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Cindy Kaardal
Cindy Kaardal
Do you know the difference between media literacy and digital literacy? In this online, self-paced course you will immerse yourself in media literacy skills and learn how to prepare students to think critically about the media they see every day. Enroll now to incorporate media literacy in your K-5 classes and learn with (and from) teachers around the world.
This course was created as a capstone project for the Master of Arts in Learning, Design, and Technology (MALDT) program at Central Michigan University.
Standards found in this course:
Standards found in this course:
Standards for Educators
Standards for Educators
The creation of this course:
The creation of this course:
2.2.a
Shape, advance, and accelerate a shared vision for empowering learning with technology by engaging with education stakeholders.
2.5.b
Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
2.7.a
Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Participation in this course:
Participation in this course:
2.1.b
Pursue professional interests by creating and actively participating in local and global learning networks.
2.3.b
Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
2.6.d
Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
Definition
Definition
The modules in this course will focus on these five pieces of NAMLE's definition of media literacy.
Core Principles
Core Principles
Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.
Media Literacy Education expands the concept of literacy to include all forms of media (i.e., reading and writing).
Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice.
Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society.
Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.
Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.
Key Questions
Key Questions
NAMLE Key Questions around authors & audiences, messages & meanings, and representation & reality can be found here
https://namle.net/wp-content/uploads/2020/10/NAMLE-Key-Qs.pdf
Approaches to Learning - Research Skills
Approaches to Learning - Research Skills
Media Literacy - Interacting with media to use and create ideas and information
Locate, organise, analyse, evaluate and synthesize information from a variety of trusted sources, social media and online networks
Compare, contrast and draw connections among (multi)media resources
Seek a range of perspectives from multiple and varied media sources
Demonstrate awareness of media interpretations of events and ideas
Communicate information and ideas effectively to multiple audiences using a variety of media and modalities
International Baccalaureate. (2018). Primary Years Programme: Learning and Teaching, 36
Chadwick International's Digital Citizenship Vision
Chadwick International's Digital Citizenship Vision
"Chadwick International is dedicated to fostering a safe, instructional online environment, where students can develop the skills to become global citizens. Empowering our teachers, students, and parents to embody Digital Citizenship is a priority. The Chadwick International school community will demonstrate core values of respect, responsibility, honesty, fairness, and compassion when using technology."
I believe that this course helps students and teachers become better global citizens by having a better understanding of Media Literacy. I think it is important for teachers to understand the impact media has on our lives. I hope this course can help teachers unpack Media Literacy with their students, for a better understanding of the world.
References
References
Boudreau, J. (n.d.). 4 Strategies for Teaching Media Literacy. Edutopia. Retrieved April 7, 2022, from https://www.edutopia.org/article/4-strategies-teaching-media-literacy
Bulger, M., & Davison, P. (2018). The Promises, Challenges, and Futures of Media Literacy. Journal of Media Literacy Education, 10(1), 1-21. https://doi.org/10.23860/JMLE-2018-10-1-1
Higgin, T. (2020, January 10). Media Literacy Resources for Classrooms. Common Sense Education. https://www.commonsense.org/education/articles/media-literacy-resources-for-classrooms
International Baccalaureate. (2018). Primary Years Programme: Learning and Teaching, 36.
Rogow, F. (2019). Review: Crash Course in Media Literacy. Journal of Media Literacy Education, 11(1), 120-126. https://doi.org/10.23860/JMLE-2019-11-1-7
Stoddard, J., Tunstall, J., Walker, L., & Wight, E. (2021). Teaching beyond verifying sources and “fake news”: Critical media education to challenge media injustices. Journal of Media Literacy Education, 13(2), 55-70. https://doi.org/10.23860/JMLE-2021-13-2-5
Banner images from: https://www.photosforclass.com
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