media as sources of information on a scale from totally reliable to totally unreliable:
 television;
 radio;
 newspapers;
 the Internet.  

 

The difference awareness score is based on the binary assessment of individuals (yes/no) of whether they believe differences exist in the way that the same or related information is portrayed by different outlets within the following four types of media:
 television (i.e., different television channels);
 radio (i.e., different radio channels);
 newspapers (i.e., different newspapers);
 the Internet (i.e., different websites).

 

The potential media effects awareness score is based on the conscious consideration (yes/no) of the following four issues at some point or other during media use:
 hidden advertisements;
 positive smoking influences;
 unrealistic violence;
 unrealistic body ideals.

 

The higher functional literacy score is based on the (self-)assessment of the ease of carrying out the following four types of activities in a work- or study-related context on a scale from very easy to very difficult:
 understanding complex texts the first time they are read;
 writing complex texts with a clear and logical structure;
 precisely defining the information needed to solve a given problem or task;
 accurately and fairly assessing contradicting pieces of information gathered to solve a
given problem or task.

 

The regulation knowledge score is based on the binary assessment of individuals (yes/no) of whether they believe rules (laws) exist that regulate the following four media topics:
 what advertisements can be about;
 when and where advertisements can be placed;
 the types of content that can be shown (e.g., violent or sexually explicit content);
 the rights of authors to protect their intellectual property.

 

The information strategies score is based on the conscious use (yes/no) of the following six strategies in the face of contradictory information:
 ignore or disregard differences;
 believe a little of each based on general knowledge about sources;
 compare with information elsewhere;
 ask friends, family members or others for their opinion;
 share concerns with civic or social organisations;
 consult one source only.  

 

 

The authors also point to some noteworthy methodological 'shortcomings' of a cognitive approach of media literacy: 

 

"A further criticism of the cognitive development model is that this way of researching media literacy is normative [value laden, PM] and imposes „preferred‟ definitions of „adult‟ behaviour onto children. This type of media literacy could thus represent a narrow and rationalistic view of how children „should‟ behave in relation to the media. Whereas it could also be said that adults do not behave rationally, morally or always display „self-control‟ when using media. Thus in traditional advertising/media literacy there is little place for pleasure, sensuality and irrationality, which are arguably central to our experiences of media (Buckingham, 2005)."

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