This link has been bookmarked by 94 people . It was first bookmarked on 05 Apr 2009, by kim tufts.
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23 May 16
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01 May 16
bwebb5This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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14 Oct 15
L ButlerA1 Use various media.Most important thing is critical analysis skills. I have Ss use NCSS media lit Qs http://t.co/Bepm0HNPe0 #worldgeochat
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01 Sep 15
Daniel BoyleA1: The NCSS media literacy Qs are a staple of all my courses. http://t.co/Bepm0HNPe0 #engsschat
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04 May 15
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11 Mar 15
jpleas3Media Literacy and how social media are requiring new skills for a democratic society.
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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The 21st century world is media saturated, technologically dependent, and globally connected. We live in a multimedia age where the majority of information people receive comes less often from print sources and more typically from highly constructed visual images, complex sound arrangements, and multiple media formats. The multimedia age requires new skills for accessing, analyzing, evaluating, creating, and distributing messages within a digital, global, and democratic society
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The acquisition and application of critical analysis and media production skills are part of what constitutes media literacy.
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The Internet and the everyday use of social networking technologies, together with the expansive growth of corporate entertainment media and the integration of popular culture, also require us as social studies educators to link participatory media literacy with civic education.
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Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture. This participatory culture is characterized not simply by “individual expression” but also by “community involvement,” requiring “social skills developed through collaboration and networking.” (Jenkins et al, 2007, p. 4). Media literacy also includes analysis of ideology and power as students learn how media are used to position audiences and frame public opinion.
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In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
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18 Jan 15
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30 Jul 14
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Media literacy skills are embedded throughout the NCSS curriculum standards such as identifying symbols, examining the environment, analyzing primary resources, considering economic concepts in a market economy, and exploring government and the role of media.
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he ability to differentiate between primary and secondary sources or distinguish fact from fiction is now intimately connected to the ability to analyze and create media.
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ia education built on critical inquiry encourages students to ask probing questions s
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The following are examples of media literacy activities in social studies classrooms:
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18 Jul 14
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11 Jul 14
compmans"Teaching media literacy requires movement in two directions: a horizontal expansion and a vertical deepening. The horizontal motion entails broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages. This more inclusive notion of “legitimate texts” includes popular culture, advertising, photographs, maps, text (SMS) messages, movies, video games, Internet, all sorts of hand-held devices and information communication technologies (ICTs) as well as print. Along with analysis, media literacy involves production as students learn to create messages with different media and technology. Students should be presenting their research and learning through interactive multimedia presentations, as Internet blogs, videos, podcasts, etc."
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This more inclusive notion of “legitimate texts” includes popular culture, advertising, photographs, maps, text (SMS) messages, movies, video games, Internet, all sorts of hand-held devices and information communication technologies (ICTs) as well as print.
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05 Mar 14
Andre HolmesThe ability to adapt, function and interact in today's digital world.
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Most children born in the United States in this millennium have never known a time without the Internet, cellular phones, or television.1 Practically every US household has at least one television set2 and about one third of young children live in homes where the TV is on “always” or “most of the time” (Rideout, Vandewater & Wartella, 2003, p. 4). Before most children are six years of age, they spend about two hours per day with screen media,3something that doubles by age eight, and before they are 18 they spend approximately 6 hours daily with all types of media (Rideout, Roberts & Foehr, 2005).4 It is also estimated that nearly all young children in the US, “have products—clothes, toys, and the like—based on characters from TV shows or movies” (Rideout et al., 2003, p. 4). In the conclusion to the Kaiser Family Foundation’s national study of media usage of 8-18 year-olds, the authors assert, “Without question, this generation truly is the media generation, devoting more than a quarter of each day to media” (Rideout, Roberts & Foehr, 2005, p. 39).
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The influential role media play in organizing, shaping, and disseminating information, ideas, and values is creating a powerful public pedagogy (Giroux, 1999; Luke, 1997) that is influencing young people’s thinking about citizenship and social responsibility. Today’s predominant storytellers are enormous transnational corporations that are appropriating public and private spaces. Less than ten corporations own the majority of the world’s media, creating a small group of wealthy individuals with tremendous power to decide who and what will be represented and what lessons will be taught (McChesney, 2003). When a small group of people has the power to create and disseminate enormous amounts of information, the diversity of ideas shrinks as the potential for abuse increases. Since young people overly rely upon commercial venues for information, the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media. Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium. Sometimes, as Marshall McLuhan (1997) stated, “the medium is the message.”
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17 Feb 14
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The multimedia age requires new skills for accessing, analyzing, evaluating, creating, and distributing messages within a digital, global, and democratic society. The acquisition and application of critical analysis and media production skills are part of what constitutes media literacy.
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But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
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Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium.
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Since young people overly rely upon commercial venues for information, the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media
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eaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium
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edia literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology (from crayons to webcams) to question the roles of media and society and the multiple meanings of all types of messages.
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his approach is analytical and skill-based
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Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture.
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14 Aug 13
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The Internet and the everyday use of social networking technologies, together with the expansive growth of corporate entertainment media and the integration of popular culture, also require us as social studies educators to link participatory media literacy with civic education.
