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One student wanted to know why so many nurses were spreading vaccine misinformation.
Other participants drew parallels to popular crime-fighting myths found in shows like “Criminal Minds.”
But most of the college students who participated in a fact-checking workshop from MediaWise, the social-first digital media literacy initiative of the nonprofit Poynter Institute, were simply happy to report feeling more digitally savvy after the hour they spent learning to spot fact from fiction online.
MediaWise and its Campus Correspondents have been working since 2020 to slow the spread of online misinformation. In 2022, the goal is to train at 100 diverse colleges and universities, and availability is now opening up for another 25 workshops.
A surge in awareness about disinformation among pupils and teachers has been accompanied by a rise in the number of teachers who bring up this thorny issue in the classroom. But the gap between demand and supply remains largely unchanged. The share of teachers saying digital literacy is important is still nearly 30 percentage points above those who say it is being taught.
Via Nik Peachey
While young people across Africa are in involved in media activities and production, there is no formal process that involves teaching and training them on the effect and impact of media and information on their lives as media and information literacy seeks to address. To create the environment for media and information literacy to flourish in Africa, the Youth Media & Communication Initiative (YMCI), British Council, Nigeria, and the National Film & Video Censors Board (NFVCB), three organisations whose activities focus on empowering children and youth and advancing the benefits of information and communication technologies, came together to organize the 1st Africa Media Literacy Conference in July 2008 in Abuja, Nigeria. The focus of this historic conference was on the importance of media education for children and youth in Africa. The conference explored the roles of young people in a world of rapidly changing communication and information technologies and what they can do to put youth issues on the continental agenda using the media and ICT. The concept of an African Centre for Media and Information Literacy took roots from this conference.
As the world careens from one crisis to another—as COVID-19 brings us closed schools and massive unemployment, as horrific videos of police brutality spark more than a week of nationwide protests—one thing has been constant and concerning: We are devouring digital media, seeking out information and scrolling for solace. And, let’s face it, we’re seeking and scrolling in the dark. We’re doing this literally, as we sit up at 2 a.m. in our bedrooms, scrolling and clicking and unable to sleep. And figuratively, clicking through mazes of media messages on social media, pushing through brush to find a trail. Most of us have had no guides to orient us in this streaming and screaming digital world. .
Jennifer LaGarde and Darren Hudgins write: "In November 2019, The Pew Research Center released its findings related to the devices Americans use to access news. As in previous years, Pew found that news consumers overwhelmingly turn to their mobile devices, rather than to a laptop or desktop, to catch up on the news of the day. And yet, when we visit schools around the country to help teachers and librarians develop media literacy lessons, we find the exact opposite to be true. In school, the vast majority of news literacy instruction still takes place with the devices that our kids are least likely to use when they leave our buildings." (Emphasis added.)
Via Mary Reilley Clark
Cultural assumptions about gender and race affect the construction of historical narratives and, as a consequence, the selection of instructional resources and the development of school curricula. Women, racial minorities, and LGBTQ individuals, for example, are generally either excluded from historical narratives or presented as marginalized and passive witnesses to history.
Students in non-arts disciplines generally are not taught to read and interpret visual images in the same way that those in the arts are taught. As a result, students in non-arts disciplines are often uncertain how to incorporate visual primary sources into their research. Using several of the frames outlined in the ACRL Framework for Information Literacy for Higher Education as an overarching structure, as well as the pedagogical model outlined in TeachArchives.org that focuses on active learning techniques, the authors outline their instructional techniques for teaching students to work with, and even interrogate, visual resources in a non-arts-based classroom.
Earlier this week TED-Ed published a new lesson titled Can You Spot the Problem With These Headlines? The short video lesson walks students through dissecting a couple of hypothetical news headlines. By watching the video students can begin to understand how headlines are written to entice readers and how misleading headlines are created.
Checkology is a website designed to help students learn to be discerning consumers of online, print, and television media. Checkology has a free version and a premium version. This review is only about the free version of Checkology.
"Use the steps and questions below to avoid being manipulated, fooled or exploited by viral rumors, misleading memes, impostor news sites and fake images."
Via Mary Reilley Clark
Twenty years ago it was easier to identify fake news. There were the tabloid papers in the grocery store checkout line and the sensationalized “news” programs that promised inside looks at celebrity lives. Now, between the number of online information sites and the proliferation of social media apps, plus near constant mobile phone use, determining a story’s credibility seems to call for advanced detective skills. In her edWebinar “Fight Fake News: Media Literacy for Students,” Tiffany Whitehead, School Librarian for the Episcopal School of Baton Rouge, says that’s exactly what we need to teach students. While today’s youth may be aware that not everything on the Internet is true, they don’t have the tools to evaluate accuracy and authenticity.
The Technology Enhanced Learning (TEL) team at the University of Derby is committed to providing its students with a high-quality learning experience. It has a strategic responsibility for enhancing the student learning experience through its integrated provision, bringing together the support for academic practice, technology-enhanced learning, and support for student learning.
