NCSS Position Statement on Media Literacy | National Council for the Social St... - The Diigo Meta page

• 31 Aug 09
  

  Robin Cicchetti

  Natl Coucil for Social Studies

  media medialiteracy ncss socialstudies Curriculum

• 10 Jul 09
  

  Susan Yutzey

  National Council for Social Studies position on incorporating media literacy into curriculum.

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• 30 Jun 09
  

  Mike Hasley

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• 24 Jun 09
  

  helen castanedo

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• 22 Jun 09
  

  Dianne Krause

  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?

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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.
  • 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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  • • 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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  John Evans

  media literacy socialstudies ncss medialiteracy position article statement

• 19 Apr 09
  

  Honor Moorman

  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?

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• 12 Apr 09
  

  Jeffrey Mordan

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• 11 Apr 09
  

  NCSS position statement on media literacy in social studies.

  media ncss standards ppsition statement

• 10 Apr 09
  

  paul lowe

  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?

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  Jason Paddock

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  Karl Fisch

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• 09 Apr 09
  

  Craig Nansen

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  Kyle Brumbaugh

  National Council for the Social Studies. Position statement on Media Literacy

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  Sheryl Nussbaum-Beach

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  Alice Barr

  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?

  Curriculum:SocialStudies professionaldevelopment medialiteracy

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  Stefani Hite

  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?

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  Will Richardson

  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?

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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.
  • 2 more annotations...
  • • 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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  Clay Burell

  socialstudies literacy medialiteracy

• 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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  Tim Stahmer

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  Linda Nitsche

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• 07 Apr 09
  

  Josh Charles

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  William Hoch

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  Page Lennig

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  Lori Abrahams

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  Molly Mullin

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  Ryan Bretag

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• 06 Apr 09
  

  william doust

  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?

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  Gail Holmes

  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?

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  Patrick Higgins

  The National Council of Social Studies comes out with a position paper on media literacy and its place in the classroom.

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  J Black
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  Jamie Baker

  importance 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”

  • 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?
    • What was once characterized as a digital divide has transformed into a digital disconnect
    • 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 Barlow

  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.

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  Steve Ransom

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  Ann Darling

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  Natalie Wojinski

  media ncss

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  Anthony Armstrong
  • 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.
  • 14 more annotations...
  • • 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
    • 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?
    • 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 Still

  NCSS position statement on media literacy in social studies.

  media ncss standards ppsition statement

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  Karen McMillan

  digital_literacy socialstudies 21stcenturyskills

• 05 Apr 09
  

  Matthew Ripley-Moffitt

  media ncss

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  Sarah Hanawald

  Interesting 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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  kim tufts

  media literacy education technology

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