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16 Jun 13
Jessica BanuelosEVALUATION: This site's intent is to inform. The title and author are identified, and the article stated that it was written collectively by a "task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors". It is dated February 2009, so is moderately up-to-date.
The author is identifiable and reliable. The content is credible and authoritative. The URL is .org.
The site is maintained, updated, and free.
The full text is available, and the comparability of the data is not important for what facts have been quoted.
The site meets the research needs of this project, providing supported, fact-based information.-
Media literacy, also referred to as media education or media studies, has become institutionalized in many countries around the world. Canada, Australia, and Great Britain have taught media literacy for several decades, while the US, the world’s leading producer of media, is far behind.
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In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world.
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18 Mar 13
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In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world
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10 Jun 12
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- What social, cultural, historical, and political contexts are shaping the message and the meaning I am making of it?
- How and why was the message constructed?.
- How could different people understand this information differently?
- Whose perspective, values and ideology are represented and whose are missing?
- Who or what group benefits and/or is hurt by this message?
- Students compare and contrast the benefits and limitations of different types of maps before creating their own maps highlighting different geographic regions.
- Students analyze newspaper articles about historic events that affected their community and collaboratively create a wiki to share their findings.
- Students produce a video about their community with original interviews and share their video online as an active form of public civic participation.
- Students study the electoral process through analyzing mainstream media coverage of presidential campaigns and then create their own public awareness campaign about civic participation for youth.
The following are examples of media literacy activities in social studies classrooms:
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10 Apr 12
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21 Nov 11
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11 Nov 11
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06 Jun 11
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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We live in a multimedia age where the majority of information people receive comes less often from print sources and more typically from highly constructed visual images, complex sound arrangements, and multiple media formats.
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The ubiquitous and mobile nature of information and communication technologies has resulted in a world far different from that of those of us whose childhood was once surrounded by large box televisions, rotary dial telephones, and transistor radios
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If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
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Less than ten corporations own the majority of the world’s media
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Since young people overly rely upon commercial venues for information, the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media.
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Media literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology (from crayons to webcams) to question the roles of media and society and the multiple meanings of all types of messages
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Thus media literacy integrates the process of critical inquiry with the creation of media as students examine, create, and disseminate their own alternative images, sounds, and thoughts.
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The horizontal motion entails broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages.
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Teaching media literacy also requires a vertical movement to help students deepen their questioning of the relationships between information, knowledge, and power
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06 Apr 11
Jennifer Olson"NCSS Position Statement on Media Literacy"
why we need to do something with tech in ss education -
15 Jul 10
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13 Jun 10
Colleen Worrell"NCSS Position Statement on Media Literacy
Media Literacy
A Position Statement of National Council for the Social Studies
© 2009 National Council for the Social Studies. All rights reserved
This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?" -
01 Jun 10
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24 Jan 10
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media literacy
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media literacy
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multimedia age
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media production skills
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critical analysis
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If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
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create new media
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critically question
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media generation
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this media culture is our students’ culture
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Media literacy offers us the framework to build upon their entertainment and social experiences with media so as to provide our students with meaningful academic, civic, and public experiences that are critical and empowering.
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he 21st century social studies teacher should guide students to explore different sources of information
-
Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium.
-
Media literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology
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to question the roles of media and society and the multiple meanings of all types of messages.
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skill-based
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analytical
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accessing, analyzing, evaluating, creating, and distributing messages
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horizontal motion
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broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages.
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deepen their questioning of the relationships between information, knowledge, and power.
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a vertical movement
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participatory democracy
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21 Jan 10
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multimedia age
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haracter
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active participants
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characters
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media generation
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framework
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think critically
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new pedagogy
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horizontal expansion and a vertical deepening
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vertical movement
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19 Nov 09
C C Culbreath"Recommended Websites
Ten recommended websites for free resources and lesson plans on media literacy:
National Association for Media Literacy Education
http://namle.net
Action Coalition for Media Education
www.acmecoalition.org
The Center for Media Literacy
www.medialit.org
Project Look Sharp
www.projectlooksharp.org
Teaching Media Literacy
www.teachingmedialiteracy.com
Media Literacy Clearinghouse
www.frankwbaker.com
New Mexico Media Literacy Project
www.nmmlp.org
Just Think
www.justthink.org
Media Awareness Network
www.media-awareness.ca
Media Literacy.com
www1.medialiteracy.com" -
05 Nov 09
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31 Aug 09
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26 Jul 09
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10 Jul 09
Susan YutzeyNational Council for Social Studies position on incorporating media literacy into curriculum.
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30 Jun 09
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24 Jun 09
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22 Jun 09
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Dianne KrauseThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
-
The Internet and the everyday use of social networking technologies, together with the expansive growth of corporate entertainment media and the integration of popular culture, also require us as social studies educators to link participatory media literacy with civic education.