Information literacy skills top many lists of must-have abilities, especially in the age of fake news. Not all results in a Google search are legitimate–but how many of today’s students know this?
Children have access to devices at younger ages, which underscores the importance of teaching them how to look at news with a critical eye and to evaluate the information’s origin. Because today’s students are growing up in an age where information is easily accessed, they need to know how to apply critical evaluation skills when met with information purporting to be truthful.
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The YouVerify project (I think this project part of Savoir Devenir) funded by the European Union and based in France, has launched the MOOC: Disinformation Step by Step, which starts on Monday 15 November 2021 and lasts a month. It will be given in three languages: French, Spanish and English and is aimed at a wide range of people including educators, students, journalists, librarians, youth workers. Being a MOOC, it is open and free and you can get a digital badge on completion. It has 6 modules: critical thinking, Media and Information Literacy (MIL), disinformation, verification, refutation and building MIL projects. There is a particular focus on visual disinformation. It is led by MIL expert Professor Davina Frau-Meigs. Register here: https://hub5.eco-learning.eu/course/disinformation-step-by-step/
Students must understand how to recognize reputable information and how to identify credible, high-quality journalism. Bias is everywhere, and it’s necessary for young people today to identif…
The UNESCO Media and Information Literacy Alliance was born in 2013, with the objective of fostering media and information literate societies through international cooperation and partnerships. Seven years after its establishment, we are witnessing an increasing relevance of its mandate, especially during the COVID-19 disinfodemic when the necessity of MIL has become more evident than ever. It is an imperative to broaden and deepen the reach and impact of the actions of the UNESCO MIL Alliance.
With the pervasive spread of the Internet and web technologies, digital media consumption and production practises have acquired new critical dimensions. There is a massive exposure to all types of media content (text, images, video, and audio) and people, more than anytime in the history of humankind, are actively engaged in consuming, producing and sharing different forms of knowledge from the trivial to the arcane academic.
Our public square isn’t what it used to be. But, if schools lead the way, media literacy education can help us rebuild civic society. If the damage to public discourse wasn’t clear already, the recent controversy over political advertising on social media platforms surely drove the point home. While Twitter’s Jack Dorsey announced a ban on such advertising, Mark Zuckerberg defended Facebook’s decision to keep hosting political ads without subjecting it to rigorous fact-checking.
Thanks to Esther Grassian for highlighting Media Literacy Resources: A collection of resources to support media literacy in the classroom which "was compiled in conjunction with the California School Library Association (CSLA) and KQED in fulfillment of the requirements set forth in Senate Bill 830: to ensure that young adults are prepared with media literacy skills necessary to safely, responsibly, and critically consume and use social media and other forms of media.
When a scholar of critical theory in the tradition of the Frankfurt School and an award-winning photojournalist and teacher educator collaborate at UCLA to examine the need for critical media literacy, or CML, in education and beyond, the result is a groundbreaking book.
Conference on Learning Information Literacy across the Globe
https://informationliteracy.eu/conference/
10.5.2019 Frankfurt am Main
#LILG_2019 #biblioVerifica #crowdSearcher #iloOER
The slides describes the BiblioVerifica blog, which is an attempt by librarians to fight misinformation by using media and data literacy, engaging citizens as awareness users of the social networks, chats and blogs.
Biblioverifica aims to be a public engagement project based on information literacy practices, implementing tips and tricks about search tools, reliable sources, verification strategies. This non-profit initiative promotes fact-checking based on open resources as data, journals, tools, etc.
contact
https://economia.uniroma2.it/biblioteca/lilg_2019/
Literacy is changing–not at its core necessarily, but certainly at its edges as it expands to include new kinds of “reading.”
Digital media is quickly replacing traditional media forms as those most accessible to most 21st century learners. The impact of this change is extraordinarily broad, but for now we’ll narrow it down to changes in how learners respond to the media they consume.
Do your students love to take and edit photos to post on Instagram? Are they obsessed with watching (or maybe even becoming!) YouTube celebs? Do you want to help your students learn how to spot a stereotype on a TV show? Or how to identify bias in a news article? If you answered yes to any of these questions, consider integrating media literacy education into your lessons..
Using The Matrix film series as an inspiration, aspiration and model, this article integrates horizontal and vertical models of literacy. My goal is to create a new matrix for media literacy, aligning the best of analogue depth models for meaning making with the rapid scrolling, clicking and moving through the read-write web. To undertake this study I deploy not only the filmic series, but one of the scholars who inspired it. I explore the relevance and application of Jean Baudrillard’s research on contemporary understandings of media literacy.
Teaching Media Fluency skills is crucial to the educational environment as technology continues to reshape how students think and react to digital media and the messages they receive. This is an important aspect of teaching that cannot be ignored. All students should be able to access, analyze, evaluate and create media in a number of forms. This shapes their understanding of how media affects society. They also learn why Media Fluency is essential in the digital age.
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![AFRICMIL [African Centre for Media and Information Literacy] | Information and digital literacy in education via the digital path | Scoop.it](https://img.scoop.it/FN26OQrYw057WYauticDGzl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
