Every day our world continues to grow closer together through the internet, global news media, artistic and cultural programs, technological cooperation, international commerce, and other avenues. Yet there’s nothing like direct personal contact to help us overcome distance to learn more about the diverse cultures, faith traditions, and worldviews that make up the human experience. […]
European Union: “Media Literacy” and “Creative Content Online”
European Union: Committee of the Regions, 76th plenary session, 8-9 October 2008. Opinion of the Committee of the Regions on “Media Literacy” and “Creative Content Online”.
IFLANET; Information Literacy Section
The primary purpose of the Information Literacy Section is to foster international cooperation in the development of information skills education in all types of libraries. The Section focuses on the use of computers and media in teaching and learning.
The Media Spot
The Media Spot builds media literacy by producing multimedia messages with youth and educators in their learning environments, hosts an archive of youth media productions and teaching resources on it’s website, and works with schools in New York City to adapt their learning environments to integrate media literacy education.
The Technological Revolution
Essay on The Technological Revolution by Maury Klein, Professor Emeritus of History, University of Rhode Island on his presentation at the FPRI Wachman Center’s May 17-18, 2008.
Namibia’s transition to an information society: challenges and prospects.
“Namibia’s transition to an information society: challenges and prospects” is about the challenges and difficulties Namibia is facing in the process of becoming an information society. This includes aspects such as the digital divide between income groups, as well as between the rural areas and the urban population.
Media Education: Integration
Integration is the first step in creating a holistic methodology towards media education. It is important to recognize that media is not a separate aspect of students’ lives, but a ubiquitous and pervasive element that informs much of the engagement young people experience in their own lives. This monograph focuses on ways teachers can integrate […]
Media Education: Assessment
Assessment can be thought of as the final formal stage of the media education process, when students and teachers can evaluate how well learning objectives have been achieved, whether through rubrics or self-reflexive analysis. This monograph can help teachers in assessing and evaluating students’ performance and critical thinking abilities.
Media Education: Creativity
Being able to critically analyze media texts is only one part of media education. Another is being able to use that critical awareness to create new messages through a variety of media, whether graphical, written, online, or aural. This monograph helps show teachers how to use media education as a catalyst for analysis-based creation.
Media Education: Metacognition
Metacognition focuses on thinking about thinking and it is vital to understanding how it is that we learn, consume, and process information. From a media education perspective, metacognition promotes an analytical and critical examination of core beliefs and assumptions. This monograph deals with a wide range of methods for fostering self-reflexive analysis.
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