-
If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes
-
social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
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18 May 09
Gerry SolomonThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citiz
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04 May 09
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19 Apr 09
Honor MoormanThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
Jenkins Rheingold media.literacy social.studies 21c.literacy
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13 Apr 09
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12 Apr 09
Donna DesRochesThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citiz
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11 Apr 09
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10 Apr 09
Yvonne MurtaghIn the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to criticall
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paul loweNCSS Position Statement on Media Literacy
Media Literacy
A Position Statement of National Council for the Social Studies
© 2009 National Council for the Social Studies. All rights reserved
This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?media media_literacy web2.0 socialstudies medialiteracy ncss position statement article
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09 Apr 09
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Kyle BrumbaughNational Council for the Social Studies. Position statement on Media Literacy
medialiteracy literacy media article socialstudies ncss position statement
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Doug BelshawThis position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
education literacy ed.d. thesis 21stcenturyskills medialiteracy
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Alice BarrMedia Literacy
A Position Statement of National Council for the Social Studies
© 2009 National Council for the Social Studies. All rights reserved
This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?Curriculum:SocialStudies professionaldevelopment medialiteracy
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Stefani HiteThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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Will RichardsonThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citiz
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This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
-
If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
-
Likewise, social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
-
These changes in society and the experiences the students bring into the classroom challenge social studies teachers to change both how and what we teach. One reaction is to fear these changes and try to protect our students from things we don’t understand or appreciate. Such an approach is neither helpful nor pedagogically sound. Another response is to take advantage instructionally of the wealth of experiences that young people have making media choices by respecting those choices when consistent with democratic principles. Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium.
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08 Apr 09
Kathleen N“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
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This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
medialiteracy media socialstudies 21stcenturyskills article education
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07 Apr 09
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06 Apr 09
william doustThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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Gail HolmesThis position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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Patrick HigginsThe National Council of Social Studies comes out with a position paper on media literacy and its place in the classroom.
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Tom Woodward“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103)
socialstudies medialit literacy medialiteracy 21st for:agarry for:mjhasley
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Jamie Bakerimportance of integrating media literacy and tech integration in social studies to prepare student for their form of citizenry.
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“In the twenty-first century, participatory media education and civic education are inextricable”
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media literacy in the social studies curriculum
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First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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What was once characterized as a digital divide has transformed into a digital disconnect
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But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
-
Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium. Media literacy offers us the framework to build upon their entertainment and social experiences with media so as to provide our students with meaningful academic, civic, and public experiences that are critical and empowering.
-
Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium. Sometimes, as Marshall McLuhan (1997) stated, “the medium is the message.”
-
n the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
-
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lindsey BarlowThis position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
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The multimedia age requires new skills for accessing, analyzing, evaluating, creating, and distributing messages within a digital, global, and democratic society. The acquisition and application of critical analysis and media production skills are part of what constitutes media literacy.
-
Outside of the classroom young people regularly engage with music and videos via MP3 players, constantly text their friends with their cell phones, check the latest videos on YouTube, and even upload ones themselves. But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
-
Likewise, social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
-
These changes in society and the experiences the students bring into the classroom challenge social studies teachers to change both how and what we teach. One reaction is to fear these changes and try to protect our students from things we don’t understand or appreciate. Such an approach is neither helpful nor pedagogically sound.
-
Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium.
-
the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media. Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium.
-
Changes in technology, media, and society require the development of new pedagogy to empower students to adequately read media messages and produce media themselves in order to be active participants in the contemporary democratic society
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What do young people need to learn to best enable them to participate in this democratic culture, while navigating their way through the emerging media environment?
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Media literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology (from crayons to webcams) to question the roles of media and society and the multiple meanings of all types of messages. Analysis of media content is combined with inquiry into the medium. This approach is analytical and skill-based. Thus media literacy integrates the process of critical inquiry with the creation of media as students examine, create, and disseminate their own alternative images, sounds, and thoughts.
-
Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture. This participatory culture is characterized not simply by “individual expression” but also by “community involvement,” requiring “social skills developed through collaboration and networking.” (Jenkins et al, 2007, p. 4). Media literacy also includes analysis of ideology and power as students learn how media are used to position audiences and frame public opinion.
-
The horizontal motion entails broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages.
-
Along with analysis, media literacy involves production as students learn to create messages with different media and technology. Students should be presenting their research and learning through interactive multimedia presentations, as Internet blogs, videos, podcasts, etc.
-
Teaching media literacy also requires a vertical movement to help students deepen their questioning of the relationships between information, knowledge, and power
-
The ability to differentiate between primary and secondary sources or distinguish fact from fiction is now intimately connected to the ability to analyze and create media.
-
- What social, cultural, historical, and political contexts are shaping the message and the meaning I am making of it?
- How and why was the message constructed?.
- How could different people understand this information differently?
- Whose perspective, values and ideology are represented and whose are missing?
- Who or what group benefits and/or is hurt by this message?
-
In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
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Beth StillNCSS position statement on media literacy in social studies.
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05 Apr 09
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Sarah HanawaldInteresting that the Technology Community is calling for media literacy. Is media literacy really that much of a subset of technology? I thought we had broken out!
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