• • Good Source of Information its equipped with web 2.0 tools and helpful information about Media Literacy.
• Media Literacy

• Media literacy is vital to 21st century learning. Not just in order to keep up—but to take advantage of the exploding array of learning opportunities unlocked by Web 2.0.

   

  Today's students need to adapt to new media forms and learn them quickly. Just as important, they need to develop the critical thinking skills to digest, select and aggregate content—whether uploaded or downloaded—from a dizzying choice of sources. That's no short order!

     
• Why the need for media literacy? 
  • To utilize the vast potential of Web 2.0—the greater the literacy, the greater the benefits (greater collaboration, communication and student engagement leads to deeper learning and higher quality hands-on work)
     
  • To learn how to select appropriate tools and technology
     
  • To integrate a variety of media covering a variety of topics into projects and presentations—to maximize the benefits of interdisciplinary learning
     
  • To build 21st century skills—for schoolwork and for careers
   
     
  Media literacy vs print literacy: 
• • in just one direction—from the page to the reader
    
  • Digital information is nonlinear and organized in different ways, thus requiring new ways of searching, using and sharing
   
     
  Media literacy skills: 
  • Research skills for locating and selecting digital information
    
  • Technical skills for posting and sharing information and digital files
    
  • Ability to create new media, not just passively use it
    
  • Critical thinking skills to assess the quality and validity of content; and to digest large amounts of information from disparate sources
    
  • Ability to adapt to new media forms and to learn them quickly
    
  • Awareness of the need to use digital information ethical

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• Teaching Media Literacy: Yo! Are you Hip to This?

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  By Renee Hobbs

  • Greta Source of information provided a copyright disclaimer for use of the information which is always a good sign . Resources for more research was given and also the author Renee Hobbs seemed very informed about the topic Media Literacy.

• Walking down the corridors of a middle school in suburban Massachusetts, the distinctive sound of a television commercial stands out against the more traditional patter of classroom noises:

   

   

   

• acy in K - 12 Education

   

  In more and more classrooms in the United States, educators are beginning to help students acquire the skills they need to manage in a media-saturated environment, recognizing that in its broadest sense, literacy must include the ability to skillfully 'read' and 'write' in a wide range of message forms, especially considering the dominance of image-based electronic media. In fact, the powerful concept of literacy was the driving force that led leaders in the media literacy movement to adopt a comprehensive definition of media literacy as "the ability to access, analyze, evaluate and produce communication in a variety of forms" in a conference sponsored by the Aspen Institute in 1992. Put simply, media literacy includes the skills of literacy extended to all message form, including those little black squiggles on white paper. Media literacy includes reading and writing, speaking and listening, critical viewing, and the ability to make your own messages using a wide range of technologies, including cameras, camcorders, and computers. Media literacy is not a new subject area and it is not just about television: it is literacy for the information age.

  • Gives Deatiled Information on why Media Literacy is used and how . To the Date .
• n Europe, by contrast, media literacy has gained some measure of official status within Great Britain, Canada, Australia, Scotland, Spain and other nations, where media literacy is required as part of the language arts program in grades 7 through 12. Most of the training American teachers now receive is strongly patterned after models provided by British scholars, including
• have written about their experiences teaching media analysis and media production to young people.

• With this nation's renewed interest in children and education in the 1990s, there have been significant signs of recent growth in the media literacy movement emerging in the United States. In the State of North Carolina, for example, media literacy is included in both the Communication Skills (English) curriculum and in the Information Skills curriculum. In many communities, educators have begun the process of thinking seriously about expanding the concept of literacy to include media. While there was only one teacher-training program in media literacy in 1993, in 1994 there were 12 different programs held across the United States. However, in most communities, media literacy exists due to the energy and initiative of a single teacher, not because of a coordinated, community-wide programmatic plan of implementation. At present, only one such plan is now underway, in the community of Billerica, Massachusetts, which is developing a comprehensive media literacy program that reaches all students across the curriculum in grades K - 12.
• For years, many educators (and some parents, too) have stood like ostriches, sticking necks in the sand and trying very hard to ignore media culture. Television became the

• r children will ignore it and all will be as it was before television.

   

  Now that the culture is almost totally transformed by the compelling electronic and visual experiences that enter our living rooms each day, the ostrich stance seems more and more ridiculous. It's time to face up to the media culture we have created and the media culture we have consumed. It's time to help ourselves and our children to embrace and celebrate the messages worth treasuring, to analyze and understand the economic and political forces which sustain it, and to develop the skills and new habits we need to think carefully and wisely about the messages we create ourselves and the abundant messages we receive .

   

   

• Renee Hobbs, EdD, a prolific writer, speaker, researcher and curriculum designer in the field of media literacy education, is the director of the Media Education Lab at Temple University in Philadelphia. She is a founding Board director of the Alliance for a Media Literate America (AMLA).

     

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• Media literacy

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  From Wikipedia, the free encyclopedia

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  Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms.

   

  • Wikipedia give a credible definition also the gather information from the best libraries in the world or the internet world.

• Media

• The Basic Definition

   

   

• Within North America, media literacy is seen to consist of a series of communication competencies, including the ability to ACCESS, ANALYZE, EVALUATE, and COMMUNICATE information in a variety of forms, including print and non-print messages.

   

  • This is a credible source of information it has updated material and other links to more information .

• Media literacy empowers people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages.

   

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• Media literacy is the ability to understand how mass media work, how they produce meanings, how they are organized, and how to use them wisely. The media literate person can describe the role media play in his or her life. The media literate person understands the basic conventions of various media, and enjoys their use in a deliberately conscious way. The media literate person understands the impact of music and special effects in heightening the drama of a television program or film...this recognition does not lessen the enjoyment of the action, but prevents the viewer from being unduly credulous or becoming unnecessarily frightened. The media literate person is in control of his or her media experiences.  

    The following definition of media literacy came out of the Trent Think Tank, a 1989 symposium for media educators from around the world sponsored by the Canadian Association for Media Literacy:  

  "The goal of the media literacy curriculum must be to develop a literate person who is able to read, analyze, evaluate, and produce communications in a variety of media ( print, TV, computers, the arts, etc.)."

    Most often, "the media" are lumped together as a single entity. But "the media" are actually many forms of communication...including newspapers, magazines, and billboards, radio, television, videocassettes, video games, and computer games. Since the students participating in VidKids are primarily engaged in television viewing (most of them are too young to read newspapers and magazines), our activities focus on video and TV. 

    

  • This Information came from and educational group which in my opinion make for a good resource of information .