Extractions: I write as a history and media analysis teacher with 10 years of experience in public and private middle and high schools. Currently, I teach a media analysis elective and an Advanced Placement U.S. history course at Albuquerque Academy, an independent school serving a diverse population of 1,000 students aged 11 to 18. I also am the director of curriculum for the New Mexico Media Literacy Project Rationale. Two years ago, in conjunction with California Newsreel and Consumer Reports' Zillions magazine, NMMLP started the BadAd essay contest Goals. The goals of the BadAd contest include Contest rules. We encourage you to conduct a similar activity with your students or, better yet, have them send in entries for BadAd 2001. (The submission deadline will be
CML : Best Practices The Center for media literacy provides you with a wide selection of teaching tools, carefully evaluated for their quality and importance to the field. http://www.medialit.org/best_practices.html
Extractions: Media Issues / Topics - Advertising / Consumerism - Computer Literacy / Digital Revolution - Faith-Based Media Literacy - Film Study / Movie-making - Global Media Issues - Health Issues - History of Media - How to Teach Media Literacy - Media Activity Resources - Media Advocacy / Activism - Media Industry / Economics - Music / Music Videos - Production / Creating Media - Student Made Media - TV and Popular Culture - Violence in the Media - Visual Literacy Curriculum / Subject Area - Art / Media Arts - English / Language Arts - Ethics / Character Education - Health / Prevention - Life Skills - Science / Math - Social Studies - Spirituality / Religion "When the question: 'What's new?' is pursued at the expense of all other questions, what follows in its wake is often an endless flood of trivia and fashion. I wish to be concerned with the question: 'What is best?' for this question cuts deeply, rather than broadly sweeping over everything." Robert Pirsig, Zen and the Art of Motorcycle Maintenance Best Practices encompasses the best of media literacy education - the instructional tools and techniques that teachers use to organize their classes, create engaging activities and accomplish their learning objectives. Explore this section to learn more about the exploding field of media literacy education and how to incorporate it in teaching, in learning and in life.
Teacher Role Of Library Media Specialist guidelines for planning technologybased activities in which and Tools for InformationLiteracy Instruction Use developed by BCPS library media specialists to http://www.bcps.org/offices/lis/office/teacher.html
Media Literacy be reduced to a genteel policing activity, where little in the concept of literacy,and in identifying aspects of multimodal communication and media literacy. http://www.okb.de/doku/englisch/media-literacy.htm
Extractions: July 2002 It is time for any of us who were tempted to think that way to do some serious rethinking. "Man's capacity for justice makes democracy possible, but man's inclination to injustice makes democracy necessary." Reinhold Niebuhr "Democracy encourages the majority to decide things about which the majority is blissfully ignorant." John Simon "If you want to understand democracy, spend less time in the library with Plato and more time on the buses with people." Simeon Strunskey "If voting changed anything, they'd abolish it." Anonymous " "Smart-assed quotations about democracy are cheap and easy. The practice of democracy is expensive, hard, and requires the process of education." Robert Ferguson
Totse.com | Media Literacy: How The Media Constructs Reality media literacy Resource Guide Intermediate and Senior Divisions MORE Raw media. Rankof television watching as the most popular afterschool activity among 6 to http://www.totse.com/en/media/the_media_industrial_complex/medialit.html
Extractions: About Community Bad Ideas Drugs ... ABOUT 1. All media are CONSTRUCTIONS. 2. All media construct REALITY. 3. AUDIENCES negotiate meaning in media. 4. Media have COMMERCIAL implications. 5. Media contain IDEOLOGICAL and VALUE messages. 6. Media have SOCIAL and POLITICAL implications. 7. Media have UNIQUE AESTHETIC FORM that is closely related to CONTENT. Reprinted from Media Literacy Resource Guide: Intermediate and Senior Division. Toronto: Ontario Ministry of Education, 1989. 1. Media are mediated communication. They are not "slices of life," "windows on the world," or "mirrors of society." They are carefully manufactured constructs with nothing left to chance. They are not, by definition, "real," although they attempt to imitate reality. The success of these manufactured constructs lies in their apparent naturalness. Our job as media educators is to make media "strange" and problematic to students. 2. Although media are not real, they can shape our attitudes, behavior and ideas about the world. The WWII broadcaster, Walter Lippman called it "the world outside and the pictures in our heads." If we haven't had first-hand experience with a person, place or thing and yet we feel we know something about it based on media information, then media has constructed a form of reality for us. Our job as media educators is to question media culture and to teach our students to think about reality vs. mediated information.
Information Literacy Annotated Bibliography rich and varied web resources that help integrate information literacy activitiesand skills media specialists Leading the way to information literacy. http://www.sabine.k12.la.us/sleitz/information_literacy_bib.htm
Extractions: Annotated Bibliography Journal Articles Web-based Resources Multi-media ERIC Documents BOOKS Anderson, M. A. (1996). Teaching information literacy using electronic resources for grades 6-12 . Worthington, OH: Linworth. This book is a compilation of 53 lesson plans for grades 6-12. Lessons include CD-ROM databases, exploring the Internet, electronic encyclopedia, creating a computer slide show, desktop publishing, and on-line catalog searching. Bleakley, A. (1994). Resource-based learning activities: information literacy for high school students. Chicago: American Library Association. This book includes guidelines for both teachers and students. Ercegovac, Z. (2001). high school students. Worthington, OH: Linworth. Useful for teachers, librarians, or students, this book helps students become competent learners by learning how to plan research, organize preparation for research, find a variety of resources, think critically about resources, and give credit appropriately. Langhorne, M. J. (Ed.). (1998).
LION: Lesson Plans & Teaching Activities For School Librarians approach, with specific goals and activities for students book Library Skills to InformationLiteracy A Handbook meaning that the library/media specialist and http://www.libraries.phila.k12.pa.us/lion/lessons.html
Extractions: American Association of School Librarians: Position Statement on Information Literacy and Problem-Solving Outlines the role of the library media program in fostering information literacy, and includes eight "scenarios" that illustrate how cooperative instructional efforts between teachers and library media specialists can help students improve their information problem-solving skills through significant learning experiences. Bellingham Public Schools: Staff Development Course on Information Literacy This Washington State school district provides online some of the materials it uses in a staff development course on Information Literacy and the Net . The course emphasizes student investigations as vehicles to explore information available on the Internet. Topics covered include the Research Cycle, several types of literacy, Gardner's Seven Intelligences, and much more.
